MERRILL
PAGE 4
   For in introduction to instructional technology read either Ann E. Barron & Gary W. Orwig (1997). New Technologyies for Education: A Beginner's Guide
3rd Edition. Libraries Unlimited. ISBN 1563084775
Or you may want to read Robert Heinich & Michael Molenda (1998). Instructional Media and Technologies for Learning 6th Edition. Prentice Hall. 428 pages. ISBN 0138591598.
To learn how to effectively incorporate instructional media with instructional strategies
the following is an excellent source.
Diana Laurillard (1993). Rethinking University Teaching: A Framework for the Effective Use of
Educational Technology. Routledge. ISBN 0415092892.
Don't let the "university teaching" part of the title through you off. This book is about
instructional strategies and instructional technology as they apply in all instructional situations. It
is perhaps the best exposition of how to incorporate instructional technology for more effective
instruction. It should be must reading for every instructional designer.
For specific design prescriptions for multimedia instruction you may want to consider
one or both of the following.
Tom Boyle and Tim Boyle (1996). Design for Multimedia Learning. Prentice Hall. 275 pages.
ISBN 0132422158.
William W. Lee and Diana L. Owens (2000). Multimedia-Based Instructional Design: Computer-
Based Training, Web-Based Training, and Distance Learning. Jossey-Bass. 304 pages. ISBN
0787951595.
Web-Based Training
More and more training is being delivered over the internet. There are now tens of thousands of courses on-line. Many of them of very questionable quality.
For learning to design web-based training consider one or both of the following:
Margaret Driscoll & Larry Alexander (Editor) (1998). Web-Based Training: Using Technology to
Design Adult Learning Experiences. Jossey-Bass Inc. 288 pages. ISBN 0787942030.
Brandon Hall (1997). The Web-Based Training Cookbook. John Wiley & Sons. 496 pages. ISBN
0471180211.
Computer-Based Training
Computer-based training has become a very important vehicle for delivering instruction. This delivery system has moved from routine instruction to more and more complex objectives.
For learning to design computer-based instruction consider one or both of the
following:
Stephen M. Alessi & Stanley P. Trollip (2000). Computer Based Instruction. Allyn & Bacon. 432
pages. ISBN 0205276911.
Andrew S. Gibbons & Peter G. Fairweather (1998). Computer-Based Instruction. Educational
Technology. 570 pages. ISBN 0877783012.
MERRILL
PAGE 5
Simulation-Based Training
Simulation based training takes two forms: the high-end, real-world simulators like flight simulators that are very expensive to design and build and the desk-top part task simulation that can supplement other forms of training. The following source is concerned with desk-top simulation rather than full scale simulators.
To learn to design simulation-based training consider the following
Douglas M. Towne (1995). Learning and Instruction in Simulation Environments. Educational
Technology. 351 pages. ISBN 0877782784.
Constructivist Instruction
There has been a great deal of recent attention to the philosophy of constructivism as it applies to
instruction. For an introduction to some of the issues involved consider the following Thomas M. Duffy & David H. Jonassen (Editors) (1992). Constructivism and the Technology of Instruction: A Conversation. Lawrence Erlbaum Associates. 221 pages. ISBN 0805812725.
For some examples of instruction based on constructivist principles consider
Brent G. Wilson (1995). Constructivist Learning Environments: Case Studies in Instructional Design.
Educational Technology Publications. ISBN 0877782903.
Problem-Based Learning
Another current trend in instruction is problem-based scenarios or as the author of the following book calls
them case-based scenarios.
To learn more about problem-based learning consider the following
Roger C. Schank (Editor) (1997). Inside Multi-Media Case Based Instruction. Lawrence Erlbaum
Associates. 451 pages. ISBN 080582538X.
Analysis
Task analysis is a very important first step in the ISD process. The following recent books will expand your skills in this important area.
David H. Jonassen, Wallace H. Hannum & Martin Tessmer (1999). Task Analysis Methods for
Instructional Design. Lawrence Erlbaum Associates. 275 pages. ISBN 0805830863.
Allison Rossett (1999). First Things Fast: A Handbook for Performance Analysis. Jossey-Bass.
241 pages. ISBN 0787944386.
Current Trends in Instructional Design and Technology
There are a number of excellent books, mostly collections of writing by a variety of authors, discussing some of the latest theories, models, and practices of instructional design and technology. The master instructional designer will want to read as much of this material as possible to be up-to-date with the most
recent ideas in this dynamic field.
Charles M. Reigeluth (Editor) (1983). Instructional-Design Theories and Models: An Overview of their Current Status. Lawrence Erlbaum Associates. 487 pages. ISBN 0-89859-275-5.
MERRILL
PAGE 6
A classic when it was published and still current. This very important work brought together the
best known instructional theories of the 70's. Instructional design based on these theories is more
effective and efficient than instructional design based on experience and common sense. These
theories form the foundation of much that is currently being said about instructional design.
Charles M. Reigeluth (Editor) (1999). Instructional-Design Theories and Models: A New
Paradigm of Instructional Theory. Vol. II. Lawrence Erlbaum Associates. 715 pages. ISBN0-
8058-2859-1.
A collection of theories representing the considerable diversity available today for directing the
design of instruction. Reigeluth tags these many approaches as a "new paradigm". They do in
fact represent the current push on a more constructivist approach to instructional design. There is
considerable emphasis on learner-centered, experience-based instruction. A very important source
for instructional designers to enable you to become familiar with the current trends in instructional
design, especially in the United States.
Tennyson, Robert D., Schot, Franz, Norbert, Seel & Dijkstra, Sanne. (Editors) (1997). Instructional
Design International Perspective Vol. 1 Theory, Research, and Models. Lawrence Erlbaum
Associates. 475 pages. ISBN 0-8058-1397-7.
We have a tendency in the USA to be very myopic in our view. We too often forget that we have
very bright and important colleagues across the sea. Tennyson, with some European colleagues,
has provided an extremely important collection of both European and USA theorists. Some of the
chapters in this volume are classics and should be must reading for all instructional designers.
Sanne Dijkstra, Norbert Seel, Franz Schott & Robert D. Tennyson (Editors) (1997). Instructional
Design: International Perspective Vol. 2: Solving Instructional Design Problems. Lawrence
Erlbaum Associates. 418 pages. ISBN 0805814000.
George M. Piskurich, Peter Beckschi, and Brandon Hall (Editors) (1999). The ASTD Handbook of
Training Design and Delivery: A Comprehensive Guide to Creating and Delivering Training
Programs -- Instructor-led, Computer-based. McGraw Hill. 530 pages. ISBN 0071353105.
Charles R. Dills & A. J. Romiszowski (Editors) (1997). Instructional Development Paradigms.
Educational Technology Publications. 882 pages. ISBN 08777882954.
The following sources present a number of papers reporting research on instruction
and related issues
Sanne Dijksr