The Handbook of Training Technologies
An Introductory Guide to Facilitating Learning with Technology -- From Planning Through Evaluation
Tech Training Series

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 training&mdash,the 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. Note: CD–ROM/DVD and other supplementary materials are not included as part of eBook file.

List of Tables, Figures, Exhibits, and Worksheets xix Contents of the Accompanying CD–ROM xxiii Acknowledgments xxv Introduction: Making the Case for Technology–Assisted Training xxvii Advance Assessment and Organizer xliii PART1: Getting Started with Technology–Assisted Training Chapter 1: Starting Out: Using the Instructional Systems Design (ISD) Model 3 Training and Instructional Systems Design 4 The ADDIE Model: A Guide to Instructional Systems Design 4 What Are the Steps in the ADDIE Model? 5 Benefits of Devoting Special Attention to Analysis and Design 9 Chapter Summary 25 Chapter 2: Understanding the Framework of Technology–Assisted Training 27 Thinking About the Context of Technology–Assisted Training 28 Thinking About the Time and Place for Technology–Assisted Training 30 Thinking About Instructional Delivery Methods for Technology–Assisted Training 32 Using the Training Technology Framework 33 Chapter Summary 35 Chapter 3: Using Project Management Methods to Oversee Technology–Assisted Training Interventions 37 Obstacles to Technology–Assisted Training Interventions 38 Getting Started on a Technology–Assisted Training Project 43 Scoping the Technology–Assisted Training Project 44 Scheduling the Technology–Assisted Training Project 48 Costing the Technology–Assisted Training Project 54 Gaining and Sustaining Senior Management Buy–In and Involvement in the Technology–Assisted Training Project 55 Resolving Training Project Conflicts and Risks 60 Overcoming Key Project Obstacles 61 Chapter Summary 67 PART 2: Designing and Developing Technology–Assisted Training Chapter 4: Appreciating the Foundations: Computer–Mediated Communication 71 Using e–Mail in Technology–Assisted Training 72 Using Threaded Discussions in Technology–Assisted Training 73 Using Computer–Based Chats in Technology–Assisted Training 74 Using Group Support Systems in Technology–Assisted Training 76 Using Groupware in Technology–Assisted Training 77 Chapter Summary 79 Chapter 5: Using Technology–Assisted Training in the Classroom 81 Using Data Projectors in Classroom Training 82 Using LCD, Plasma, and Video Wall Displays in Classroom Training 93 Using Electronic Whiteboards in Classroom Training 94 Using Document Cameras in Classroom Training 96 Using Interactive Group Response Systems in Classroom Training 97 Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training 99 Chapter Summary 101 Chapter 6: Selecting Media and Building Trainer Competencies for Technology–Assisted Training 103 Classifying Presentation and Distribution Methods for Training 105 Selecting Media for Training: A Process and a Model 106 Understanding Special Media Terminology 110 Enacting Trainer Roles and Demonstrating Special Competencies 112 Chapter Summary 118 Chapter 7: Designing Interactive Learning Activities 121 The Characteristics of Interactive Learning 122 Examples of Interactive Learning Activities 124 Building Interactivity into the Instructional Systems Design Process 127 Designing Online Interactive Learning Activities 131 Important Issues to Consider When Designing and Using Interactive Learning Activities 134 Chapter Summary 136 PART3: Delivering Technology–Assisted Training Chapter 8: Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones 139 Using Audioconferencing in Technology–Assisted Training 140 Using Videoconferencing in Technology–Assisted Training 146 Observing Good Etiquette in Audioconferencing and Videoconferencing 156 Using Videophones in Technology–Assisted Training 156 Chapter Summary 157 Chapter 9: Using the Web: Webcasting, Web Conferencing, and Streaming Technology 159 Basic Internet Information and Terminology 160 Basic Information About Intranets and Extranets 161 Using Intranets and Extranets to Facilitate Learning 162 Understanding and Using Streaming Technology to Facilitate Learning 163 Using Virtual Web Meetings 168 Chapter Summary 172 Chapter 10: Getting Started in e–Learning and Blended Learning 173 Defining the Terms 173 Making the Business Case for e–Learning and Blended Learning 174 Meeting Business Needs with e–Learning and Blended Learning 176 Dispelling the Myths About e–Learning and Blended Learning 177 Getting Started: Training the Trainer on e–Learning and Blended Learning 178 Chapter Summary 181 Chapter 11: Delivering Online and Onsite Role Plays 183 Defining Role Play 184 Designing, Developing, and Delivering Technology–Assisted Role Plays 186 Chapter Summary 193 Chapter 12: Delivering Online and Onsite Case Studies 195 Defining the Case Study 196 Nine Key Steps in Designing, Developing, and Delivering Online and Onsite Case Studies 199 Chapter Summary 206 PART 4: Assessing and Evaluating Technology–Assisted Training Chapter 13: Evaluating Technology–Assisted Training: The Foundations 211 What Is Evaluation? 213 Distinguishing Between Assessment and Evaluation 214 What Does the Term Needs Assessment Mean? 215 Two Primary Types of Evaluation: Summative and Formative 215 Why Is Evaluation Necessary? 217 Who Is Involved in Evaluation? 220 What Is the Role of Evaluation in Technology–Assisted Training? 220 How Is Evaluation Conducted? 222 Focusing Evaluation Strategies: Identifying Data Collection Points 230 Six Issues to Consider in Evaluation 231 Chapter Summary 235 Chapter 14: Evaluating Technology–Assisted Training: Ten Key Steps 237 Conducting Pretraining Evaluation 240 Conducting Concurrent Evaluation 243 Conducting Posttraining Evaluation 246 Next Steps: Where to Begin 256 Chapter Summary 259 Chapter 15: Managing Learning Systems 261 Knowledge Management Systems 261 Content Management Systems 262 Learning Management Systems 263 Learning Content Management Systems 264 Electronic Performance Support Systems 270 Chapter Summary 270 PART 5: Planning for the Future of Technology–Assisted Training Chapter 16: Planning for the Future 273 Predictions: What the Future Holds in Store 274 What the Future Will Mean for Trainers 277 What the Future Will Mean for Learners 279 A Final Word 279 Glossary of Terms 281 Appendix A: Technology Primer: What Do Trainers Need to Know About Hardware? 305 Appendix B: Technology Primer: What Do Trainers Need to Know About Software? 311 Appendix C: Technology Primer: What Do Trainers Need to Know About Databases? 319 Appendix D: Case Studies in Technology–Assisted Training 325 Appendix E: Learning Objects 347 Appendix F: New and Emerging Technologies 361 Selected Resources for Facilitating Learning with Technology 371 References 489 Index 507 About the Authors 519 About the Series Editors 527 About the Advisory Board Members 531 How to Use the CD–ROM 533