Rapid Instructional Design E-Book

George M. Piskurich

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 883

Veröffentlichungsjahr: 2015

Beschreibung

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. * Learn the ins and outs of the ADDIE model * Discover shortcuts for rapid design * Design for e-learning, Millennials, and MOOCs * Investigate methods for emerging avenues of instruction 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.

Leseprobe

Table of Contents

Title Page

Copyright

Tool List

Preface for the Third Edition

Introduction

PURPOSE

AUDIENCES

SPECIAL ELEMENTS

ORGANIZATION OF THE BOOK

Chapter 1: What Is This Instructional Design Stuff Anyway?

WHY INSTRUCTIONAL DESIGN?

WHAT IS INSTRUCTIONAL DESIGN?

A FEW DEFINITIONS

ADVANTAGES OF INSTRUCTIONAL DESIGN

DISADVANTAGES OF INSTRUCTIONAL DESIGN

Chapter 2: Before You Do Anything: Pre-Instructional Design Activities

ORGANIZATIONAL NEEDS

PERFORMANCE ASSESSMENT

ASSESSING TRAINING NEEDS

CHOOSING NEEDS TO ADDRESS

THE NEEDS ASSESSMENT REPORT

QUICK AND DIRTY COST/BENEFIT ANALYSIS

TRAINING NEEDS ANALYSIS

Chapter 3: Do You Know What You Need to Do? Analysis

DATA-COLLECTION METHODS

WHY ANALYZE?

TYPES OF ANALYSIS

COMPUTER-AIDED ANALYSIS

Chapter 4: How to Do It: Design

MAKE THE RIGHT DECISION NOW

DELIVERY DECISION

OBJECTIVES

DESIGN DOCUMENTS

COURSE DESCRIPTIONS

GATHERING CONTENT

ADDING STRUCTURE: THE INSTRUCTIONAL PLAN

TRAINEE EVALUATION (TEST QUESTIONS AND TESTS)

HINTS FOR DESIGNING IN VARIOUS FORMATS

Chapter 5: Doing It Right: Development

END PRODUCTS OF DEVELOPMENT

THE FACILITATOR GUIDE AS AN END PRODUCT

SCRIPTS AND STORYBOARDS

PARTICIPANT PACKAGES AND OTHER PRINT MATERIALS

OTHER MEDIA

HINTS FOR DEVELOPING MATERIAL

Chapter 6: Getting It Where It Does the Most Good: Implementation

BETA TESTS AND PILOTS

REVIEWS REVISITED

COMMON IMPLEMENTATION ISSUES

OTHER INSTRUCTOR-LED CLASSROOM IMPLEMENTATION NEEDS

HINTS FOR IMPLEMENTATION

FIELD TRIPS

Chapter 7: Did It Do Any Good? Evaluation

WHY EVALUATION?

THE KEY TO GOOD EVALUATION

TYPES OF EVALUATION

EVALUATION OF SELF-INSTRUCTION PROGRAMS

REVISIONS: WHAT TO DO WITH WHAT YOU'VE LEARNED

HINTS FOR EVALUATING

Chapter 8: Doing It Faster: More Rapid Design Shortcuts

SOFTWARE FOR INSTRUCTIONAL DESIGN

ANALYSIS SOFTWARE

TEST DEVELOPMENT SOFTWARE

MISCELLANEOUS SOFTWARE

RAPID PROTOTYPING

LEARNING OBJECTS/GRANULAR TRAINING

PUBLIC COURSES

OFF-THE-SHELF PROGRAMS

TECHNOLOGY VENDORS

PERFORMANCE SUPPORT–BASED “TRAINING”

PROBLEM-BASED LEARNING (PBL)

TRAINING MANAGEMENT SYSTEMS/LEARNING MANAGEMENT SYSTEMS (LMS)/LEARNING CONTENT MANAGEMENT SYSTEMS (LCMS)

DIGITAL CAMERAS

WHAT DOES AN ID DO?

