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Contents

A Context for Performance (Results) Based Training

1. Embracing evaluation
2. Information is not Instruction!
3. Blended Learning vs. Blundered Training
4. web site: The Encyclopedia of Educational Technology

Learner-Centered Delivery Skills and Systems

1. Practice Makes Performance
2. Certified Performance Technologist
3. Know thy learner: The importance of context in e-learning design
4. web site: Big Dog's Bowl of Biscuits

Delivery Skills that Facilitate Performance

1. E-Learning 101: Tips to make e-learning stick
2. Applying Cognitive Strategies to Instructional Design
3. web site: William Horton Consulting
4. web site: The MASIE Center

The Importance of Feedback, Reinforcement, and Motivational Incentives

1. The Ten Ironies of Motivation
2. Instructional Design: Does it really matter?
3. web site: Thiagi.com
4. web site: The Bob Pike Group

Using Media-Based Delivery Systems

1. Designing web-based telemedicine training for military health care providers
2. Evaluating WBT: Seven lessons from the field
3. web site: United States Distance Learning Association
4. web site: ElementK

Selecting Methods That Compliment Delivery Systems

1. When Choosing Training, the Medium Depends on the Message
2. Re-Visioning Instructional Design
3. web site: The Training Oasis
4. web site: The eLearning Guild

Evaluation Related to Training Delivery Systems

1. Challenges inherent in designing any evaluation
2. Selecting and implementing computer-based training
3. Does the delivery method matter?
4. Training for the long run

Emerging Trends in Instructional Delivery Systems

1. Online distance education - "anytime, anywhere" but not for everyone
2. The brave new world of eLearning
3. web site: IACET.com
4. web site: FastCompany.com

References

 

 

Selecting Methods That Compliment Delivery Systems

Re-Visioning Instructional Design

Dr. Sharon Perot conducted a study to determine if updated information from the cognitive science field might give instructional designers a new set of principles for developing instructional strategies based on rapidly changing demographics, and advances in information technologies. Perot is hoping to answer the debate of whether "technology tools are driving the construction of learning environments or whether the learning environments are driving the selection and application of appropriate tools."

Perot concludes that because of gaps in training and the educational system, "the theory and practice of instructional development (ID) needs to be re-conceptualized". Including the learner in the development of instructional goals and and creating clearly defined learning activities will help promote a stronger learning environment with better learning results.

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Perot, S. (2001). Re-Visioning Instructional Design. Retrieved June 5, 2003 from: http://www.astdcascadia.org/resources/presentations/Re-Visioning%20Instructional%20Design.PDF

 

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