IntroductionPart I. Instructional Design PracticeUnderstanding1. Becoming a Learning Designer2. Designing for Diverse Learners3. Conducting Research for Design4. Determining Environmental and Contextual Needs5. Conducting a Learner AnalysisExploring6. Problem Framing7. Task and Content Analysis8. Documenting Instructional Design DecisionsCreating9. Generating Ideas10. Instructional Strategies11. Instructional Design Prototyping StrategiesEvaluating12. Design Critique13. The Role of Design Judgment and Reflection in Instructional Design14. Instructional Design Evaluation15. Continuous Improvement of Instructional MaterialsPart II. Instructional Design KnowledgeSources of Design Knowledge16. Learning Theories17. The Role of Theory in Instructional Design18. Making Good Design Judgments via the Instructional Theory Framework19. The Nature and Use of Precedent in Designing20. Standards and Competencies for Instructional Design and Technology ProfessionalsInstructional Design Processes21. Design Thinking22. Robert Gagné and the Systematic Design of Instruction23. Designing Instruction for Complex Learning24. Curriculum Design Processes25. Agile Design Processes and Project ManagementDesigning Instructional Activities26. Designing Technology-Enhanced Learning Experiences27. Designing Instructional Text 28. Audio and Video Production for Instructional Design Professionals29. Using Visual and Graphic Elements While Designing Instructional Activities30. Simulations and Games31. Designing Informal Learning Environments32. The Design of Holistic Learning Environments33. Measuring Student LearningDesign Relationships34. Working With Stakeholders and Clients35. Leading Project Teams36. Implementation and Instructional DesignAppendicesAuthor Biographies
Part II

Instructional Design Knowledge

Bulding upon the foundation of instrucitonal design practice, we now turn to the sources of knowledge instructional designers rely on to carry out their practice. Instructional design uses both academic sources of knowledge as well as practical forms of know-how. Both are needed to successfully solve instructional design problems or address instructional design challenges. Some design knowlege is personal to the designer, while other forms are codified into processes or other techniques. 

After reviewing some of the explicit and tacit sources of design knowledge upon which instructional designers rely, we then address instructional design processes as forms of design knowledge. We also include chapters that summarize the practical knowledge invovled in designing different kinds of instructional activities. We conclude with knowledge that is useful for designers to develop and sustain the working relationships they need for the challenges they address. Each of these four subsections contains between 3 - 8 chapters.