MISCELLANEOUS

Chapter 9: Asynchronous e-Learning Design

DEFINITIONS

CREATING AND IMPLEMENTING AN E-LEARNING SYSTEM

DETERMINING A COMPREHENSIVE E-LEARNING STRATEGY

DESIGNING AND DEVELOPING GOOD PROGRAMS

LEARNING MANAGEMENT SYSTEMS AND LEARNING CONTENT MANAGEMENT SYSTEMS

PREPARING THE ORGANIZATION GLOBALLY FOR E-LEARNING

SELF-DIRECTION AND E-LEARNING

PLANNING FOR A SMOOTH, SUCCESSFUL IMPLEMENTATION

CREATING AN EFFECTIVE MONITORING AND EVALUATION PLAN

ASYNCHRONOUS E-LEARNING DESIGN AND DEVELOPMENT

ANALYSIS

MATERIAL DEVELOPMENT

LEARNER EVALUATION

LEARNER INTERFACES

BETA TESTS AND PILOTS

SOFTWARE

REPURPOSING

EVALUATING ASYNCHRONOUS E-LEARNING PROGRAMS

SUMMARY

Chapter 10: Synchronous e-Learning Design

ADVANTAGES

DISADVANTAGES AND MISCONCEPTIONS

DESIGN CONSIDERATIONS FOR SYNCHRONOUS e-LEARNING

MINI-INTERACTIONS

REPURPOSING AND REDESIGNING SYNCHRONOUS E-LEARNING PROGRAMS

OTHER SYNCHRONOUS ACTIVITIES

MORE DETAILED FACILITATOR GUIDES

LEARNER GUIDE

GENERAL TECHNOLOGY CONSIDERATIONS

MEDIA

DESIGNING CONTINUING INTERACTIONS

AUDIENCE ANALYSIS

IMPLEMENTATION

ONLINE LEARNING: A SPECIAL TYPE OF E-LEARNING

WHAT THE LEARNERS SAY

Chapter 11: New Design Applications

FLIPPED CLASSROOMS

MOBILE LEARNING

VIRTUAL LEARNING ENVIRONMENTS

SOCIAL NETWORK–BASED LEARNING

Massive Open Online Courses (MOOCs)

COMMUNITIES OF PRACTICE

INFORMAL LEARNING

THE CLOUD

Glossary

Suggested Readings

Other Resources

About the Author

Index

End User License Agreement

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Guide

Cover

Table of Contents

Preface for the Third Edition

Introduction

Begin Reading

Rapid Instructional Design

Learning ID Fast and Right

THIRD EDITION

George M. Piskurich

Cover image: Abstract Speed Motion © iStock.com/nadia

Cover design: Wiley

This book is printed on acid-free paper.

Copyright © 2015 by John Wiley & Sons, Inc. All rights reserved

Published by John Wiley & Sons, Inc., Hoboken, New Jersey

Published simultaneously in Canada

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone], or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, [phone], fax [phone], or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with the respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor the author shall be liable for damages arising herefrom.

For general information about our other products and services, please contact our Customer Care Department within the United States at [phone], outside the United States at [phone] or fax [phone].

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data is on file.

978-1-118-97397-4 (pbk.)

978-1-118-97414-8 (ebk.)

978-1-118-97413-1 (ebk.)

Tool List

Chapter 1

Checklist: Do I Need Instructional Design?

Chapter 2

Performance Assessment Questions

Training Needs Assessment Questions for Management

Training Needs Assessment Questions for Individual Contributors

Training Needs Assessment Template for Managers

Needs Assessment Instrument (Performance vs. Training)

Subject-Matter Expert Selection Form

Needs Consideration Questions

Selection Criteria Worksheet for Level 4 Evaluation

Outline Template for a Training Needs Assessment Report

Training Needs Assessment Report

Items to Consider When Calculating Training Costs

Some Average Costs for Training Resources and Time for Development

High-Level Assessment/Analysis Terminology

Training Needs Analysis Template

Complex Training Analysis Document

Program Analysis Report (Short)

Chapter 3

Observation Form

Job Analysis Template

Criticality Matrix Example

Job and Criticality Analysis Form

Task Analysis Form 1

Data That May Be Collected During a Job/Task Analysis

Task Analysis Form 2

Training Task Analysis Template

Learning Analysis Template

Audience Analysis Questions (for Managers/Initiators)

Audience Analysis Template

Top Audience Characteristics

Audience Analysis Report

Job Analysis Template

Chapter 4

Classroom Training

On-the-Job Training

Self-Instruction

Technology-Based Training

e-Learning (Instructor-Led or Self-Instruction)

