Updated and revised, the sixth edition equips educators with practical skills for successful instructional design. Two new chapters have been added to offer the most current information in the field. One addresses the unique design challenges and opportunities when working with different technologies. It also illustrates how to apply and adapt the design model when working with these technologies. The other presents a combination of information on the ID proposal and project management. A new section also discusses the alternatives to the traditional design process. In addition, educators will find more information about the role of the designer, which they’ll be able to apply in the classroom.
This book includes many new, enhanced features and content. Overall, the text integrates two success stories of practicing instructional designers with a focus on the process of instructional design. The text includes stories of a relatively new designer and another with eight to ten years of experience, weaving their scenarios into the chapter narrative. Throughout the book, there are updated citations, content, and information, as well as more discussions on learning styles, examples of cognitive procedure, and explanations on sequencing from cognitive load theory.
Our purpose in writing this text was to present an instructional design model and related information that is practical, applicable to a number of situations, and can mature with the instructional designer. The model presented in this book is eclectic in that it borrows ideas from many different disciplines and approaches to instructional design. We believe that there is never one perfect approach to solving an instructional problem. As a result, we have incorporated both behavioral and cognitive approaches into the model so that we can reap the benefits of each.
This book is designed to provide information and experiences that will enable the reader to gain competencies relative to: Recognizing changing and broadening roles of audiovisual materials in instructional programs; Recognizing contributions of locally produced materials in systematically planned programs; Using information about perception, communications, and learning theory when planning audiovisual materials; Using evidence from media research when designing and preparing audio-visual materials; Selecting the most appropriate medium to serve instructional needs for group teaching or individualized learning; Applying necessary planning steps prior to production; Using fundamental skills in photography, graphics, and sound recording for preparing materials; Applying techniques for producing photographic print series, slide series, filmstrips, overhead transparencies, tape recordings, motion pictures, visual materials for television, and multi-image/multimedia materials. - Preface.
Whether you're a veteran trainer or a newly designated "expert," this book will show the step-by-step process of how to execute effective training. It is designed to be both comprehensive and specific to law enforcement. You will learn how to design, develop, implement, and evaluate your training. Learn how to use a variety of instructional deliveries (audio, visual, and computer related), establish accountability for training programs, prepare lesson plans, make classroom presentations, develop teaching materials, and determine the effectiveness of your training.