Whether you're studying or practicing in the fields of instructional technology and human performance technology, you need a foundation of knowledge to advance your career. Foundations of Instructional and Performance Technology will provide you with an overview of principles and practices that is clear and easy-to-understand. This new resource does not offer an exhaustive list of topics. Rather the author selected topics with those fairly new to the field in mind and synthesized a wealth of information from many different sources into one concise text. The book starts with a focus on instructional technology, then shifts to human performance technology. With this book, youll have the opportunity to learn about ideas of original thinkers like Edward Thorndike, B. F. Skinner, Benjamin Samuel Bloom and more. Youll also have access to extensive references and user-friendly charts and graphs all designed to help you develop, validate and enhance your practice.

An engaging book for professional educators and an ideal textbook for certificate, masters, and doctoral programs in educational technology, instructional systems and learning design, Foundations of Educational Technology, Second Edition offers a fresh, interdisciplinary, problem-centered approach to the subject, helping students build extensive notes and an electronic portfolio as they navigate the text. The book addresses fundamental aspects of educational technology theory, research and practice that span various users, contexts and settings; includes a full range of engaging exercises for students that will contribute to their professional growth; and offers the following 4-step pedagogical features inspired by M. D. Merrill’s First Principles of Instruction: TELL: Primary presentations and pointers to major sources of information and resources ASK: Activities that encourage students to critique applications and share their individual interpretations SHOW: Activities that demonstrate the application of key concepts and complex skills with appropriate opportunities for learner responses DO: Activities in which learners apply key concepts and complex skills while working on practice assignments and/or projects to be created for their electronic portfolios The second edition of this textbook covers the core objectives addressed in introductory educational technology courses while adding new sections on mobile learning, MOOCs, open educational resources, "big data," and learning analytics along with suggestions to instructors and appendices on effective writing, professional associations, journal and trade magazines.

"This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning"--Provided by publisher.

This handy resource describes and illustrates the concepts underlying the “First Principles of Instruction” and illustrates First Principles and their application in a wide variety of instructional products. The book introduces the e3 Course Critique Checklist that can be used to evaluate existing instructional product. It also provides directions for applying this checklist and illustrates its use for a variety of different kinds of courses. The Author has also developed a Pebble-in-the-Pond instructional design model with an accompanying e3 ID Checklist. This checklist enables instructional designers to design and develop instructional products that more adequately implement First Principles of Instruction.

A well-documented, theory-based treatment that focuses on instructional design’s application to industry and K-12 education. Offers extensive procedural assistance, emphasizing the foundations and first principles upon which most of the models and procedures in the field are built. An Extended Example (now online) showcases applications of concepts and techniques using a single subject area and course (Digital Photography).

Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes—direct physical, social, and environmental interactions—are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book’s coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.

Sponsored by the Association for Educational Communications and Technology (AECT), this book presents a definition of the field of study and practice known as educational technology or instructional technology. It reflects the collaborative efforts of all members of the AECT Definition and Terminology Committee. The volume begins with the statement of the definition itself (chapter 1), followed by commentary chapters on each of the key terms and concepts contained in the definition (chapters 2-9). Chapter 10 provides historical context for the current definition by reviewing salient elements of prior AECT definitions. Chapter 11 discusses ethical considerations and chapter 12 concludes by discussing ramifications of the current definition for academic programs in educational technology. This book is appropriate for anyone working in the field of educational technology: students, instructors, researchers and in-service providers.

This textbook on Instructional Design for Learning is a must for all education and teaching students and specialists. It provides a comprehensive overview about the theoretical foundations of the various models of Instructional Design and Technology from its very beginning to the most recent approaches. It elaborates Instructional Design (ID) as a science of educational planning. The book expands on this general understanding of ID and presents an up-to-date perspective on the theories and models for the creation of detailed and precise blueprints for effective instruction. It integrates different theoretical aspects and practical approaches, such as conceptual ID models, technology-based ID, and research-based ID. In doing so, this book takes a multi-perspective view on the questions that are central for professional ID: How to analyze the relevant characteristics of the learner and the environment? How to create precise goals and adequate instruments of assessment? How to design classroom and technology-supported learning environments? How to ensure effective teaching and learning by employing formative and summative evaluation? Furthermore, this book presents empirical findings on the processes that enable effective instructional designing. Finally, this book demonstrates two different fields of application by addressing ID for teaching and learning at secondary schools and colleges, as well as for higher education.

The Instructional Design Knowledge Base: Theory, Research and Practice provides ID professionals and students at all levels with a comprehensive exploration of the theories and research that serve as a foundation for current and emerging ID practice. This book offers both current and classic interpretations of theory from a range of disciplines and approaches. It encompasses general systems, communication, learning, early instructional, media, conditions-based, constructivist design and performance-improvement theories. Features include: rich representations of the ID literature concise theory summaries specific examples of how theory is applied to practice recommendations for future research a glossary of related terms a comprehensive list of references. A perfect resource for instructional design and technology doctoral, masters and educational specialist certificate programs, The Instructional Design Knowledge Base provides students and scholars with a comprehensive background for ID practice and a foundation for future ID thinking.