The Handbook of Training Technologies: An Introductory Guide to Facilitating Learning with Technology -- From Planning Through Evaluation / Edition 1 available in Paperback
The Handbook of Training Technologies: An Introductory Guide to Facilitating Learning with Technology -- From Planning Through Evaluation / Edition 1
- ISBN-10:
- 1118426835
- ISBN-13:
- 9781118426838
- Pub. Date:
- 05/01/2012
- Publisher:
- Wiley
The Handbook of Training Technologies: An Introductory Guide to Facilitating Learning with Technology -- From Planning Through Evaluation / Edition 1
Paperback
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$105.95Overview
This important resource offers an understanding of the basic principles that underlie training methods and the use of technology training in the workplace. The authors provide a primer for the four pervading and more advanced technologies used in business training—the Internet, computer-based training, knowledge management systems, and decision support tools. Appropriate for those who have little or no formal training in educational technology, this book addresses such topics as the decision to use, the pros and cons for using, and presentation strategies for media as varied as the Internet, teleconferencing, videoconferencing, satellite distance learning, and electronic performance support systems.
Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.
Product Details
ISBN-13: | 9781118426838 |
---|---|
Publisher: | Wiley |
Publication date: | 05/01/2012 |
Series: | Tech Training Series |
Pages: | 208 |
Product dimensions: | 6.90(w) x 9.90(h) x 0.50(d) |
About the Author
William J. Rothwell, Ph.D., is a professor of human resource development in the department of adult education, instructional systems, and workforce education and development in the College of Education at the University Park Campus of the Pennsylvania State University.
Marilynn N. Butler, Ph.D., is dean of the School of Professional Studies and associate professor of business and human resources, Ursuline College, Pepper Pike, Ohio.
Daryl L. Hunt, Ph.D., is an information management consultant for MatrixOne Inc.
Jessica Li, Ph.D., is a clinical assistant professor in the department of education administration and human resource development at Texas A&M University, College Station, Texas.
Cecilia Maldonado, Ph.D., is an assistant professor at the University of Nevada, Las Vegas, in the department of educational leadership.?
Karen Peters, Ph.D., is the manager of instructional design at the Pennsylvania State University.
Table of Contents
List of Tables, Figures, Exhibits, and Worksheets xix
Contents of the Accompanying CD-ROM xxiii
Acknowledgments xxv
Introduction: Making the Case for Technology-Assisted Training xxvii
Advance Assessment and Organizer xliii
PART1: Getting Started with Technology-Assisted Training
Chapter 1: Starting Out: Using the Instructional Systems Design (ISD) Model 3Training and Instructional Systems Design 4The ADDIE Model: A Guide to Instructional Systems Design 4What Are the Steps in the ADDIE Model? 5Benefits of Devoting Special Attention to Analysis and Design 9Chapter Summary 25
Chapter 2: Understanding the Framework of Technology-Assisted Training 27Thinking About the Context of Technology-Assisted Training 28Thinking About the Time and Place for Technology-Assisted Training 30Thinking About Instructional Delivery Methods for Technology-Assisted Training 32Using the Training Technology Framework 33Chapter Summary 35
Chapter 3: Using Project Management Methods to Oversee Technology-Assisted Training Interventions 37Obstacles to Technology-Assisted Training Interventions 38Getting Started on a Technology-Assisted Training Project 43Scoping the Technology-Assisted Training Project 44Scheduling the Technology-Assisted Training Project 48Costing the Technology-Assisted Training Project 54Gaining and Sustaining Senior Management Buy-In and Involvement in the Technology-Assisted Training Project 55Resolving Training Project Conflicts and Risks 60Overcoming Key Project Obstacles 61Chapter Summary 67
PART 2: Designing and Developing Technology-Assisted Training
Chapter 4: Appreciating the Foundations: Computer-Mediated Communication 71Using e-Mail in Technology-Assisted Training 72Using Threaded Discussions in Technology-Assisted Training 73Using Computer-Based Chats in Technology-Assisted Training 74Using Group Support Systems in Technology-Assisted Training 76Using Groupware in Technology-Assisted Training 77Chapter Summary 79
