Selected readings with annotations:

Books | Articles | Presentations |

Books

Brown, A. & Green, T. (2006. )The Essentials of Instructional Design. Connecting Fundamental Principles with Process and Practice. New Jersey: Pearson, Merrill Prentice Hall.

Offers really practical advice on ID and spends time early going over how people think and learn. Has some interesting history on learning. I think this should be on the EDTEC reading list. Each chapter starts with guiding questions, has an insight from someone's experience and questions at the end connecting process to practice. This book was not on the EDTEC reading list. I discovered it through a STE book fair. Most recent book I have on ID and one of the authors is ID'er at CSU Fullerton. Great book!!

Clark, R. C. (1999). Developing technical training. Silver Spring , Maryland : International Society for Performance Improvement.

540 Reading: A systematic approach to developing and presenting training for both classroom and the web. Quantifies the four major ingredients in training: information (content), performance outcomes (learning objectives, etc), instructional methods, and instructional media (delivery). Information consists of facts, concepts, procedures, processes, and principles and she has recommendations on how to teach each type

Clark, R.C. & Mayer, R.E. (2003). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco , CA: Pfeiffer.

795A reading: Very good book on what works in e-Learning based on empirical research. Covers principles such as multimedia, contiguity, modality, coherence, personalization, and redundancy. Delivery of content and learner choices (calibration) and benefits of collaboration are covered. Uses examples and non-examples.

Mager, R. F. & Pipe, P. (1983). Analyzing performance problems. Atlanta , GA : CEP Press.

How to define performance problems and discern what type they are. Is it skills/knowledge, motivation, environmental. Is it a people development issue, a strategy challenge, a rollout? Provides a quick reference checklist to define the problem and explore solutions.

Moore , M., & Kearsley, G. (2005). Distance education: A systems view. (2nd ed). Belmont , CA : Wadsworth.

550 reading: Authors discuss the importance of DE being a system, likening it to the human system. This means that all of the components are integral and have a role to play to have an effective outcome. Components include initial self assessment by the learner, technology, learning, teaching, program course design, management, student services, policy, and organization.

Pitinsky, M. (Ed.) (2003). Wired Tower. 1 st Ed. New Jersey : Prentice Hall.

Opportunity to hear him speak at an ASTD conference. .......................

Rossett, A. (1999). First things fast : A handbook for performance
analysis . San Francisco , CA : Jossey-Bass/Pfeiffer.

685 reading: Offers strategies on performance analysis and trying to solve problems we can't define. How to swiftly and accurately hone in on the performance issues in an organization using job aids, design templates and implementation examples. Author also categorizes the challenges into performance problems, rollout challenges, people development issue, and strategic problems. Also offers advice on presenting your findings to your client or customer.

Rossett, A. & Gautier-Downes, J. (1991). Handbook of Job Aids. San Francisco , CA : Jossey-Bass/Pfeiffer.

540 Reading: Written 15 years ago at the onset of the “information age” and need for knowledge retrieval. Authors explain what job aids are for, how to develop them, share examples of them, and future trends (how organizations are changing, increase in the quality movement, emphasis on performance, advent of technologies, reduction of middle managers – start of flattening of organizations). Book closes with examples of electronic performance support tools and on-line help systems.

Stewart, T. (1999). Intellectual capital. The new wealth of organizations. New York: Doubleday.

“Information and knowledge are the thermonuclear competitive weapons of our time. Knowledge is more valuable and more powerful than natural resources, big factories, or fat bankrolls. In industry after industry, success comes to the companies that
have the best information or yield it most effectively – not necessarily the companies with the most muscle” (Stewart, 1997).

685 reading: Thomas Stewart was really onto something profound when he wrote Intellectual Capita l ten years ago. He suggested that knowledge workers were quickly becoming the key capital of organizations and that knowledge management, the garnering and cultivating of this intangible intellectual capital, is an organization's most important obligation, as well as its key to success. It has been over 10 years and this is still a popular sentiment.

