GEORGE M. PISKURICH is an organizational learning and performance consultant specializing in e-learning interventions, performance analysis, and telecommuting. He is an active member of both ISPI and ASTD, with over twenty-five years of experience in learning technology facilitation and design for both multi-national corporations and smaller organizations. George also teaches at John Carroll University, N.C. State, Georgia State, and Mercer University, and resides in El Paso, TX.

• Tool List viiPreface for the Third Edition xiiiIntroduction xvPurpose xvAudiences xviSpecial Elements xviiOrganization of the Book xixChapter 1 What Is This Instructional Design Stuff Anyway? 1Why Instructional Design? 2What Is Instructional Design? 3A Few Definitions 5Advantages of Instructional Design 9Disadvantages of Instructional Design 13Chapter 2 Before You Do Anything: Pre-Instructional Design Activities 17Organizational Needs 18Performance Assessment 23Assessing Training Needs 33Choosing Needs to Address 39The Needs Assessment Report 42Quick and Dirty Cost/Benefit Analysis 47Training Needs Analysis 54Chapter 3 Do You Know What You Need to Do? Analysis 63Data-Collection Methods 64Why Analyze? 73Types of Analysis 73Computer-Aided Analysis 102Chapter 4 How to Do It: Design 107Make the Right Decision Now 107Delivery Decision 108Objectives 128Design Documents 143Course Descriptions 161Gathering Content 162Adding Structure: The Instructional Plan 168Trainee Evaluation (Test Questions and Tests) 178Hints for Designing in Various Formats 196Chapter 5 Doing It Right: Development 203End Products of Development 203The Facilitator Guide as an End Product 205Scripts and Storyboards 231Participant Packages and Other Print Materials 235Other Media 239Hints for Developing Material 247Chapter 6 Getting It Where It Does the Most Good: Implementation 263Beta Tests and Pilots 263Reviews Revisited 279Common Implementation Issues 282Other Instructor-Led Classroom Implementation Needs 287Hints for Implementation 299Field Trips 306Chapter 7 Did It Do Any Good? Evaluation 311Why Evaluation? 311The Key to Good Evaluation 312Types of Evaluation 315Evaluation of Self-Instruction Programs 334Revisions: What to Do with What You’ve Learned 338Hints for Evaluating 344Chapter 8 Doing It Faster: More Rapid Design Shortcuts 353Software for Instructional Design 354Analysis Software 355Test Development Software 355Miscellaneous Software 356Rapid Prototyping 356Learning Objects/Granular Training 357Public Courses 358Off-The-Shelf Programs 358Technology Vendors 358Performance Support–Based “Training” 359Problem-Based Learning (PBL) 361Training Management Systems/Learning Management Systems (LMS)/Learning Content Management Systems (LCMS) 361Digital Cameras 362What Does an ID Do? 362Miscellaneous 364Chapter 9 Asynchronous e-Learning Design 367Definitions 367Creating and Implementing an e-Learning System 369Determining a Comprehensive e-Learning Strategy 371Designing and Developing Good Programs 373Learning Management Systems and Learning Content Management Systems 374Preparing the Organization Globally for e-Learning 378Self-Direction and e-Learning 380Planning for a Smooth, Successful Implementation 384Creating an Effective Monitoring and Evaluation Plan 385Asynchronous e-Learning Design and Development 387Analysis 387Material Development 390Learner Evaluation 397Learner Interfaces 398Beta Tests and Pilots 399Software 400Repurposing 401Evaluating Asynchronous e-Learning Programs 403Summary 403Chapter 10 Synchronous e-Learning Design 409Advantages 409Disadvantages and Misconceptions 410Design Considerations for Synchronous e-Learning 413Mini-Interactions 414Repurposing and Redesigning Synchronous e-Learning Programs 415Other Synchronous Activities 416More Detailed Facilitator Guides 419Learner Guide 422General Technology Considerations 423Media 425Designing Continuing Interactions 430Audience Analysis 432Implementation 434Online Learning: A Special Type of e-Learning 446What the Learners Say 451Chapter 11 New Design Applications 453Flipped Classrooms 453Mobile Learning 457Virtual Learning Environments 461Social Network–Based Learning 463Massive Open Online Courses (MOOCs) 466Communities of Practice 468Informal Learning 469The Cloud 471Glossary 475Suggested Readings 499Other Resources 511About the Author 517Index 519

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GEORGE M. PISKURICH is an organizational learning and performance consultant specializing in e-learning interventions, performance analysis, and telecommuting. He is an active member of both ISPI and ASTD, with over twenty-five years of experience in learning technology facilitation and design for both multi-national corporations and smaller organizations. George also teaches at John Carroll University, N.C. State, Georgia State, and Mercer University, and resides in El Paso, TX.