Chapter 5: Using Technology-Assisted Training in the Classroom 81Using Data Projectors in Classroom Training 82Using LCD, Plasma, and Video Wall Displays in Classroom Training 93Using Electronic Whiteboards in Classroom Training 94Using Document Cameras in Classroom Training 96Using Interactive Group Response Systems in Classroom Training 97Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training 99Chapter Summary 101
Chapter 6: Selecting Media and Building Trainer Competencies for Technology-Assisted Training 103Classifying Presentation and Distribution Methods for Training 105Selecting Media for Training: A Process and a Model 106Understanding Special Media Terminology 110Enacting Trainer Roles and Demonstrating Special Competencies 112Chapter Summary 118
Chapter 7: Designing Interactive Learning Activities 121The Characteristics of Interactive Learning 122Examples of Interactive Learning Activities 124Building Interactivity into the Instructional Systems Design Process 127Designing Online Interactive Learning Activities 131Important Issues to Consider When Designing and Using Interactive Learning Activities 134Chapter Summary 136
PART3: Delivering Technology-Assisted Training
Chapter 8: Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones 139Using Audioconferencing in Technology-Assisted Training 140Using Videoconferencing in Technology-Assisted Training 146Observing Good Etiquette in Audioconferencing and Videoconferencing 156Using Videophones in Technology-Assisted Training 156Chapter Summary 157
Chapter 9: Using the Web: Webcasting, Web Conferencing, and Streaming Technology 159Basic Internet Information and Terminology 160Basic Information About Intranets and Extranets 161Using Intranets and Extranets to Facilitate Learning 162Understanding and Using Streaming Technology to Facilitate Learning 163Using Virtual Web Meetings 168Chapter Summary 172
Chapter 10: Getting Started in e-Learning and Blended Learning 173Defining the Terms 173Making the Business Case for e-Learning and Blended Learning 174Meeting Business Needs with e-Learning and Blended Learning 176Dispelling the Myths About e-Learning and Blended Learning 177Getting Started: Training the Trainer on e-Learning and Blended Learning 178Chapter Summary 181
Chapter 11: Delivering Online and Onsite Role Plays 183Defining Role Play 184Designing, Developing, and Delivering Technology-Assisted Role Plays 186Chapter Summary 193
Chapter 12: Delivering Online and Onsite Case Studies 195Defining the Case Study 196Nine Key Steps in Designing, Developing, andDelivering Online and Onsite Case Studies 199Chapter Summary 206
PART 4: Assessing and Evaluating Technology-Assisted Training
Chapter 13: Evaluating Technology-Assisted Training: The Foundations 211What Is Evaluation? 213Distinguishing Between Assessment and Evaluation 214What Does the Term Needs Assessment Mean? 215Two Primary Types of Evaluation: Summative and Formative 215Why Is Evaluation Necessary? 217Who Is Involved in Evaluation? 220What Is the Role of Evaluation in Technology-Assisted Training? 220How Is Evaluation Conducted? 222Focusing Evaluation Strategies: Identifying Data Collection Points 230Six Issues to Consider in Evaluation 231Chapter Summary 235
Chapter 14: Evaluating Technology-Assisted Training: Ten Key Steps 237Conducting Pretraining Evaluation 240Conducting Concurrent Evaluation 243Conducting Posttraining Evaluation 246Next Steps: Where to Begin 256Chapter Summary 259
Chapter 15: Managing Learning Systems 261Knowledge Management Systems 261Content Management Systems 262Learning Management Systems 263Learning Content Management Systems 264Electronic Performance Support Systems 270Chapter Summary 270
PART 5: Planning for the Future of Technology-Assisted Training
Chapter 16: Planning for the Future 273Predictions: What the Future Holds in Store 274What the Future Will Mean for Trainers 277What the Future Will Mean for Learners 279A Final Word 279
Glossary of Terms 281
Appendix A: Technology Primer: What Do Trainers Need to Know About Hardware? 305
Appendix B: Technology Primer: What Do Trainers Need to Know About Software? 311
Appendix C: Technology Primer: What Do Trainers Need to Know About Databases? 319
Appendix D: Case Studies in Technology-Assisted Training 325
Appendix E: Learning Objects 347
Appendix F: New and Emerging Technologies 361
Selected Resources for Facilitating Learning with Technology 371
References 489
Index 507
About the Authors 519
About the Series Editors 527
About the Advisory Board Members 531
How to Use the CD-ROM 533