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_a371.334 _223 |
| 049 | _aMAIN | ||
| 100 | 1 |
_aPiskurich, George M., _eauthor. |
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| 245 | 1 | 0 |
_aRapid Instructional Design : _bLearning ID Fast and Right / _cGeorge M. Piskurich. |
| 250 | _aThird edition. | ||
| 264 | 1 |
_aHoboken, NJ : _bJohn Wiley & Sons, _c2015. |
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| 264 | 4 | _c�2015 | |
| 300 | _a1 online resource | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 | _atext file | ||
| 500 | _aPrevious edition: 2006. | ||
| 504 | _aIncludes bibliographical references and index. | ||
| 588 | 0 | _aCIP data; item not viewed. | |
| 505 | 0 | _aPurpose -- Audiences -- Special Elements -- Organization of the Book -- Why Instructional Design? -- What Is Instructional Design? -- A Few Definitions -- Advantages of Instructional Design -- Disadvantages of Instructional Design -- Organizational Needs -- Performance Assessment -- Assessing Training Needs -- Choosing Needs to Address -- The Needs Assessment Report -- Quick and Dirty Cost/Benefit Analysis -- Training Needs Analysis -- Data-Collection Methods -- Why Analyze? -- Types of Analysis -- Computer-Aided Analysis -- Make the Right Decision Now -- Delivery Decision -- Objectives -- Design Documents -- Course Descriptions -- Gathering Content -- Adding Structure: The Instructional Plan -- Trainee Evaluation (Test Questions and Tests) -- Hints for Designing in Various Formats -- End Products of Development -- The Facilitator Guide as an End Product -- Scripts and Storyboards -- Participant Packages and Other Print Materials -- Other Media. | |
| 505 | 8 | _aHints for Developing Material -- Beta Tests and Pilots -- Reviews Revisited -- Common Implementation Issues -- Other Instructor-Led Classroom Implementation Needs -- Hints for Implementation -- Field Trips -- Why Evaluation? -- The Key to Good Evaluation -- Types of Evaluation -- Evaluation of Self-Instruction Programs -- Revisions: What to Do with What You've Learned -- Hints for Evaluating -- Software for Instructional Design -- Analysis Software -- Test Development Software -- Miscellaneous Software -- Rapid Prototyping -- Learning Objects/Granular Training -- Public Courses -- Off-The-Shelf Programs -- Technology Vendors -- Performance Support Based "Training" -- Problem-Based Learning (PBL) -- Training Management Systems/Learning Management Systems (LMS)/Learning Content Management Systems (LCMS) -- Digital Cameras -- What Does an ID Do? -- Miscellaneous -- Definitions -- Creating and Implementing an e-Learning System. | |
| 505 | 8 | _aDetermining a Comprehensive e-Learning Strategy -- Designing and Developing Good Programs -- Learning Management Systems and Learning Content Management Systems -- Preparing the Organization Globally for e-Learning -- Self-Direction and e-Learning -- Planning for a Smooth, Successful Implementation -- Creating an Effective Monitoring and Evaluation Plan -- Asynchronous e-Learning Design and Development -- Analysis -- Material Development -- Learner Evaluation -- Learner Interfaces -- Beta Tests and Pilots -- Software -- Repurposing -- Evaluating Asynchronous e-Learning Programs -- Summary -- Advantages -- Disadvantages and Misconceptions -- Design Considerations for Synchronous e-Learning -- Mini-Interactions -- Repurposing and Redesigning Synchronous e-Learning Programs -- Other Synchronous Activities -- More Detailed Facilitator Guides -- Learner Guide -- General Technology Considerations -- Media -- Designing Continuing Interactions. | |
| 505 | 8 | _aAudience Analysis -- Implementation -- Online Learning: A Special Type of e-Learning -- What the Learners Say -- Flipped Classrooms -- Mobile Learning -- Virtual Learning Environments -- Social Network Based Learning -- Massive Open Online Courses (MOOCs) -- Communities of Practice -- Informal Learning -- The Cloud. | |
| 520 | _aThe classic guide to instructional design, fully updated for the new ways we learn Rapid Instructional Design is the industry standard guide to creating effective instructional materials, providing no-nonsense practicality rather than theory-driven text. Beginning with a look at what ""instructional design"" really means, readers are guided step-by-step through the ADDIE model to explore techniques for analysis, design, development, intervention, and evaluation. This new third edition has been updated to cover new applications, technologies, and concepts, and includes many new templates, real- | ||
| 542 |
_fCopyright � John Wiley & Sons _g2015 |
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| 546 | _aEnglish. | ||
| 590 |
_aJohn Wiley and Sons _bWiley Online Library: Complete oBooks |
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| 650 | 0 |
_aInstructional systems _xDesign. |
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| 650 | 6 | _aDesign p�edagogique. | |
| 650 | 7 |
_aEDUCATION _xAdministration _xGeneral. _2bisacsh |
|
| 650 | 7 |
_aEDUCATION _xOrganizations & Institutions. _2bisacsh |
|
| 650 | 7 |
_aInstructional systems _xDesign _2fast |
|
| 758 |
_ihas work: _aRapid instructional design (Text) _1https://id.oclc.org/worldcat/entity/E39PCGKdPDRgDvcDk7BYgF73FC _4https://id.oclc.org/worldcat/ontology/hasWork |
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_iPrint version: _z9781118973974 |
| 856 | 4 | 0 | _uhttps://onlinelibrary.wiley.com/doi/book/10.1002/9781119207528 |
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