• Tool List viiPreface for the Third Edition xiiiIntroduction xvPurpose xvAudiences xviSpecial Elements xviiOrganization of the Book xixChapter 1 What Is This Instructional Design Stuff Anyway? 1Why Instructional Design? 2What Is Instructional Design? 3A Few Definitions 5Advantages of Instructional Design 9Disadvantages of Instructional Design 13Chapter 2 Before You Do Anything: Pre-Instructional Design Activities 17Organizational Needs 18Performance Assessment 23Assessing Training Needs 33Choosing Needs to Address 39The Needs Assessment Report 42Quick and Dirty Cost/Benefit Analysis 47Training Needs Analysis 54Chapter 3 Do You Know What You Need to Do? Analysis 63Data-Collection Methods 64Why Analyze? 73Types of Analysis 73Computer-Aided Analysis 102Chapter 4 How to Do It: Design 107Make the Right Decision Now 107Delivery Decision 108Objectives 128Design Documents 143Course Descriptions 161Gathering Content 162Adding Structure: The Instructional Plan 168Trainee Evaluation (Test Questions and Tests) 178Hints for Designing in Various Formats 196Chapter 5 Doing It Right: Development 203End Products of Development 203The Facilitator Guide as an End Product 205Scripts and Storyboards 231Participant Packages and Other Print Materials 235Other Media 239Hints for Developing Material 247Chapter 6 Getting It Where It Does the Most Good: Implementation 263Beta Tests and Pilots 263Reviews Revisited 279Common Implementation Issues 282Other Instructor-Led Classroom Implementation Needs 287Hints for Implementation 299Field Trips 306Chapter 7 Did It Do Any Good? Evaluation 311Why Evaluation? 311The Key to Good Evaluation 312Types of Evaluation 315Evaluation of Self-Instruction Programs 334Revisions: What to Do with What You’ve Learned 338Hints for Evaluating 344Chapter 8 Doing It Faster: More Rapid Design Shortcuts 353Software for Instructional Design 354Analysis Software 355Test Development Software 355Miscellaneous Software 356Rapid Prototyping 356Learning Objects/Granular Training 357Public Courses 358Off-The-Shelf Programs 358Technology Vendors 358Performance Support–Based “Training” 359Problem-Based Learning (PBL) 361Training Management Systems/Learning Management Systems (LMS)/Learning Content Management Systems (LCMS) 361Digital Cameras 362What Does an ID Do? 362Miscellaneous 364Chapter 9 Asynchronous e-Learning Design 367Definitions 367Creating and Implementing an e-Learning System 369Determining a Comprehensive e-Learning Strategy 371Designing and Developing Good Programs 373Learning Management Systems and Learning Content Management Systems 374Preparing the Organization Globally for e-Learning 378Self-Direction and e-Learning 380Planning for a Smooth, Successful Implementation 384Creating an Effective Monitoring and Evaluation Plan 385Asynchronous e-Learning Design and Development 387Analysis 387Material Development 390Learner Evaluation 397Learner Interfaces 398Beta Tests and Pilots 399Software 400Repurposing 401Evaluating Asynchronous e-Learning Programs 403Summary 403Chapter 10 Synchronous e-Learning Design 409Advantages 409Disadvantages and Misconceptions 410Design Considerations for Synchronous e-Learning 413Mini-Interactions 414Repurposing and Redesigning Synchronous e-Learning Programs 415Other Synchronous Activities 416More Detailed Facilitator Guides 419Learner Guide 422General Technology Considerations 423Media 425Designing Continuing Interactions 430Audience Analysis 432Implementation 434Online Learning: A Special Type of e-Learning 446What the Learners Say 451Chapter 11 New Design Applications 453Flipped Classrooms 453Mobile Learning 457Virtual Learning Environments 461Social Network–Based Learning 463Massive Open Online Courses (MOOCs) 466Communities of Practice 468Informal Learning 469The Cloud 471Glossary 475Suggested Readings 499Other Resources 511About the Author 517Index 519

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GEORGE M. PISKURICH is an organizational learning and performance consultant specializing in e-learning interventions, performance analysis, and telecommuting. He is an active member of both ISPI and ASTD, with over twenty-five years of experience in learning technology facilitation and design for both multi-national corporations and smaller organizations. George also teaches at John Carroll University, N.C. State, Georgia State, and Mercer University, and resides in El Paso, TX.