Williams, R. & Tollett, J. (2000). The Non-Designer's Web Book. California: Peachpit Press.

541 reading: Easy to use and understand book about web design. Has technical, instructional design, interface and navigational advice. Lots of pictures and examples with a short quiz at the end of each chapter. This was one of the first books I read on web design.

Articles/Presentations

Gee, J. (2005). Good Video Games and Good Learning. Retrieved September 20, 2005 from http://www.academiccolab.org/iniatives/gapps.html

670 reading: Good article on defining learning principles in games and simulations , such as Identity, Interaction, Production, Risk Taking, Customization, Just-in-Time and On Demand knowledge retrieval, Systems Thinking, lateral thinking, smart tools and distributed knowledge, performance before competence, cross-functional teams, and situated meanings. The author suggests that the application of these principles that exist in games and simulations (sorely underused in the classroom) would improve learning, problem solving, portable skills such as critical thinking, and collaborative skills in young learners. Some of the best readings I found on motivation were in my Games & Simulations class.

Principles of Universal Instructional Design, Retrieved July 11, 2005 from http://www.georgianc.on.ca/c4a/uid_principles.htm

This article capsulates the main principles of offering instruction to all audiences, including people with disabilities. Provides recommendations for increasing accessibility and states the principles of adult learning based on Malcolm Knowles research. I came across this information in a web accessibility workshop on Universal Instructional Design.

Rossett, A. & Shafer, L. (2007). Job Aids & Performance Support. Retrieved February 27, 2006 from http://www.colletandschafer.com/perfsupp/index.htm

This website tool defines a performance support tool as “A helper in life and work, performance support is a repository for information, processes, and perspectives that inform and guide planning and action.” This site talks about the need and value of EPPS's, but is also a tool. It has a link to help you determine if they are appropriate for your needs or organization. I got to do a usability test for Allison Rossett before it went live!

Rude-Parkins, C, Hughes Miller, K, Ferguson, K & Bauer, R. (2005) Applying Gaming and Simulation Techniques to the Design of Online Instruction. Retrieved September 20, 2005 from http://innovateonline.info/index.php?view=article&id=70

670 reading: Authors use a military web-based training program as an example of good online instruction whereby the learners are engaged and challenged by being immersed in the situation. Using game like features,scenario based challenges, lifelike audio and video, scoring and feedback, and learner controlled timing are key features for successful, relevant learning. The authors remind us of Clark & Mayers recommendation to keep the learning as relevant and real-life as possible, because any instruction is already an abstraction of the actual application. Some of the best readings I found on motivation were in my Games & Simulations class.

Thiagarajan, S. (1999). Rapid instructional design . Retrieved November 23, 2006, from http://www.thiagi.com/article-rid.html

795A reading: Thiagi offers just-in-time strategies and recommendations on how to bypass the linear process of ADDIE, such as using shortcuts, combinations and deletions. Irrespective of your preferred school of psychology, he states three components of effective instruction: 1) presentation to learners of new information related to instructional objectives, 2) activities by learners that require them to process the information and provide a response, and 3) offer feedback to provide reinforcement. He reminds us that when you do not have time to make a big production out of instructional design, you are forced to focus on the basics. Also, the true test of the value of your product is how well your learners learn!

Presentations:

Rossett, A. (2006). Never Worry About Transfer Again. Strategies for Converging Learning and Work. Retrieved 11/28/06 from http://edweb.sdsu.edu/Courses/ED795A/

Dr. Rossett's advice on providing contextually based learning via coaching, performance support tools, using knowledge bases for information retrieval, nagware, and using communities of practice.

Rossett, A. (2006). Learning with Clam: A Tour of High Value Strategies. Retrieved November 23, 2006, from http://edweb.sdsu.edu/Courses/ED795A/

Dr. Rossett's CLAM model of learning: Contextually authentic, Learner Oriented, Attention Riveting, and Message Extending. This is similar to the ICARE model.

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© 2007, Kathleen Borsos-Wooley,
Educational Technology Student, San Diego State University

 Page updated May 10, 2007