Designing Effective Instruction

Rating:
Summary: Overall a great text
Review: This is a great entry-level jump into instructional design. THe book is well planned and chapters are very informative. I used this text for an intro to instructional design course and found it to be a good resource. One drawback is the oversimplicity of some of the examples that are presented in this text.

This is a great place to start.

Rating:
Summary: A Nicely Updated Resource for New Instructional Designers
Review: This time-tested resource has been updated to include reference to current paradigmatic trends and issues in the field of instructional design, and current "Expert Edge" inserts offer new instructional designers the experience of small cases of interest in practice today. The authors are recognized in the field of educational technology, and there are many inserts from the leaders in field and design practice in the text to provide instructors and learners with contextual examples of design issues.

By using a non-linear design model as a vehicle from which learners can generate an understanding of the systems approach to design, constructivist instructors and learners can create their own understanding of the design process. The business context of the work might distract some, but a closer look reveals many principles of good design that apply to any systematic or recursive design approach to a cognitive learning design process. It would be great to see topics on the leadership of instruction design in the organizational sense added as a chapter to this book, or to see the book integrate with web based information for use in online graduate programs, but the reference is already pretty substantial, in a good way. I intend to use this book in both my online and face to face graduate courses on instructional design - and I think I will use some of it with my undergraduate teacher preparation and education leadership students, as it is a great resource to introduce the instructional design process and roles to administrators in the knowledge era.

In my opinion, this book remains helpful as a good part of a quality, updated resource for online graduate course work targeted primarily for beginning instructional designers. An innovative conceptual framework is offered by these authors, one that allows the instructor and student to choose their approach to this exciting field of study in times when good design is essential to cost effective, meaningful training and learning in both the public and private sector.

Rating:
Summary: A Nicely Updated Resource for New Instructional Designers
Review: This time-tested resource has been updated to include reference to current paradigmatic trends and issues in the field of instructional design, and current "Expert Edge" inserts offer new instructional designers the experience of small cases of interest in practice today. The authors are recognized in the field of educational technology, and there are many inserts from the leaders in field and design practice in the text to provide instructors and learners with contextual examples of design issues.

By using a non-linear design model as a vehicle from which learners can generate an understanding of the systems approach to design, constructivist instructors and learners can create their own understanding of the design process. The business context of the work might distract some, but a closer look reveals many principles of good design that apply to any systematic or recursive design approach to a cognitive learning design process. It would be great to see topics on the leadership of instruction design in the organizational sense added as a chapter to this book, or to see the book integrate with web based information for use in online graduate programs, but the reference is already pretty substantial, in a good way. I intend to use this book in both my online and face to face graduate courses on instructional design - and I think I will use some of it with my undergraduate teacher preparation and education leadership students, as it is a great resource to introduce the instructional design process and roles to administrators in the knowledge era.

In my opinion, this book remains helpful as a good part of a quality, updated resource for online graduate course work targeted primarily for beginning instructional designers. An innovative conceptual framework is offered by these authors, one that allows the instructor and student to choose their approach to this exciting field of study in times when good design is essential to cost effective, meaningful training and learning in both the public and private sector.