培训技术手册THE HANDBOOK OF TRAINING TECHNOLOGIES
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作者： William J. Rothwell著
出 版 社： John Wiley & Sons
出版时间： 2006-12-1字数：版次： 1页数： 532印刷时间： 2006/08/01开本：印次：纸张： 胶版纸I S B N ： 9780787971595包装： 精装内容简介
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 training¾the 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.
作者简介
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.
目录
List of Tables, Figures, Exhibits, and Worksheets.
Contents of the Accompanying CD-ROM.
Acknowledgments.
Introduction: Making the Case for Technology-Assisted Training.
Advance Assessment and Organizer.
PART 1: Getting Started with Technology-Assisted Training.
Chapter 1: Starting Out: Using the Instructional Systems Design (ISD) Model.
Training and Instructional Systems Design.
The ADDIE Model: A Guide to Instructional Systems Design.
What Are the Steps in the ADDIE Model?
Benefits of Devoting Special Attention to Analysis and Design.
Chapter Summary.
Chapter 2: Understanding the Framework of Technology-Assisted Training.
Thinking About the Context of Technology-Assisted Training.
Thinking About the Time and Place for Technology-Assisted Training.
Thinking About Instructional Delivery Methods for Technology-Assisted Training.
Using the Training Technology Framework.
Chapter Summary.
Chapter 3: Using Project Management Methods to Oversee Technology-Assisted Training Interventions.
Obstacles to Technology-Assisted Training Interventions.
Getting Started on a Technology-Assisted Training Project.
Scoping the Technology-Assisted Training Project.
Scheduling the Technology-Assisted Training Project.
Costing the Technology-Assisted Training Project.
Gaining and Sustaining Senior Management Buy-In and Involvement in the Technology-Assisted Training Project.
Resolving Training Project Conflicts and Risks.
Overcoming Key Project Obstacles.
Chapter Summary.
PART 2: Designing and Developing Technology-Assisted Training.
Chapter 4: Appreciating the Foundations: Computer-Mediated Communication.
Using e-Mail in Technology-Assisted Training.
Using Threaded Discussions in Technology-Assisted Training.
Using Computer-Based Chats in Technology-Assisted Training.
Using Group Support Systems in Technology-Assisted Training.
Using Groupware in Technology-Assisted Training.
Chapter Summary.
Chapter 5: Using Technology-Assisted Training in the Classroom.
Using Data Projectors in Classroom Training.
Using LCD, Plasma, and Video Wall Displays in Classroom Training.
Using Electronic Whiteboards in Classroom Training.
Using Document Cameras in Classroom Training.
Using Interactive Group Response Systems in Classroom Training.
Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training.
Chapter Summary.
Chapter 6: Selecting Media and Building Trainer Competencies for Technology-Assisted Training.
Classifying Presentation and Distribution Methods for Training.
Selecting Media for Training: A Process and a Model.
Understanding Special Media Terminology.
Enacting Trainer Roles and Demonstrating Special Competencies.
Chapter Summary.
Chapter 7: Designing Interactive Learning Activities.
The Characteristics of Interactive Learning.
Examples of Interactive Learning Activities.
Building Interactivity into the Instructional Systems Design Process.
Designing Online Interactive Learning Activities.
Important Issues to Consider When Designing and Using Interactive Learning Activities.
Chapter Summary.
PART 3: Delivering Technology-Assisted Training.
Chapter 8: Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones.
Using Audioconferencing in Technology-Assisted Training.
Using Videoconferencing in Technology-Assisted Training.
Observing Good Etiquette in Audioconferencing and Videoconferencing.
Using Videophones in Technology-Assisted Training.
Chapter Summary.
Chapter 9: Using the Web: Webcasting, Web Conferencing, and Streaming Technology.
Basic Internet Information and Terminology.
Basic Information About Intranets and Extranets.
Using Intranets and Extranets to Facilitate Learning.
Understanding and Using Streaming Technology to Facilitate Learning.
Using Virtual Web Meetings.
Chapter Summary.
Chapter 10: Getting Started in e-Learning and Blended Learning.
Defining the Terms.
Making the Business Case for e-Learning and Blended Learning.
Meeting Business Needs with e-Learning and Blended Learning.
Dispelling the Myths About e-Learning and Blended Learning.
Getting Started: Training the Trainer on e-Learning and Blended Learning.
Chapter Summary.
Chapter 11: Delivering Online and Onsite Role Plays.
Defining Role Play.
Designing, Developing, and Delivering Technology-Assisted Role Plays.
Chapter Summary.
Chapter 12: Delivering Online and Onsite Case Studies.
Defining the Case Study.
Nine Key Steps in Designing, Developing, and Delivering Online and Onsite Case Studies.
Chapter Summary.
PART 4: Assessing and Evaluating Technology-Assisted Training.
Chapter 13: Evaluating Technology-Assisted Training: The Foundations.
What Is Evaluation?
Distinguishing Between Assessment and Evaluation.
What Does the Term Needs Assessment Mean?
Two Primary Types of Evaluation: Summative and Formative.
Why Is Evaluation Necessary?
Who Is Involved in Evaluation?
What Is the Role of Evaluation in Technology-Assisted Training?
How Is Evaluation Conducted?
Focusing Evaluation Strategies: Identifying Data Collection Points.
Six Issues to Consider in Evaluation.
Chapter Summary.
Chapter 14: Evaluating Technology-Assisted Training: Ten Key Steps.
Conducting Pretraining Evaluation.
Conducting Concurrent Evaluation.
Conducting Posttraining Evaluation.
Next Steps: Where to Begin.
Chapter Summary.
Chapter 15: Managing Learning Systems.
Knowledge Management Systems.
Content Management Systems.
Learning Management Systems.
Learning Content Management Systems.
Electronic Performance Support Systems.
Chapter Summary.
PART 5: Planning for the Future of Technology-Assisted Training.
Chapter 16: Planning for the Future.
Predictions: What the Future Holds in Store.
What the Future Will Mean for Trainers.
What the Future Will Mean for Learners.
A Final Word.
Glossary of Terms.
Appendix A: Technology Primer: What Do Trainers Need to Know About Hardware?
Appendix B: Technology Primer: What Do Trainers Need to Know About Software?
Appendix C: Technology Primer: What Do Trainers Need to Know About Databases?
Appendix D: Case Studies in Technology-Assisted Training.
Appendix E: Learning Objects.
Appendix F: New and Emerging Technologies.
Selected Resources for Facilitating Learning with Technology.
References.
Index.
About the Authors.
About the Series Editors.
About the Advisory Board Members.
How to Use the CD-ROM.