Job Performance Aids

Selecting Delivery Method by Project Constraints

Final Criteria for Delivery Selection

Behavioral Verbs

Design Document Template

Simple Design Document Template

Complex Design Document Template

Formal Design Document

SME Roles in Instructional Design

Content Roadmap

Trainer Certification Checklist

Operations Department Final Checklist

Objective Checklist

Designing in Various Testing Formats

Questions

Test Question Critiquing List

Chapter 5

Sample Facilitator Guide

Facilitator Guide Development Job Aid

Checklist for Developing Print Material

Course Materials Reference List

ISD Quality Review

Checklist for Reviewing Facilitator Guides or Trainer Manuals

Checklist for DVD (Multimedia) Program Development

Hints for Better DVD (Multimedia) Program Development

e-Learning Design Hints

Video Shot List/Log

Video Production Checklist

Chapter 6

Running a Beta Test

Beta Test Questions

Beta Test/Pilot Review Checklist

Instructional Designer's Pilot Observation Tool

Pilot Observer Evaluation Sheet

Pilot Participant Survey

Pilot Presenter Evaluation

Instructor Feedback Observation Form

Faculty Strategy Plan Template

Instructor Checklist

Self-Instruction Facilitator Checklist

Conducting a Distributed Self-Instructional Implementation

Operating a Learning Center

Field Trip Checklist

Chapter 7

Reaction Instrument 1

Reaction Instrument 2

Reaction Instrument 3

Reaction Instrument 4

e-Learning Level 1 Evaluation Instrument

Transfer to Job Instrument 1

Transfer to Job Instrument 2

Transfer to Job Instrument 3

Level 3 Evaluation Instrument for Managers

Store Manager Questionnaire

Survey on Self-Instructional Packages

Course Maintenance Planning

Evaluation for Self-Instruction

Self-Instructional Learning Facilitator Survey

Blended Level 1 Evaluation

Chapter 8

Seven Rules for Good Instructional Design

Chapter 9

Questions to Consider When Analyzing Your Organization's Readiness for e-Learning

Preparing to Be an Asynchronous e-Learner Job Aid

e-Learning Self-Assessment

Self-Directed Learning Plan

Web-Based Training Layout

e-Learning Design Hints

Questions for e-learning System Development

Your Twenty Questions for e-Learning Checklist

Chapter 10

Facilitator Guide Template

Media Formats

Continuing Interaction Activity

Job Aid: General Virtual Facilitation Skills

Job Aid: Facilitating Virtual Interactions

Virtual Facilitator Self-Assessment

Tips for Interacting Successfully Online

A Self-Assessment of Personal Synchronous e-learning Characteristics

Synchronous Class Initiation Checklist

Online Decision Job Aid

Preface for the Third Edition

I find it kind of hard to believe that the first edition of this book came out in 2000, and the second edition in 2006. In those fourteen years, and even in the last six, so much has changed in the field of instructional design. Delivery systems that were the gold standard when the first edition was published have almost disappeared, others that were barely on the cutting edge are now not just normal everyday deliveries, but required knowledge for instructional design (ID), and still others that weren't even a ghost of a whisper when the second edition came out are now mainstream enough to be at least a possibility in the ID tool kit.

Yet, even with all these changes, the basics of instructional design remain. ISD and ADDIE have been challenged more times than I can count in those fourteen years by various methodologies and their associated acronyms that have appeared, flourished for a time, then died away as designers went back to what they knew worked. Today we have AGILE and SAM, both of which have very strong and useful conceptualizations going for them, but that are, in the end, based on the tried-and-true ISD concepts of analysis, design, development, implementation, and evaluation.

That being said, why a third edition of this book? Well, first, those prickly new delivery systems need to be addressed. They range from the somewhat simple concept of flipped classrooms to the mysteries of “the Cloud” and what it means to the designer. In between is the philosophical concept of “social network based learning,” and how you use it, control it (if that's possible, and if you really want to) and how to design for it. So this edition will discuss these concepts as they affect the designer, at least as much as we can, considering that they are so new that there hasn't been all that much practical application done with them yet.

Second, some of the templates and figures needed a bit of revision, as time and the discipline have passed them by. I'm afraid I went a bit overboard on this, as you'll find over twenty-five new templates, checklists, and figures in this edition, ranging from a checklist on how to design a field trip to a new blended learning evaluation instrument.

And finally, there was a need to correct some mistakes (as those who have been using the first and second editions have been telling me) and rectify some omissions, such as planning for communicating and marketing programs, and the important task of training facilitators to facilitate.

We also took the instructor's guide out and put it online, so the book is not quite as hefty (although it won't be as good a doorstop) and to make it easy for you to download and use the templates and such.

