Development of corporate training programs and design of teaching systems
 |
Description
Book Introduction
It has been nearly nine years since the first edition of this book, which guides the systematic development process of educational programs, was published.
The models and related cases contained in this book have been utilized not only in corporate training programs, but also in developing new university curricula, teacher training programs, and extracurricular education programs for elementary, middle, and high schools.
In the process of systematically developing various educational programs, the RPISD (Rapid Prototyping to ISD) of this book has been widely applied.
The second edition reflects these changes while also addressing learner-centered instructional design and the advancements in new technologies brought about by the digital revolution that were not addressed in the first edition.
Chapter 1 presents an overview of RPISD, adding improved features of the RPISD model.
Chapter 2 emphasizes the practical applicability of requirements analysis by showing examples of actual requirements analysis along with the concepts and procedures of requirements analysis.
Chapter 3, Concepts and Procedures of Task Analysis, and Chapter 4, Prototype Design and Usability Evaluation, explain the advanced contents and cases in the relevant fields.
Chapter 5 deals with instructor-centered instructional design, and Chapter 6 presents a separate model of learner-centered instructional design.
Chapter 7, "Using Instructional Media and Developing Materials," introduces general instructional media, while Chapter 8 specifically guides technology-based education that reflects the advancement of digital technology.
Chapter 9 deals with the implementation and evaluation of educational programs.
Finally, Chapter 10 introduces recent theoretical developments in RPISD, and presents future prospects and challenges, particularly how generative artificial intelligence, such as ChatGPT, can be utilized in the process of designing instructional systems.
Initial ideas on how generative artificial intelligence can be used in instructional design are briefly presented in this chapter.
The models and related cases contained in this book have been utilized not only in corporate training programs, but also in developing new university curricula, teacher training programs, and extracurricular education programs for elementary, middle, and high schools.
In the process of systematically developing various educational programs, the RPISD (Rapid Prototyping to ISD) of this book has been widely applied.
The second edition reflects these changes while also addressing learner-centered instructional design and the advancements in new technologies brought about by the digital revolution that were not addressed in the first edition.
Chapter 1 presents an overview of RPISD, adding improved features of the RPISD model.
Chapter 2 emphasizes the practical applicability of requirements analysis by showing examples of actual requirements analysis along with the concepts and procedures of requirements analysis.
Chapter 3, Concepts and Procedures of Task Analysis, and Chapter 4, Prototype Design and Usability Evaluation, explain the advanced contents and cases in the relevant fields.
Chapter 5 deals with instructor-centered instructional design, and Chapter 6 presents a separate model of learner-centered instructional design.
Chapter 7, "Using Instructional Media and Developing Materials," introduces general instructional media, while Chapter 8 specifically guides technology-based education that reflects the advancement of digital technology.
Chapter 9 deals with the implementation and evaluation of educational programs.
Finally, Chapter 10 introduces recent theoretical developments in RPISD, and presents future prospects and challenges, particularly how generative artificial intelligence, such as ChatGPT, can be utilized in the process of designing instructional systems.
Initial ideas on how generative artificial intelligence can be used in instructional design are briefly presented in this chapter.
index
Preface / 3
Chapter 1: Overview of the Teaching System Design… … … … … … … … … … … … … … 9
1.
Overview _ 11
2.
Key Approaches to Instructional System Design _ 12
3.
Rapid Prototyping Development Approach for Instructional System Design _ 17
4. Key Features of the RPISD Model _ 20
5.
Summary _ 25
Chapter 2: Concepts and Procedures of Requirements Analysis… … … … … … … … … … … 31
1.
Overview _ 33
2.
Concepts and Procedures of Requirements Analysis _ 34
3.
Requirements Analysis in Practice _ 58
4.
Summary _ 64
Chapter 3: Concepts and Procedures of Task Analysis… … … … … … … … … 73
1.
Overview _ 75
2.
Concepts and Types of Task Analysis _ 77
3.
Learning Task Analysis Procedure _ 90
4.
Statement of Teaching Objectives _ 99
5.
Summary _ 102
Chapter 4: Prototype Design and Usability Evaluation… … … … … 107
1.
Overview _ 109
2.
Prototype Design _ 110
3.
Usability Evaluation _ 118
4.
Practical Applications of Prototype Design and Usability Evaluation _ 124
5.
Summary _ 129
Chapter 5: Instructor-Centered Instructional Design… … … … … … … … … … 139
1.
Overview and Key Approaches to Instructional Design _ 141
2.
Standard Design Model for Instructor-Centered Instruction _ 154
3.
Keller's ARCS Model for Motivation _ 165
4.
Instructional Design Output Forms _ 166
5.
Summary _ 169
Chapter 6 Learner-Centered Instructional Design… … … … … … … … … … 173
1.
Learner-Centered Instructional Design Theory _ 175
2.
Learner-Centered Instructional Design Model and Use Cases _ 176
3.
Summary _ 210
Chapter 7: Utilizing Teaching Media and Developing Materials… … … … … … … 217
1.
