Mastering the Instructional Design Process: A Systematic Approach, 4th Edition
August 2008, Pfeiffer
Preface to the Fourth Edition.
About the International Board of Standards for Training, Performance, and Instruction.
About the Authors.
Pre-Test About Instructional Systems Design (ISD).
PART ONE: DETECTING AND SOLVING HUMAN PERFORMANCE PROBLEMS.
1. What Is Instructional Design?
2. Alternatives to Instructional Solutions: Five Frequent Options.
3. Determining Projects Appropriate for Instructional Design Solutions.
PART TWO: ANALYZING NEEDS, LEARNERS, WORK SETTINGS, AND WORK.
4. Conducting a Needs Assessment.
5. Assessing Relevant Learner Characteristics.
6. Analyzing Relevant Work Setting Characteristics.
7. Performing Work Analysis.
PART THREE: ESTABLISHING PERFORMANCE OBJECTIVES AND PERFORMANCE MEASUREMENTS.
8. Writing Performance Objectives.
9. Developing Performance Measurements.
10. Sequencing Performance Objectives.
PART FOUR: DELIVERING THE INSTRUCTION EFFECTIVELY.
11. Specifying Instructional Strategies.
12. Selecting or Designing Instructional Materials.
13. Evaluating Instruction.
PART FIVE: MANAGING INSTRUCTIONAL DESIGN PROJECTS SUCCESSFULLY.
14. Designing the Instructional Management System.
15. Planning and Monitoring Instructional Design Projects.
16. Communicating Effectively.
17. Interacting with Others.
18. Promoting the Use of Instructional Design.
19. Developing Yourself.
20. Being an Effective Instructional Designer: Lessons Learned.
Appendix I: Online Instructional Design Resources.
Appendix II: What Is Knowledge Management (KM), and How Does KM Relate to Instructional Design?.
Appendix III: Learning Theory and Instructional Design.
Contents of the Website.
Pfeiffer Publications Guide.
William J. Rothwell is professor of workplace learning and performance on the University Park campus of The Pennsylvania State University. He is the author, coauthor, editor or coeditor of more than 60 books in the learning and performance field, he is also a consultant and president of his own consulting company, Rothwell and Associates, Inc.
H. C. Kazanas is professor emeritus of education in the College of Education at the University of Illinois, Urbana-Champaign. He has contributed several book chapters and monographs and has authored or coauthored eleven books relating to technical training in manufacturing and human resource development.
New chapters on the future of instructional design
Expanded chapters on instructional alternatives
An expanded chapter on instructional strategies and technology
A new chapter on how to design informal training events
- Many new supplementary instructional materials including a test bank, PowerPoint slides, activities, and video-based support with author-provided videos that are suitable for download.
Revised to reflect new instructional design competencies as identified by ASTD's CPLP certification program
- Downloadable PowerPoint “mini-lectures” for each chapter presented by lead author William J. Rothwell on accompanying CD-ROM
Syllabus for an Introductory Course in Instructional Design
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Activities to Support the Text
Activity 1.1: What Is Instructional Design?
Activity 1.2: What Is Performance?