So here's hoping this edition continues the purpose of the previous two in helping to make you a better instructional designer, and doing that more effectively and efficiently, as any good instructional design should.

—George

Introduction

PURPOSE

The purpose of this book is to consider how to make both the learning and doing of instructional design faster. Proper instructional design is an absolutely critical, but very time-consuming, aspect of any training process, so finding techniques to do it right—but rapidly—is important, and the benefits of employing these techniques are pretty obvious.

This book covers all the basics of instructional design, from analysis to evaluation, and perhaps just a little more, but does so without the theory, with plenty of practical checklists, and with many hints on how to design better and more quickly in this age of technology-based training.

Some might say that in dealing with basic instructional design this book is treading on much furrowed ground. Although this might be the case, we will be using a somewhat different type of plow; and perhaps it is time to revisit that ground, particularly from a new perspective.

At a recent international training conference exposition, I took a tour of the various publishers' booths and asked for books on instructional design. There weren't many to choose from, and most of the ones I did find were based on this or that new theory of learning. It seems that the most utilized and recommended basic instructional design book is still Dick and Carey's (1990) The Systematic Design of Instruction, which, even in its third edition, is ten years old.

By no means am I suggesting that this book should or will replace Dick and Carey; the focus, audience, and tone are all very different. However, the intent is pretty much the same: to discuss the most effective methods for designing instruction, albeit in this case, how to design more rapidly.

Instructional design is a difficult topic to write about at best. It seems that no matter what you say or how you say it you'll miss the mark for someone. You'll be too theoretical for some, yet not theoretical enough for others; too simplistic in your explanations or not basic enough; too focused on the needs of the new designer, or the needs of experienced practitioners; and what about the “sometimes designer”; and so on.

Add to this quandary the concept of rapid instructional design with questions such as: What can you skip in the design process? What had you better not skip unless you truly know what you're doing? Can it be rapid and still be right?, and you're simply asking for more trouble. So what can I say except, “We're asking.”

AUDIENCES

The concept of rapid instructional design means different things to different people, and therefore there are a number of intended audiences for this book.

The first and perhaps foremost are those I term occasional designers. These are individuals who, because of their subject-matter expertise, are called on to train others from time to time, and not just to “do” the training, but to create it. For you, this book will present a basic instructional design methodology that will help you to create effective training. By “effective” we mean training that meets the needs of your trainees and of those who assigned you this task. The process will be rapid because we've left out the theory and provided numerous checklists to help you through the process.

The second audience is those individuals who, without really planning it or in most cases being prepared for it, have become training professionals. I've met many of you in my wanderings. Sometimes you're assigned to a training position for a year or two as part of your career development or because the company needs you there. Others have been excellent occasional trainers who for one reason or another find themselves permanently assigned to a training function, or who become personally responsible for all the training for their work groups.

What you all have in common is that you want to do a good job, but you need the right tools. This book will provide you with those tools—everything from analyzing your work group or company for training needs to evaluating programs to make sure those needs have been met—and all the design and development required in between. Once again, we'll do it rapidly, with minimal theory and maximum practical information in the form of hints for doing what needs to be done better and faster.

The third audience is comprised of those who need to know about instructional design but are not, and probably never will be, practitioners. This includes managers and administrators who must make decisions about what training their work groups require and how to do it most efficiently, human resources professionals who need to understand a bit about instructional design as part of their job responsibilities, and my sales colleagues in training and consulting organizations who are responsible for helping their clients understand what this instructional design “stuff” (particularly new technology training) is all about.

The final audience is seasoned practitioners who are looking for rapid methods for doing instructional design. We will not be exploring these concepts in detail in this book, but we will recognize and discuss them. We'll explore how they fit into the basic instructional design process, both as we encounter them, and in the last chapter.

SPECIAL ELEMENTS

To deal with these various audiences and their varied needs, this book has some special elements in it. One of the most obvious is the icons. There are two basic types of icons that you might see at the beginning of a section or sub-section. The first is a . This means that this area is not critical for an occasional designer. If you are a reader who is basically a subject-matter expert asked to design and teach a specific course, when you see the icon you can probably skip this section with no harm done. It's not that the concepts discussed in these sections are not important to instructional design, it's just that because you are designing a single course for which you are the expert, the topic has been decided on, and no one will teach it but you, doing everything in these sections would be overkill, or not particularly useful for you. Remember, we are affecting rapid instructional design here, so you should only do what you really need to do for your training situation.

