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Advanced Web-Based Training Strategies: Unlocking Instructionally Sound Online Learning

Advanced Web-Based Training Strategies: Unlocking Instructionally Sound Online Learning

          
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About the Book

Advanced Web-Based Training Strategies fills the gap in the literature available on this topic by offering a volume that includes meaningful, applicable, and proven strategies that can take the experienced instructional designer to the next level of web-based training. Written by Margaret Driscoll and Saul Carliner -- internationally acclaimed experts on e-learning and information design- -- Advanced Web-Based Training Strategies provides instructional designers, e-learning developers, technical communicators, students, and others with strategies for addressing common challenges that arise when designing e-learning. Balancing educational theory with the practical realities of implementation, Driscoll and Carliner outline the benefits and limitations of each strategy, discuss the issues surrounding the implementation of these strategies, and illustrate each strategy with short scenarios drawn from real-world online learning programs representing a wide variety of fields including technology, financial services, health care, and government.

Table of Contents:
Figures and Tables xv Acknowledgments xxi Introduction: Getting the Most from This Resource 1 PART I: FOUNDATIONS 9 Chapter 1: Using a Problem-Based Approach to Designing e-Learning 11 In This Chapter 11 Why the Simple Solutions Won’t Solve Fundamental Design Problems with e-Curricula and e-Courses 14 The Design of e-Learning 18 The Problem-Solving Approach to Design Described in This Book 24 Chapter 2: Philosophies and Theories Guiding the Design of e-Learning 27 In This Chapter 27 Why Instructional Designers Should Study Philosophies of Education 28 What Are Examples of Philosophy of Adult Education? 31 Learning Philosophies and You 38 Why Instructional Designers Should Study Theories of Learning 41 The Relationship Among Research, Philosophy, and Theory 47 How These Philosophies and Theories Influence a Problem-Based Approach to Design 51 Conclusion 54 Reflection and Application 56 PART II: PORTFOLIO OF DESIGN AND CURRICULUM STRATEGIES 57 Chapter 3: Storytelling and Contextually Based Approaches to Needs Assessment, Design, and Formative Evaluation 59 In This Chapter 59 What Are Storytelling and Contextually Based Design Techniques? 61 The Benefits of Storytelling and Contextually Based Design Techniques 62 Challenges in Using Storytelling and Contextually Based Design 67 A Portfolio of Storytelling and Contextually Based Design Techniques 69 In Practice: Storytelling in e-Learning: The World Bank’s Money Matters Program 79 Conclusion 84 Reflection and Application 85 Chapter 4: Blended Learning as a Curriculum Design Strategy 87 In This Chapter 87 What Is Blended Learning? 88 Benefits That Blended Learning Offers 89 Guiding Principles Underlying the Design of a Blended Curriculum 93 A Portfolio of Strategies for Creating a Blended Curriculum 96 In Practice: A Blended Curriculum at Hearing Master 110 Conclusion 113 Reflection and Application 115 Chapter 5: Informal Learning 117 In This Chapter 117 What Is Informal Learning and Why Is It a Useful Approach to Online Curricula? 118 Guiding Principles Underlying Informal Learning 122 A Portfolio of Strategies for Informal Learning 127 In Practice: An Example of Informal Learning from Microsoft 141 Conclusion 148 Reflection and Application 151 PART III: PORTFOLIO OF HIGH-LEVEL DESIGN STRATEGIES 153 Chapter 6: Simulations 155 In This Chapter 155 What Is Simulation? 156 Why Use Simulation? 156 The Benefits and Limitations of Simulations 157 A Portfolio of Simulation Strategies 162 In Practice: Melinda Jackson: EnterTech 179 Conclusion 183 Reflection and Application 185 Chapter 7: e-Mentoring and e-Coaching 187 In This Chapter 187 What Are Coaching and Mentoring? 188 Why Use e-Mentoring and e-Coaching? 192 The Benefits and Limitations of e-Mentoring and e-Coaching 193 A Portfolio of Strategies for e-Mentoring and e-Coaching 195 Guidelines for Design for e-Coaching and e-Mentoring 199 In Practice: Carol B. Muller: MentorNet 200 Conclusion 203 Reflection and Application 206 Chapter 8: m-Learning 207 In This Chapter 207 What Is m-Learning? 208 Why Should You Use Wireless and Mobile Learning? 211 Benefits and Limitations of Mobile Learning 211 A Portfolio of m-Learning Strategies 217 Guidelines for Wireless and Mobile Learning 223 In Practice: Chris von Koschembahr: IBM’s Worldwide Mobile Learning Leader 225 Conclusion 229 Reflection and Application 230 Chapter 9: Live Virtual Classroom 233 In This Chapter 233 What Is a Live Virtual Classroom? 234 Why Use a Live Virtual Classroom? 234 The Benefits and Limitations of the Live Virtual Classroom 236 A Portfolio of Live Virtual Classroom Strategies 241 Where to Sample Live Virtual Classroom Technology 247 Guidelines for Designing for the Live Virtual Classroom 252 In Practice: Jennifer Hofmann: Leadership World Series 256 Conclusion 260 Reflection and Application 262 PART IV: PORTFOLIO OF DETAILED DESIGN STRATEGIES 263 Chapter 10: Openings and Closings 265 In This Chapter 265 What Are the Purposes of Openings and Closings? 266 Designing Openings 269 Designing Closings 283 Bonus Technique: Using Templates to Ensure Consistency in Openings and Closings 290 In Practice: The Opening to Jones International University’s “Managing the Design, Development, Delivery, and Evaluation of e-Learning” 291 Conclusion 294 Reflection and Application 296 Chapter 11: Exposition Techniques for Writing e-Learning Content 299 In This Chapter 299 What Are Exposition Techniques? 301 What Are the Challenges of Using Exposition Techniques? 302 A Portfolio of Exposition Techniques 305 In Practice: Plimoth Plantation’s “You Are the Historian” 323 Conclusion 331 Reflection and Application 333 Chapter 12: Interaction 335 In This Chapter 335 What Is Interaction? 337 Why Use Interaction? 338 The Benefits and Limitations of Interactions 339 A Portfolio of Strategies for Interacting with Learners 341 Conclusion 360 Reflection and Application 361 Chapter 13: Visual Communication Techniques 363 In This Chapter 363 What Are Visuals? 364 Why Should You Use Visuals? 365 A Portfolio of Visual Communication Techniques 373 Guidelines for Using Visuals 378 In Practice: The Seven Deadly Perils 390 Conclusion 395 Reflection and Application 398 PART V: CLOSING 401 Chapter 14: Seeking Ideas Outside the Norm 403 In This Chapter 403 Looking Outside for Theory 404 Looking Outside for Ideas 410 Preparing for New Developments in e-Learning 412 Conclusion 415 Reflection and Application 416 Appendix A: Rubric for Assessing Interactive Qualities of Distance Learning Courses 417 Appendix B: Websites for Training Professionals 421 Appendix C: Professional Organizations 429 References 437 Name Index 451 Subject Index 453 About the Authors 457


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Product Details
  • ISBN-13: 9780787969790
  • Publisher: John Wiley & Sons Inc
  • Publisher Imprint: Pfeiffer
  • Height: 241 mm
  • No of Pages: 500
  • Series Title: English
  • Sub Title: Unlocking Instructionally Sound Online Learning
  • Width: 210 mm
  • ISBN-10: 0787969796
  • Publisher Date: 20 May 2005
  • Binding: Hardback
  • Language: English
  • Returnable: N
  • Spine Width: 32 mm
  • Weight: 1143 gr


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