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READING FEEDBACKS | READING FEEDBACKS | ||
Robert A. Reiser , John V. Dempsey | '''1. TRENDS AND ISSUES IN INSTRUCTIONAL DESIGN AND TECHNOLOGY | ||
Robert A. Reiser , John V. Dempsey''' | |||
Section 1 Defining the Field | |||
Chapter 1 What field did you say you were in? defining and naming our field | |||
Chapter 2 What is instructional design? | |||
Chapter 3 A history of instructional design and technology | |||
Section 2 Theories and Models of Learning and Instruction | |||
Chapter 4 Psychological foundation of instructional design | |||
Chapter 5 Constructivism and instructional design: the emergence of the learning science and design research | |||
Chapter 6 epistemology and the design of leaning environments | |||
Chapter 7 First principles of instructions: a synthesis | |||
Chapter 8 Alternate models of instructional design: holistic design approaches and complex learning | |||
Chapter 9 Motivation and performance | |||
Section 3 Evaluating, Implementing, and Management Instructional Programs and Projects | |||
Chapter 10 Evaluation in instructional design: the impact of Kirkpatrick’s Four-level Model | |||
Chapter 11 Adoption, diffusion, implementation, and institutionalization of instructional innovations | |||
Chapter 12 Instructional project management: managing instructional design projects on sie and at a distance | |||
Chapter 13 Managing scarce resources in training projects | |||
Section 4 Human Performance Technology | |||
Chapter 14 The development and Evolution of Human Performance Improvement | |||
Chapter 15 Electronic performance support systems: visions and viewpoints | |||
Chapter 16 knowledge management and learning: perfect together | |||
Chapter 17 informal learning | |||
Section 5 Trends and Issues in Various Settings | |||
Chapter 18 instructional design in business and industry | |||
Chapter 19 instructional design opportunities in military education and training environment | |||
Chapter 20 performance, instruction, and technology in health care education | |||
Chapter 21 trends and issues in P-12 educational change | |||
Chapter 22 what do instructional designers do in higher education? A written symposium | |||
Chapter 23 designing for the world at large: a tale of two settings | |||
Section 6 Getting and IDT Position and Succeeding at It | |||
Chapter 24 Getting an instructional design position: lessons from a personal history | |||
Chapter 25 Getting a job in business and industry | |||
Chapter 26 Professional organizations and publications in instructional design and technology | |||
Chapter 27 Competence for instructional design and technology professionals | |||
Section 7 New Directions in Instructional Design and Technology | |||
Chapter 28 Distributed learning and the field of instructional design | |||
Chapter 29 reusability and reusable design | |||
Chapter 30 using rich media wisely | |||
Chapter 31 Emerging instructional technologies: the near future | |||
Chapter 32 The future of instructional design (point/counterpoint) | |||
Revision as of 12:59, 1 February 2007
READING FEEDBACKS
1. TRENDS AND ISSUES IN INSTRUCTIONAL DESIGN AND TECHNOLOGY
Robert A. Reiser , John V. Dempsey
Section 1 Defining the Field
Chapter 1 What field did you say you were in? defining and naming our field Chapter 2 What is instructional design? Chapter 3 A history of instructional design and technology
Section 2 Theories and Models of Learning and Instruction
Chapter 4 Psychological foundation of instructional design Chapter 5 Constructivism and instructional design: the emergence of the learning science and design research Chapter 6 epistemology and the design of leaning environments Chapter 7 First principles of instructions: a synthesis Chapter 8 Alternate models of instructional design: holistic design approaches and complex learning Chapter 9 Motivation and performance
Section 3 Evaluating, Implementing, and Management Instructional Programs and Projects
Chapter 10 Evaluation in instructional design: the impact of Kirkpatrick’s Four-level Model Chapter 11 Adoption, diffusion, implementation, and institutionalization of instructional innovations Chapter 12 Instructional project management: managing instructional design projects on sie and at a distance Chapter 13 Managing scarce resources in training projects
Section 4 Human Performance Technology
Chapter 14 The development and Evolution of Human Performance Improvement Chapter 15 Electronic performance support systems: visions and viewpoints Chapter 16 knowledge management and learning: perfect together Chapter 17 informal learning
Section 5 Trends and Issues in Various Settings
Chapter 18 instructional design in business and industry Chapter 19 instructional design opportunities in military education and training environment Chapter 20 performance, instruction, and technology in health care education Chapter 21 trends and issues in P-12 educational change Chapter 22 what do instructional designers do in higher education? A written symposium Chapter 23 designing for the world at large: a tale of two settings
Section 6 Getting and IDT Position and Succeeding at It
Chapter 24 Getting an instructional design position: lessons from a personal history Chapter 25 Getting a job in business and industry Chapter 26 Professional organizations and publications in instructional design and technology Chapter 27 Competence for instructional design and technology professionals
Section 7 New Directions in Instructional Design and Technology
Chapter 28 Distributed learning and the field of instructional design Chapter 29 reusability and reusable design Chapter 30 using rich media wisely Chapter 31 Emerging instructional technologies: the near future Chapter 32 The future of instructional design (point/counterpoint)