This process is called situational instructional design, and we could fill the entire book with all the various instructional design situations and what you should do in each. However, for the sake of creating a book that might be read, instead of one that makes a great doorstop, we'll only deal with this one general situation as it relates to one of our chosen audiences. Once again, if you are a subject-matter expert, designing and instructing for a topic that has been assigned to you, you can skip the areas marked with a .

You'll also find areas marked with the icon without a slash. These are areas of special interest to you as an occasional designer. Most often they will be places where we'll tell you how you can shortcut the concept we are discussing, due to your particular situation.

The second type of icon is an . A means that the information following is a rapid design shortcut. This is mainly for readers who are seasoned practitioners, to help them find the rapid design aspects of the book without reading through a lot of what they already know. It does not mean that those readers who are in our other audiences should not read these pieces; there is almost always some useful information in a section for everyone. However, using the rapid techniques might not be the best approach for an inexperienced designer.

For our other audiences, you should be able to utilize just about everything in the book somewhere along the line in your instructional design processes.

A second special element, besides the icons, is the recommended resources. Each is what I consider to be the best book, magazine article, or website for further information on the topic. You'll find them in every chapter whenever I have a recommendation for a new topic or concept as it's introduced. These resources are mainly for those readers who need to know more, such as those of you who have just taken on full-time training or training management responsibilities. The full references are provided at the end of the book, within sections and alphabetical by title.

Now I don't want to start a big controversy with my recommendations, so please note that these are only my opinions, and only in relation to the specific audiences we just discussed. Please don't call, write, or e-mail asking why I didn't choose such and such, or how could I have missed so and so. I'll be more than glad to hear from you concerning nearly anything else in the book, or instructional design, or training in general.

Another special element is the hints at the end of some of the chapters. One of the difficulties in talking about instructional design is that sooner or later you get off on tangents, particularly when you begin to discuss delivery systems. As we wanted to make the basic information in this book as simple and straightforward as possible for the new or occasional designer, we took many of these “branches” and simply made bulleted lists for them, included in the hints area. Some of these lists are pretty extensive, particularly when discussing media formats, but don't forget that they are resources, not intended to be read as a list. Refer to them as required for your needs. Simply reading through them will not be particularly effective.

There is also a Glossary. The definitions there are a combination of ones that are more or less accepted and others that are simply practical. Some are mine; some are borrowed in part or whole from others. We'll note within a chapter when a certain usage might be more relevant for this book. However, the Glossary goes well beyond this to explore a number of possible terms and definitions. For example, we'll use “trainee” rather than “student” and “trainer” instead of “instructor” in most cases in this book, but you'll find all of these terms in the Glossary.

The Suggested Readings at the end of the book are exactly that, not references or a bibliography. They are divided by topical area to make it easier for you to use, although some books tend to spill over into a number of topics. They are alphabetized, not prioritized.

The Other Resources listing at the end of the book contains mostly websites that have information on the various topics and some pointers to periodicals or groups that can help you if you need to explore a concept in greater detail, or if you just like electronic communications better than print.

ORGANIZATION OF THE BOOK

The problem with organizing any instructional design book is that the instructional design process is not what it seems, or at least not what most people make it out to be. It is not a simple linear method that starts with analysis and moves on through stages to evaluation, even though that's what you see in most models. Instead, it's more like a connected circle with the end feeding back into the beginning, or even a web with all of the aspects interconnected and leading to parts of each other.

But because a book is linear, the organization of instructional design herein will be as well, using the tried-and-true five-component design model of analysis, design, development, implementation, and evaluation. We'll start with a basic introduction and some thoughts on why instructional design is important. Don't get this “why” confused with theory. I think it's important here and there to have a brief discussion of why you want to do certain aspects of instructional design, particularly the process as a whole; but we won't be looking at the theory behind the why, just the practical necessity.

Believe it or not this is a good place for the first of those rapid design hints we just discussed. Because instructional design is like a web, you don't have to complete all of one component before moving on to the next. For example, you may choose to begin developing some of your training material even as you're finishing the analysis component. You may need to do a little rewriting at the end, but the majority of what you do will be fine, and you won't have wasted time waiting for all the analysis data to be in before moving on.

