Rapid Instructional Design: Learning ID Fast and Right, 3rd Edition

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Book description

The classic guide to instructional design, fully updated for the new ways we learn

Rapid Instructional Design is the industry standard guide to creating effective instructional materials, providing no-nonsense practicality rather than theory-driven text. Beginning with a look at what "instructional design" really means, readers are guided step-by-step through the ADDIE model to explore techniques for analysis, design, development, intervention, and evaluation. This new third edition has been updated to cover new applications, technologies, and concepts, and includes many new templates, real-life examples, and additional instructor materials. Instruction delivery has expanded rapidly in the nine years since the second edition's publication, and this update covers all the major advances in the field. The major instructional models are expanded to apply to e-learning, MOOCs, mobile learning, and social network-based learning. Informal learning and communities of practice are examined, as well.

Instructional design is the systematic process by which instructional materials are designed, developed, and delivered. Designers must determine the learner's current state and needs, define the end goals of the instruction, and create an intervention to assist in the transition. This book is a complete guide to the process, helping readers design efficient, effective materials.

This book does exactly what a well-designed course should do, providing relevant guidance for anyone who wants to know how to apply good instructional design. Eminently practical and fully up-to-date, Rapid Instructional Design is the one-stop guide to more effective instruction.

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Table of contents

  1. Cover Page
  2. Title Page
  3. Copyright
  4. Contents
  5. Tool List
  6. Preface for the Third Edition
  7. Introduction
  8. Chapter 1: What Is This Instructional Design Stuff Anyway?
    1. WHY INSTRUCTIONAL DESIGN?
    2. WHAT IS INSTRUCTIONAL DESIGN?
    3. A FEW DEFINITIONS
    4. ADVANTAGES OF INSTRUCTIONAL DESIGN
    5. DISADVANTAGES OF INSTRUCTIONAL DESIGN
    1. ORGANIZATIONAL NEEDS
    2. PERFORMANCE ASSESSMENT
    3. ASSESSING TRAINING NEEDS
    4. CHOOSING NEEDS TO ADDRESS
    5. THE NEEDS ASSESSMENT REPORT
    6. QUICK AND DIRTY COST/BENEFIT ANALYSIS
    7. TRAINING NEEDS ANALYSIS
    1. DATA-COLLECTION METHODS
    2. WHY ANALYZE?
    3. TYPES OF ANALYSIS
    4. COMPUTER-AIDED ANALYSIS
    1. MAKE THE RIGHT DECISION NOW
    2. DELIVERY DECISION
    3. OBJECTIVES
    4. DESIGN DOCUMENTS
    5. COURSE DESCRIPTIONS
    6. GATHERING CONTENT
    7. ADDING STRUCTURE: THE INSTRUCTIONAL PLAN
    8. TRAINEE EVALUATION (TEST QUESTIONS AND TESTS)
    9. HINTS FOR DESIGNING IN VARIOUS FORMATS
    1. END PRODUCTS OF DEVELOPMENT
    2. THE FACILITATOR GUIDE AS AN END PRODUCT
    3. SCRIPTS AND STORYBOARDS
    4. PARTICIPANT PACKAGES AND OTHER PRINT MATERIALS
    5. OTHER MEDIA
    6. HINTS FOR DEVELOPING MATERIAL
    1. BETA TESTS AND PILOTS
    2. REVIEWS REVISITED
    3. COMMON IMPLEMENTATION ISSUES
    4. OTHER INSTRUCTOR-LED CLASSROOM IMPLEMENTATION NEEDS
    5. HINTS FOR IMPLEMENTATION
    6. FIELD TRIPS
    1. WHY EVALUATION?
    2. THE KEY TO GOOD EVALUATION
    3. TYPES OF EVALUATION
    4. EVALUATION OF SELF-INSTRUCTION PROGRAMS
    5. REVISIONS: WHAT TO DO WITH WHAT YOU'VE LEARNED
    6. HINTS FOR EVALUATING
    1. SOFTWARE FOR INSTRUCTIONAL DESIGN
    2. ANALYSIS SOFTWARE
    3. TEST DEVELOPMENT SOFTWARE
    4. MISCELLANEOUS SOFTWARE
    5. RAPID PROTOTYPING
    6. LEARNING OBJECTS/GRANULAR TRAINING
    7. PUBLIC COURSES
    8. OFF-THE-SHELF PROGRAMS
    9. TECHNOLOGY VENDORS
    10. PERFORMANCE SUPPORT–BASED “TRAINING”
    11. PROBLEM-BASED LEARNING (PBL)
    12. TRAINING MANAGEMENT SYSTEMS/LEARNING MANAGEMENT SYSTEMS (LMS)/LEARNING CONTENT MANAGEMENT SYSTEMS (LCMS)
    13. DIGITAL CAMERAS
    14. WHAT DOES AN ID DO?
    15. MISCELLANEOUS
    1. DEFINITIONS
    2. CREATING AND IMPLEMENTING AN E-LEARNING SYSTEM
    3. DETERMINING A COMPREHENSIVE E-LEARNING STRATEGY
    4. DESIGNING AND DEVELOPING GOOD PROGRAMS
    5. LEARNING MANAGEMENT SYSTEMS AND LEARNING CONTENT MANAGEMENT SYSTEMS
    6. PREPARING THE ORGANIZATION GLOBALLY FOR E-LEARNING
    7. SELF-DIRECTION AND E-LEARNING
    8. PLANNING FOR A SMOOTH, SUCCESSFUL IMPLEMENTATION
    9. CREATING AN EFFECTIVE MONITORING AND EVALUATION PLAN
    10. ASYNCHRONOUS E-LEARNING DESIGN AND DEVELOPMENT
    11. ANALYSIS
    12. MATERIAL DEVELOPMENT
    13. LEARNER EVALUATION
    14. LEARNER INTERFACES
    15. BETA TESTS AND PILOTS
    16. SOFTWARE
    17. REPURPOSING
    18. EVALUATING ASYNCHRONOUS E-LEARNING PROGRAMS
    19. SUMMARY
    1. ADVANTAGES
    2. DISADVANTAGES AND MISCONCEPTIONS
    3. DESIGN CONSIDERATIONS FOR SYNCHRONOUS E-LEARNING
    4. MINI-INTERACTIONS
    5. REPURPOSING AND REDESIGNING SYNCHRONOUS E-LEARNING PROGRAMS
    6. OTHER SYNCHRONOUS ACTIVITIES
    7. MORE DETAILED FACILITATOR GUIDES
    8. LEARNER GUIDE
    9. GENERAL TECHNOLOGY CONSIDERATIONS
    10. MEDIA
    11. DESIGNING CONTINUING INTERACTIONS
    12. AUDIENCE ANALYSIS
    13. IMPLEMENTATION
    14. ONLINE LEARNING: A SPECIAL TYPE OF E-LEARNING
    15. WHAT THE LEARNERS SAY
    1. FLIPPED CLASSROOMS
    2. MOBILE LEARNING
    3. VIRTUAL LEARNING ENVIRONMENTS
    4. SOCIAL NETWORK–BASED LEARNING
    5. MASSIVE OPEN ONLINE COURSES (MOOCS)
    6. COMMUNITIES OF PRACTICE
    7. INFORMAL LEARNING
    8. THE CLOUD
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