Overview _ 219
2.
The Concept and Use of Instructional Media _ 220
3.
Future Teaching Media _ 235
4.
Developing Teaching Materials for Expository Classes _ 241
5.
Summary _ 250
Chapter 8 Technology-Based Education… … … … … … … … … … … 261
1.
Overview _ 263
2.
Flip Learning _ 264
3.
Blended Learning _ 275
4.
Hybrid Learning _ 289
5.
Summary _ 295
Chapter 9: Implementation and Evaluation of Educational Programs… … … … … … … 301
1.
Overview _ 303
2.
Key Approaches to Implementation and Evaluation _ 304
3.
Training Program Evaluation Methods _ 313
4.
Operating Procedures and Principles _ 333
5.
Summary _ 339
Chapter 10: Development Direction of RPISD… … … … … … … … … … … 349
1.
Overview _ 351
2. Improvement of the RPISD Model _ 351
3. Utilizing RPISD and Artificial Intelligence _ 365
4.
Outlook and Challenges _ 367
Appendix… … … … … … … … … … … … … … … … … … … … 373
1.
Requirements Analysis Case Study _ 375
2.
Requirements Analysis Exercise _ 382
3.
Requirements Analysis Tool _ 387
4.
Task Analysis Worksheet _ 399
5.
Case Study of a Lesson Plan Based on the Situation in Gane's Class _ 404
6.
Learner Characteristics Analysis Report _ 406
7.
Software Tools for Education _ 407
Search / 415
Chapter 1: Overview of the Teaching System Design… … … … … … … … … … … … … … 9
1.
Overview _ 11
2.
Key Approaches to Instructional System Design _ 12
3.
Rapid Prototyping Development Approach for Instructional System Design _ 17
4. Key Features of the RPISD Model _ 20
5.
Summary _ 25
Chapter 2: Concepts and Procedures of Requirements Analysis… … … … … … … … … … … 31
1.
Overview _ 33
2.
Concepts and Procedures of Requirements Analysis _ 34
3.
Requirements Analysis in Practice _ 58
4.
Summary _ 64
Chapter 3: Concepts and Procedures of Task Analysis… … … … … … … … … 73
1.
Overview _ 75
2.
Concepts and Types of Task Analysis _ 77
3.
Learning Task Analysis Procedure _ 90
4.
Statement of Teaching Objectives _ 99
5.
Summary _ 102
Chapter 4: Prototype Design and Usability Evaluation… … … … … 107
1.
Overview _ 109
2.
Prototype Design _ 110
3.
Usability Evaluation _ 118
4.
Practical Applications of Prototype Design and Usability Evaluation _ 124
5.
Summary _ 129
Chapter 5: Instructor-Centered Instructional Design… … … … … … … … … … 139
1.
Overview and Key Approaches to Instructional Design _ 141
2.
Standard Design Model for Instructor-Centered Instruction _ 154
3.
Keller's ARCS Model for Motivation _ 165
4.
Instructional Design Output Forms _ 166
5.
Summary _ 169
Chapter 6 Learner-Centered Instructional Design… … … … … … … … … … 173
1.
Learner-Centered Instructional Design Theory _ 175
2.
Learner-Centered Instructional Design Model and Use Cases _ 176
3.
Summary _ 210
Chapter 7: Utilizing Teaching Media and Developing Materials… … … … … … … 217
1.
Overview _ 219
2.
The Concept and Use of Instructional Media _ 220
3.
Future Teaching Media _ 235
4.
Developing Teaching Materials for Expository Classes _ 241
5.
Summary _ 250
Chapter 8 Technology-Based Education… … … … … … … … … … … 261
1.
Overview _ 263
2.
Flip Learning _ 264
3.
Blended Learning _ 275
4.
Hybrid Learning _ 289
5.
Summary _ 295
Chapter 9: Implementation and Evaluation of Educational Programs… … … … … … … 301
1.
Overview _ 303
2.
Key Approaches to Implementation and Evaluation _ 304
3.
Training Program Evaluation Methods _ 313
4.
Operating Procedures and Principles _ 333
5.
Summary _ 339
Chapter 10: Development Direction of RPISD… … … … … … … … … … … 349
1.
Overview _ 351
2. Improvement of the RPISD Model _ 351
3. Utilizing RPISD and Artificial Intelligence _ 365
4.
Outlook and Challenges _ 367
Appendix… … … … … … … … … … … … … … … … … … … … 373
1.
Requirements Analysis Case Study _ 375
2.
Requirements Analysis Exercise _ 382
3.
Requirements Analysis Tool _ 387
4.
Task Analysis Worksheet _ 399
5.
Case Study of a Lesson Plan Based on the Situation in Gane's Class _ 404
6.
Learner Characteristics Analysis Report _ 406
7.
Software Tools for Education _ 407
Search / 415
GOODS SPECIFICS
- Date of issue: August 25, 2024
- Page count, weight, size: 424 pages | 176*248*30mm
- ISBN13: 9788925419718
- ISBN10: 8925419718
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