Chapter 2 deals with what might be termed pre-design activities, that is, things that need to be done before you actually begin to design your program. This includes concepts such as training needs assessments, performance assessments, and cost/benefit analysis. If you're an occasional designer, most of Chapter 2 will be less important to you; whereas if you are newly in charge of a training function, the information here will be critical. Follow the icons and use your own situation as your guide.

Many experts would say that Chapter 3 is the real beginning of instructional design, the component known as analysis. Of course, just as many would say that Chapter 2 is the real beginning, as much of what we accomplish there feeds into analysis. Anyway, we'll look at the various types of analysis, what they are used for, and the methods for doing them. There are a number of them and all are important, although some will be more critical than others, depending on your particular situation.

Chapter 4 is a very long chapter because it deals with a number of critical design issues. We start with another analysis that determines what delivery system will be most effective for your training tasks and your organization. This in itself is controversial, as some designers balk at deciding on a delivery system before writing objectives and content. However, with all the technology variations that are available for delivering training today, and their associated cost in both dollars and time, we feel that a delivery decision is a critical early step in the design component.

We'll move from there to objectives, design documents, test questions, and instructional plans to complete the design component. This is actually a more-or-less random stopping point for Chapter 4. Some of these concepts could just as easily fit into the delivery component, while others interrelate so much that it is hard to tell where they go, but we had to stop somewhere.

Chapter 5 is the delivery component, which is concerned with the actual development of the training materials. We follow a lesson plan format here. Even though lesson plans are basically a classroom delivery product, they make a good outline for on-the-job training (OJT) and for technology-based training (TBT) as well, which covers most of the other major delivery systems. We discuss openings, motivation, activities, summaries, and some evaluation aspects.

Because development is the component during which you add media, the hints section is pretty formidable here. We cover ideas on everything from flip charts to satellite-mediated broadcasts, with plenty of attention on the technologies such as multimedia and net-based training. (Note: There is a lot of terminology flying around concerning the process of Internet, intranet, and web-based training. In this book, we will use the term net-based training to mean any type of training for which a computer network is the delivery system. This might include intranets, Internets, and webs. If there is a particular reason for focusing on one of these processes over the others it will be called out specifically.)

Chapter 6 is concerned with program implementation. However, it begins with information on pilots and beta testing. Once again, some would say that this material belongs with evaluation (Chapter 7) or even development, as—like many instructional design activities—it has a lot of connections to both. We chose the implementation connection, as this is the first time you'll actually see your training implemented. Chapter 6 continues with some general concerns; and the hints section contains ideas for various types of implementations.

Chapter 7 deals with evaluation, both evaluation of the trainees, which is discussed in various other chapters as well, and of the training program itself. Reasons for doing evaluations, what might be evaluated, and how to evaluate are covered, as well as evaluating self-instructional programs, which requires a somewhat different approach. Thoughts on revising programs and program materials end the chapter and bring us back full circle to analysis, which is the end product of evaluation.

The purpose of Chapter 8 is to provide you with a little more detail on a number of rapid design techniques. This chapter is more for the experienced designer, but the concepts may be interesting to all readers. These short discussions are not meant to make you an expert on these methods, but rather to supply you with enough information to decide whether they are useful for you, and with the suggested readings, to send you on your way to learning more about them.

Chapters 9 and 10 consider the design of two newer and widely used delivery systems, asynchronous and synchronous e-learning.

Chapter 11 considers some of the newer technology and delivery concepts that have come into use since the first edition was published.

As we noted earlier, instructional design, particularly rapid instructional design, is not an easy concept to discuss. It is highly situational, often depending on the level of knowledge of the designer, the organizational environment, the needs of the trainees, the responsibilities of the trainers, and other even less tangible things. We hope that this book will help you deal with these complexities and make your instructional designing the best, and fastest, it can be.

Chapter 1What Is This Instructional Design Stuff Anyway?

This chapter will help you to:

Discover why you need instructional design

Begin to see what instructional design is

Consider the advantages and disadvantages of instructional design

There is an old saying that if you don't know where you are going, any road will get you there. This is a fine philosophy if you are spending the summer between your junior and senior year “experiencing” Europe or if you have embarked on an Australian “walk-about,” but when you are developing training programs it leaves a lot to be desired.

One of the purposes of instructional design is to provide both an appropriate destination, and the right road to get you there, whenever you are responsible for creating a training program. Your destination is usually some form of learning that your trainees will accomplish, while the road is one of the many paths that instruction can follow to facilitate that learning.