Trends and Issues in Instructional Design and Technology (3e)

Trends and Issues in Instructional Design and Technology is intended to provide 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. 

Professionals in the field need to be able to do more than just perform the skills associated with IDT.  They need to be able to clearly describe the nature of the field, be familiar with the field's history and its current status, and be able to describe recent trends and issues that are having, or are likely to have, an impact on the field.  The purpose of this book is to help readers attain these goals.

Previous editions of this book have received the received outstanding book awards from the Association for Educational Communications and Technology (AECT), the AECT Division of Design and Development, and the International Society for Performance Improvement (ISPI).

Section I: Defining the Field

Chapter 1: What Field Did You Say You Were In?  Defining and Naming Our Field

Chapter 2: Characteristics of Instructional Design Models

Chapter 3: A History of Instructional Design and Technology

Section II: Theories and Models of Learning and Instruction

Chapter 4: Psychological Foundations of Instructional Design

Chapter 5: Constructivism in Practical and Historical Context

Chapter 6: The Learning Sciences: Where They Came From and What It Means For Instructional Designers

Chapter 7: Designing for Problem-Solving

Chapter 8: Instructional Theory and Technology for a Post-Industrial World

Chapter 9: Motivation, Volition, and Performance

Section III: Evaluating and Managing Instructional Programs and Projects

Chapter 10: Evaluation in Instructional Design: A Comparison of Evaluation Models

Chapter 11: An Introduction to Return on Investment

Chapter 12: Managing On-Site and Virtual Design Teams

Chapter 13: Managing Scarce Resources in Training Organizations

Section IV: Performance Improvement

Chapter 14: The Development and Evolution of Human Performance Improvement

Chapter 15: Performance Support

Chapter 16: Knowledge Management And Learning: Perfect Together

Chapter 17: Informal Learning

Section V: Trends and Issues in Various Settings

Chapter 18: Instructional Design in Business and Industry

Chapter 19: Instructional Design Opportunities in Military Education and Training Environments

Chapter 20: Performance, Instruction, and Technology in Health Care Education

Chapter 21: IDT in P-12

Chapter 22: What Do Instructional Designers Do in Higher Education? A Written Symposium

Section VI: Global Trends and Issues in IDT

Chapter 23: Developing Learning to Meet Complex Challenges for an Undivided World

Chapter 24: IDT in Asia

Chapter 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 Technology

Chapter 29: E-Learning and Instructional Design

Chapter 30: Reusability and Reusable Design

Chapter 31: Web 2.0 and Social Networking

Chapter 32: Using Rich Media Wisely

Chapter 33: Games…and…Learning

Chapter 34: Designing in Virtual Worlds

Section IX: Current Issues in Instructional Design and Technology

Chapter 35: Professional Ethics: Rules Applied to Practice

Chapter 36: Diversity and Accessibility

Chapter 37: The Changing Nature of Design

Chapter 38: Debate:  The Benefits of Different Levels of Instructional Guidance

• NEW! There are 18 new chapters in this edition of the book, each of which focuses on an important recent trend or issue in the instructional design and technology (IDT) field.
• NEW! Addressing the advent of awide variety of new technological tools and innovative instructional practices most chapters have been extensively revised  including an updated view of such topics as whole task approaches to instructional design, motivational design, models of evaluation, performance support and informal learning. (Ex. Ch. 2)
• NEW! Section 9: Current Issues in Instructional Design and Technology is entirely newwith 4 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.
• NEW! What IDT Professionals Do coverage introduces students to the wide variety of settings in which IDT professionals can practice their craft. (New Section 5, Ch. 18-22)
• NEW! A stronger emphasis (including new research) is placed on how to design, deliver, and evaluate online instruction. Now includes field-tested techniques for instructional design of online learning.
• NEW! Four new and two revised chapters provide 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. (Section 8, Ch. 29-34)

• Contributions by leading names in the field including Richard Clark, Walter Dick, David Jonassen, David Merrill, Charles Reigeluth, and many others.

• Useful strategies for helping students obtain an IDT position and how to succeed at it. (Section 7)

• Coverage of the key performance improvement principles. Case studies in each chapter provide students with the opportunity to practice employing some of the key performance improvement techniques. (Section 4)

• Contributions by leading names in the field including Richard Clark, Walter Dick, David Jonassen, David Merrill, Charles Reigeluth, and many others.
• Useful strategies for helping students obtain an IDT position and how to succeed at it. (Section 7)
• Coverage of the key performance improvement principles. Case studies in each chapter provide students with the opportunity to practice employing some of the key performance improvement techniques. (Section 4)
• Coverage of the foundations of the field, presented in Sections 1 and 2, provide students with a clear understanding of (a) the various definitions of the IDT field, (b) the historical events that have resulted in the current-day emphases within the field, and (c) the theories of learning and instruction upon which the field is based.