Don’t leave course design to trial and error. Is trial and error a key pathway to instructional systems design (ISD)? Does success come only to experienced designers with expert instincts? Prior to the 2000 publication of ISD From the Ground Up, it certainly appeared that way to instructional designers just learning the ropes. Chuck Hodell set out to change that. Known as “the man who wrote the book on ISD—literally,” Hodell developed a comprehensive and practical handbook on core ISD practices and principles with a practitioner’s eye. His definitive guide is an industry staple currently found on the bookshelves of experienced instructional designers and university students alike. This updated fourth edition covers all the basics and many advanced tenets important to working professionals, especially those entering the field. Stand-alone chapters offer crucial support to practitioners building foundational skills, while in-depth tutorials and rich insights guide the credentialed designer. At a time when skillful curriculum development is valued more than ever, ISD From the Ground Up offers a refresher on objectives, design plans, lesson plans, and even what it takes to facilitate a focus group. Updated with new chapters and an expanded glossary of terms, it delves into skills and practices essential to the success of today’s in-demand curriculum developer.

ISD From the Ground Up is a book for both the novice or experienced trainer and instructional design professional. Acquire new instructional development systems (ISD) skills, build or refine existing skills, or use this concise, how-to guide as a refresher course in classic ISD. You'll be able to participate with the author through interactive exercises and create an instructional plan for your own training event.

A concise how-to guide to instructional design and a key resource for today's workplace learning and performance professionals. New trainers, experienced training managers, and instructional designers will find value in the books practical, straightforward approach to training design.

The A–Z Resource on Instructional Systems Design Modern, adaptable, flexible, timeless. Instructional systems design (ISD) is more relevant than ever and critical for organizational success. ISD is used by education and training professionals worldwide, with billions of dollars a year spent on designing and implementing training. Given such high stakes, organizations need the best training product available, and educational programs need the best textbook for cultivating professionals in this field. Introduction to Instructional Systems Design is just that resource. This book provides comprehensive instruction for professors, instructors, and students of ISD who seek a professional and proven design method in an academic foundation. Written by long-time professor and practitioner of instructional design Chuck Hodell, this is a through line to his earlier bestselling volume ISD From the Ground Up and offers an even greater practicality with a strong theoretical base to answer the questions of why designers do what they do. In chapters that detail the building blocks of instructional design, the ADDIE process, and advanced ISD processes such as determining criticality and content mastery, Hodell creates a guided learning experience with discussion questions and case studies to prompt deeper reflection. Preparing learners for digital learning and adapting in-classroom courses for remote learning are a particular focus, and Hodell provides an overview of career options and development. Perfect for professors and instructors, this textbook also includes an instructor’s guide.

Sometimes SMEs can cause problems for your instructional design project. But have you done everything you could to understand, communicate with, and involve your SMEs successfully? From years of experience, there are guidelines for working well with everyone on the design team—but you must include considerations for SMEs. Learn from the good and the bad examples presented, plus use the charts to help you plan for better ISD-SME relationships.

"We have trained and trained. The employees still don't get it!" Although a critical component in improving organizational performance, training is usually not conducted effectively and results in a waste of resources. Often, subject-matter experts are given training responsibilities because of their technical expertise; however, just as often, the

The acclaimed classic shows educators how to set classroom objectives, select learning experiences, organize instruction, and evaluate progress. In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students. Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler’s straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students’ needs. Praise for Basic Principles of Curriculum and Instruction “Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is.” —Times Higher Education (UK)

Products, technologies, and workplaces change so quickly today that everyone is continually learning. Many of us are also teaching, even when it's not in our job descriptions. Whether it's giving a presentation, writing documentation, or creating a website or blog, we need and want to share our knowledge with other people. But if you've ever fallen asleep over a boring textbook, or fast-forwarded through a tedious e-learning exercise, you know that creating a great learning experience is harder than it seems. In Design For How People Learn, you'll discover how to use the key principles behind learning, memory, and attention to create materials that enable your audience to both gain and retain the knowledge and skills you're sharing. Using accessible visual metaphors and concrete methods and examples, Design For How People Learn will teach you how to leverage the fundamental concepts of instructional design both to improve your own learning and to engage your audience.

Are you an architect? Scrum Master? team leader? project manager? If you are any of these, you will find that leadership, done right, is a very tough job. This book deals with the hard parts. Not with tools, but with people. Here is the manifesto that drives this book: For us as team leaders, the goal and the way we measure our work is the overall growth in skills of self-organization and self-maintenance in each member of our team and the team as a whole. To that end: We accept that the team's needs from us change continuously based on their skills for handling the current reality of work, so we embrace a continuously changing leadership style over a one-style-fits-all leadership approach. We believe in challenging ourselves and our teams to always get better, so: * We create slack time for the team to learn and be challenged. * We embrace taking risks for our team over staying safe. * We embrace fear and discomfort while learning new skills over keeping people within their comfort zone. * We embrace experimentation as a constant practice over maintaining the status quo: * With people * With tools * With processes * With the environment * We believe our core practice is leading people, not wielding machines, so: * We embrace spending more time with our team than in meetings. * We embrace treating software problems as people problems. * We learn people skills and communication techniques. About the notes The second part of this book allows a peek into the minds of some of the best leaders, consultants, and managers as they give advice to a new team leader. Hear from Johanna Rothman, Kevlin Henney, Dan North, Uncle Bob Martin, and many others about the one thing they would like to teach you if you ever become a team leader, Scrum Master, project manager, or architect.

Known for its comprehensive coverage, this text covers all aspects of occupational safety and health in today s global workplace. Appropriate for safety management, engineering and technology programs, the book follows a logical sequence that provides a historical perspective and overview, covers the laws and regulations, discusses the human element, examines hazard assessment, prevention, and control, and covers management of safety and health. This edition features updated OSHA standards and contemporary topics such as safety culture, safety s role in global competitiveness, workplace violence, natural disasters and terrorism. Some new features include: All OSHA standards, as well as those of other regulatory agencies, were updated Chapter 4: Added a new section on the Emerging Role of Safety Professionals Chapter 9: Added a new section on the safety professional s role in product recalls Chapter 15: Added a new section on practical prevention measures for reducing slip and fall hazards and a new checklist for enhancing vision protection "