Activity 2.1: Discriminating Between Situations Requiring Instructional Design Solutions and Those Requiring Other Solutions
Activity 2.2: Judging the Appropriateness and Accuracy of Instructional Design Project Selection Decisions
Activity 2.3: Stating a Rationale for Instructional Design Decisions
Activity 3.1: Using Feedback to Improve Performance
Activity 3.2: Using Discipline/Corrective Action to Improve Performance
Activity 3.3: Using Employee Reward Systems to Improve Performance
Activity 3.4: Using Organizational Redesign to Improve Performance
Activity 4.1: Developing a Needs Assessment Plan
Activity 4.2: Conducting a Needs Assessment
Activity 4.3: Identifying Instructional Problems
Activity 4.4: Judging Needs Assessment Plans
Activity 4.5: Stating a Rationale
Activity 5.1: Selecting Learner Characteristics Appropriate for Assessment
Activity 5.2: Determining Methods for Assessing Learner Characteristics
Activity 5.3: Developing a Profile of Learner Characteristics
Activity 5.4: Judging Learner Characteristics
Activity 5.5: Explaining Assessment of Learner Characteristics
Activity 6.1: Determining Resources and Constraints of the Environments
Activity 6.2: Judging a Setting Analysis
Activity 6.3: Stating a Rationale for Selection of Resources and Constraints
Activity 7.1: Defining Job, Task, and Content Analysis
Activity 7.2: Judging the Adequacy of an Analytical Method and Its Results
Activity 7.3: Stating a Rationale for Selection, Analysis, or Judgment
Activity 8.1: Stating Objectives in Performance Terms
Activity 8.2: Judging Whether Performance Objectives Are Stated in Performance Terms and Are Accurate, Comprehensive, and Appropriate
Activity 8.3: Stating a Rationale for the Objectives Written or for Judgments Made
Activity 9.1: Generating Performance Measures
Activity 9.2: Stating a Rationale for the Way the Measurement Instrument Is Constructed or How the Judgment Is Made
Activity 10.1: Stating Rules for Sequencing Performance Objectives
Activity 10.2: Deviating from Decisions Made About Sequencing Performance Objectives
Activity 10.3: Judging the Accuracy, Completeness, and Appropriateness of a Given Sequence of Performance Objectives
Activity 10.4: Stating a Rationale for the Rules, Sequence, or Judgment
Activity 11.1: A Worksheet for Specifying the Instructional Strategy
Activity 11.2: Judging the Appropriateness of a Specified Instructional Strategy
Activity 12.1: Questions About Designing Instructional Materials
Activity 13.1: Developing a Formative Evaluation Plan
Activity 13.2: Conducting a Formative Evaluation
Activity 14.1: Designing an Instructional Management System
Activity 15.1: Developing a Project Management Plan for an Instructional Design Project
Activity 15.2: Monitoring an Instructional Design Project
Activity 16.1: Using Effective Visual Communication
Activity 16.2: A Role Play on Using Effective Oral Communication: Preparing and Delivering a Presentation
Activity 17.1: Establishing and Maintaining Rapport
Activity 17.2: Critical Incidents: Keeping an Individual or Group on Track
Activity 18.1: Specifying Ways to Make Others Aware of Instructional Design
Activity 19.1: Thinking It Through
Activity 20.1: Thinking It Through
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Worksheets, Checklists, and Other Resources
Exhibit 5.1: A Worksheet on Learner Characteristics
Exhibit 8.1: A Worksheet for Preparing Instructional Objectives
Exhibit 8.2: A Worksheet for Judging Performance Objectives
Exhibit 9.1: A Worksheet for Judging Performance Measurements
Exhibit 10.1: A Worksheet for Judging the Sequencing of Performance Objectives
Exhibit 11.1: A Worksheet for Judging the Appropriateness of a Specified Instructional Strategy
Exhibit 12.2: A Portion of a Representative Lesson Plan
Exhibit 12.3: An Interview Guide for Collecting Case-Study Information
Exhibit 12.4: A Framework for Preparing a Role Play
Exhibit 12.5: An Interview Guide for Gathering Information on Critical Incidents
Exhibit 13.1: A Worksheet on Instructional Materials and Methods for Expert Reviewers
Exhibit 13.2: A Checklist About Instructional Materials and Methods for Expert Reviewers
Exhibit 13.3: A Checklist for Judging the Appropriateness, Comprehensiveness, and Adequacy of Statements of the Evaluation Plan and Revision Specifications
Exhibit 14.1: A Worksheet on the Instructional Management System
Exhibit 14.2: A Survey Questionnaire to Assess Learner Motivation
Exhibit 14.3: A Checklist for Judging the Appropriateness, Comprehensiveness, and Adequacy of Statements of the Instructional Management System
Exhibit 15.2: A Checklist for Judging the Appropriateness and Comprehensiveness of a Project Plan
Exhibit 16.1: A Worksheet for Assessing Appropriate Answers to Questions
Exhibit 17.1: A Checklist for Judging the Appropriateness and Effectiveness of Behaviors Used in Specific Interactions with Other People
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