Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000003137613 | HF5549.5.T7 A87 1993 r | Reference Book | 1:BOOKREF | Searching... |
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Summary
Summary
This handbook aims to provide trainers and managers with the information they need to select the most effective instructive technology for their training and development needs. It provides a practitioner's view of each area of instructional technology - analyzing the job and task; analyzing performance; designing instruction; identifying, selecting and training instructors; evaluating programs. Readers will find hundreds of basic techniques, valuable hints, checklists, graphic illustrations, and practical real-life examples to help them deal with the myriad of choices available and maximize training effectiveness.
Reviews 1
Booklist Review
The sponsor of this work, the American Society for Training and Development (ASTD), is the major professional association for persons engaged in the training and development of employees in business, industry, education, and government. This new handbook "is written by and for practioners of instructional technology (IT)," who may include "trainer, educator, teacher, or instructional designer." The field of IT is broad, encompassing the machinery and methods used to convey knowledge. With an impressive list of many authoritative contributors from business and academia, the book fulfills its goal of gathering, in one volume, the current information on instructional technology. Arranged around four major sections--media foundations, technology-based instruction, instructional design, and controversy and prophecy--this book is useful for the individual looking for information on specific aspects, such as "Authoring Systems Today," "Producing Video," "Designing Training Rooms," and "Self-Directed Learning." The scope of the work is broad. Coverage of training techniques that utilize state-of-the-art technology explains such topics as expert systems, hypermedia, teleconferencing, and interactive video. However, older techniques are not ignored: filmstrips, overhead transparencies, audiotapes, and graphics all appear in the discussion. The reader sees that, in all cases, the choice of the technology is related to the goals of the instruction. A complete index allows the reader to gather information on such applications as CAI (computer-assisted instruction) or CD-ROM, since they may be dealt with in several chapters. This work is a textbook for the instructional technology practitioner, so each chapter clearly states learning objectives. Case studies, glossaries, and bibliographies make each chapter useful for the novice or experienced researcher. Good illustrative visuals, forms, and sample demonstrations complement the text. The chapter "How to Use Media Equipment," which includes terminology, description of basic techniques, and media management, should be mandatory reading for classroom teachers, salespersons, sales trainers, or architects who design rooms used for presentation. Part 4, "Controversy and Prophecy," explores the future of IT and places it in the context of new technological innovations and increased understanding of how people learn today. The ASTD Handbook of Instructional Technology clearly is most appropriate for the IT practitioner in business and education. While the book's information is encyclopedic and readable for the general public, it may be of limited use in many general collections. On the other hand, since its focus is on technologies that best convey information, it will be valuable to library staff seriously engaged in training activities, bibliographic instruction, or design of learning aids for library patrons. (Reviewed July 1993)