• Tool List viiPreface for the Third Edition xiiiIntroduction xvPurpose xvAudiences xviSpecial Elements xviiOrganization of the Book xixChapter 1 What Is This Instructional Design Stuff Anyway? 1Why Instructional Design? 2What Is Instructional Design? 3A Few Definitions 5Advantages of Instructional Design 9Disadvantages of Instructional Design 13Chapter 2 Before You Do Anything: Pre-Instructional Design Activities 17Organizational Needs 18Performance Assessment 23Assessing Training Needs 33Choosing Needs to Address 39The Needs Assessment Report 42Quick and Dirty Cost/Benefit Analysis 47Training Needs Analysis 54Chapter 3 Do You Know What You Need to Do? Analysis 63Data-Collection Methods 64Why Analyze? 73Types of Analysis 73Computer-Aided Analysis 102Chapter 4 How to Do It: Design 107Make the Right Decision Now 107Delivery Decision 108Objectives 128Design Documents 143Course Descriptions 161Gathering Content 162Adding Structure: The Instructional Plan 168Trainee Evaluation (Test Questions and Tests) 178Hints for Designing in Various Formats 196Chapter 5 Doing It Right: Development 203End Products of Development 203The Facilitator Guide as an End Product 205Scripts and Storyboards 231Participant Packages and Other Print Materials 235Other Media 239Hints for Developing Material 247Chapter 6 Getting It Where It Does the Most Good: Implementation 263Beta Tests and Pilots 263Reviews Revisited 279Common Implementation Issues 282Other Instructor-Led Classroom Implementation Needs 287Hints for Implementation 299Field Trips 306Chapter 7 Did It Do Any Good? Evaluation 311Why Evaluation? 311The Key to Good Evaluation 312Types of Evaluation 315Evaluation of Self-Instruction Programs 334Revisions: What to Do with What You’ve Learned 338Hints for Evaluating 344Chapter 8 Doing It Faster: More Rapid Design Shortcuts 353Software for Instructional Design 354Analysis Software 355Test Development Software 355Miscellaneous Software 356Rapid Prototyping 356Learning Objects/Granular Training 357Public Courses 358Off-The-Shelf Programs 358Technology Vendors 358Performance Support–Based “Training” 359Problem-Based Learning (PBL) 361Training Management Systems/Learning Management Systems (LMS)/Learning Content Management Systems (LCMS) 361Digital Cameras 362What Does an ID Do? 362Miscellaneous 364Chapter 9 Asynchronous e-Learning Design 367Definitions 367Creating and Implementing an e-Learning System 369Determining a Comprehensive e-Learning Strategy 371Designing and Developing Good Programs 373Learning Management Systems and Learning Content Management Systems 374Preparing the Organization Globally for e-Learning 378Self-Direction and e-Learning 380Planning for a Smooth, Successful Implementation 384Creating an Effective Monitoring and Evaluation Plan 385Asynchronous e-Learning Design and Development 387Analysis 387Material Development 390Learner Evaluation 397Learner Interfaces 398Beta Tests and Pilots 399Software 400Repurposing 401Evaluating Asynchronous e-Learning Programs 403Summary 403Chapter 10 Synchronous e-Learning Design 409Advantages 409Disadvantages and Misconceptions 410Design Considerations for Synchronous e-Learning 413Mini-Interactions 414Repurposing and Redesigning Synchronous e-Learning Programs 415Other Synchronous Activities 416More Detailed Facilitator Guides 419Learner Guide 422General Technology Considerations 423Media 425Designing Continuing Interactions 430Audience Analysis 432Implementation 434Online Learning: A Special Type of e-Learning 446What the Learners Say 451Chapter 11 New Design Applications 453Flipped Classrooms 453Mobile Learning 457Virtual Learning Environments 461Social Network–Based Learning 463Massive Open Online Courses (MOOCs) 466Communities of Practice 468Informal Learning 469The Cloud 471Glossary 475Suggested Readings 499Other Resources 511About the Author 517Index 519

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