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Trends and Issues in Instructional Design and Technology

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Trends and Issues in Instructional Design and Technology, Third Edition,provides readers with a clear picture of the field of instructional design and technology, the trends and issues that have affected it in the past and present, and those trends and issues likely to affect it in the future. The text will prepare its readers to master the skills associated with IDT, clearly describe the nature of the field, familiarize themselves with the field's history and its current status, and describe recent trends and issues impacting on the field. Written by the leading figures in the field with contributions from Elizabeth Boling, Richard Clark, Ruth Clark, Walter Dick, Marcy Driscoll, Michael Hannafin, John Keller, James Klein, David Jonassen, Richard Mayer, David Merrill, Charles Reigeluth, Marc Rosenberg, Allison Rossett, Sharon Smaldino, Harold Stolovitch, Brent Wilson, Robert Reiser, John Dempsey, and many others, this book clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. Previous editions of this book have received outstanding book awardsfrom the Association for Educational Communications and Technology (AECT), the AECT Division of Design and Development, and the International Society for Performance Improvement (ISPI).The new edition features a plethora of updates including: eighteen new chapters, each of which focuses on an important recent trend or issue in the instructional design and technology (IDT) field: An updated view of such topics as whole task approaches to instructional design, motivational design, models of evaluation, performance support and informal learning, four new chapters addressing hot issues in IDT including ethics, diversity, accountability, the nature of the design process, and the appropriate amount of learner guidance that should be built into instruction; coverage of What IDT Professionals Do which introduces students to the wide variety of settings in which IDT professionals can practice their craft; a stronger emphasis and new research on how to design, deliver, and evaluate online instruction, with field-tested techniques for instructional design of online learning; and four new and two revised chapters with coverage of technologies that are changing the nature of the IDT field including advances in such areas as e-learning, social networking, game-based learning, and virtual worlds.
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Table of Contents

Section I: Defining the FieldChapter 1: What Field Did You Say You Were In? Defining and Naming Our FieldChapter 2: Characteristics of Instructional Design ModelsChapter 3: A History of Instructional Design and Technology Section II: Theories and Models of Learning and InstructionChapter 4: Psychological Foundations of Instructional DesignChapter 5: Constructivism in Practical and Historical ContextChapter 6: The Learning Sciences: Where They Came From and What It Means For Instructional DesignersChapter 7: Designing for Problem-SolvingChapter 8: Instructional Theory and Technology for a Post-Industrial WorldChapter 9: Motivation, Volition, and Performance Section III: Evaluating and Managing Instructional Programs and ProjectsChapter 10: Evaluation in Instructional Design: A Comparison of Evaluation ModelsChapter 11: An Introduction to Return on InvestmentChapter 12: Managing On-Site and Virtual Design TeamsChapter 13: Managing Scarce Resources in Training Organizations Section IV: Performance ImprovementChapter 14: The Development and Evolution of Human Performance ImprovementChapter 15: Performance SupportChapter 16: Knowledge Management And Learning: Perfect TogetherChapter 17: Informal Learning Section V: Trends and Issues in Various SettingsChapter 18: Instructional Design in Business and IndustryChapter 19: Instructional Design Opportunities in Military Education and Training EnvironmentsChapter 20: Performance, Instruction, and Technology in Health Care EducationChapter 21: IDT in P-12Chapter 22: What Do Instructional Designers Do in Higher Education? A Written Symposium Section VI: Global Trends and Issues in IDTChapter 23: Developing Learning to Meet Complex Challenges for an Undivided WorldChapter 24: IDT in AsiaChapter 25: IDT in Europe Section VII: Chapter 26: Getting an Instructional Design Position: Lessons From a Personal History Chapter 27: Getting a Job in Business and Industry Chapter 28: Professional Organizations and Publications in Instructional Design and Technology Section VIII: New Directions in Instructional Design and TechnologyChapter 29: E-Learning and Instructional DesignChapter 30: Reusability and Reusable DesignChapter 31: Web 2.0 and Social NetworkingChapter 32: Using Rich Media Wisely Chapter 33: Games...and...LearningChapter 34: Designing in Virtual Worlds Section IX: Current Issues in Instructional Design and TechnologyChapter 35: Professional Ethics: Rules Applied to PracticeChapter 36: Diversity and AccessibilityChapter 37: The Changing Nature of DesignChapter 38: Debate: The Benefits of Different Levels of Instructional Guidance

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