Trends and Issues in Instructional Design and Technology, 4th edition

Features a review of key terms used in the field as well as the history of the field.

Incudes coverage of emerging technologies and recent trends, from the perspective of their effects on learning and instructional systems.

Reviews some of the models, strategies, and tactics that drive improved teaching and learning environments, reflecting the importance of instructional strategies in our educational processes and institutions.

Discusses theories and models of learning and instruction that serve as the basis for the field with a wide array of viewpoints, ranging from cognitive and behavioral perspectives to some of the views of teaching and learning associated with constructivism, motivation, and the learning sciences.

Includes a discussion of evaluating and managing instructional programs and projects–often-overlooked phases of the instructional design process–with emphasis on current methods of evaluation, including return on investment, as well as the use of learning analytics.

Focuses on key ideas and practices associated with performance improvement in Section V. A variety of noninstructional solutions to performance problems, such as performance support and informal learning, are described.

Examines IDT professionals’ activities in a variety of work settings:

• Business and industry, the military, health care, K-12 schools, and higher education in the United States are among the settings discussed.

• IDT professionals’ work in Europe and Asia is also covered.

• New designers considering career options and others not familiar with the wide variety of professional areas supported by instructional design and technology professionals will find this information particularly useful.

Features contributions by leading names in the field including Michael Allen, Tom Brush, Curt Bonk, Ruth Clark, Marcy Driscoll, Peg Ertmer, Judy Hale, Jan Herrington, David & Roger Johnson, John Keller, Jim Klein, Richard Mayer, David Merrill, Clark Quinn, Tom Reeves, Marc Rosenberg, Sharon Smaldino, Harold Stolovitch, Jeroen van Merrienboer, David Wiley, Brent Wilson, and many others.

Covers strategies for obtaining an IDT position and how to succeed at it. (Section VII)

Includes coverage of the key performance improvement principles. Case studies in each chapter provide students with the opportunity to practice employing some of the key performance improvement techniques. (Section V)

NEW!: Seventeen new chapters provide in-depth coverage of topics new to the Fourth Edition or covered by different authors in previous editions:

• SAM and Pebble-in-the-Pond: Alternatives to the ADDIE Model (Chapter 4)

• The Successive Approximation Model (SAM): A Closer Look (Chapter 5)

• Measuring the Return on Investment (ROI) in Technology-Based Learning (Chapter 11)

• An Introduction to Learning Analytics (Chapter 12)

• Performance Support (Chapter 15)

• Informal Learning (Chapter 16)

• Integrating Technology into K-12 Education (Chapter 20)

• Instructional Design in Higher Education (Chapter 21)

• Instructional Design in Europe: Trends and Issues (Chapter 22)

• Performance Consulting (Chapter 25)

• Social Media and Instructional Design (Chapter 28)

• Mobile Learning (Chapter 29)

• The Emergence and Design of Massive Open Online Courses (MOOCs) (Chapter 30)

• Social Interdependence Theory and the Design of High-Quality Learning Experiences (Chapter 32)

• Problem-Based Learning: Essential Design Characteristics (Chapter 34)

• Keep It Real: The Benefits of Authentic Tasks in Contemporary Learning Environments (Chapter 35)

• The Evolving Economics of Educational Materials and Open Educational Resources: Toward closer Alignment with the Core Values of Education (Chapter 38).

UPDATED: Extensive revisions to other chapters describe how recent developments inside and outside of the field have affected the trend or issue that is the focus of that chapter. Oftentimes these developments center around technological advances or new ideas regarding learning theories or instructional strategies.

UPDATED: Updated case-based application questions at the end of each chapter present students with authentic real-world problems and require them to solve those problems.

Includes discussion of current issues in the field such as diversity, accessibility, professional ethics, open educational resources, and the changing conceptions of high-quality design.

Seventeen new chapters provide in-depth coverage of topics new to the Fourth Edition or covered by different authors in previous editions:

• SAM and Pebble-in-the-Pond: Alternatives to the ADDIE Model (Chapter 4)

• The Successive Approximation Model (SAM): A Closer Look (Chapter 5)

• Measuring the Return on Investment (ROI) in Technology-Based Learning (Chapter 11)

• An Introduction to Learning Analytics (Chapter 12)

• Performance Support (Chapter 15)

• Informal Learning (Chapter 16)

• Integrating Technology into K-12 Education (Chapter 20)

• Instructional Design in Higher Education (Chapter 21)

• Instructional Design in Europe: Trends and Issues (Chapter 22)

• Performance Consulting (Chapter 25)

• Social Media and Instructional Design (Chapter 28)

• Mobile Learning (Chapter 29)

• The Emergence and Design of Massive Open Online Courses (MOOCs) (Chapter 30)

• Social Interdependence Theory and the Design of High-Quality Learning Experiences (Chapter 32)

• Problem-Based Learning: Essential Design Characteristics (Chapter 34)

• Keep It Real: The Benefits of Authentic Tasks in Contemporary Learning Environments (Chapter 35)

• The Evolving Economics of Educational Materials and Open Educational Resources: Toward closer Alignment with the Core Values of Education (Chapter 38).