Cover
Introduction
Part I. Instructional Design Practice
Understanding
1. Becoming a Learning Designer
2. Designing for Diverse Learners
3. Conducting Research for Design
4. Determining Environmental and Contextual Needs
5. Conducting a Learner Analysis
Exploring
6. Problem Framing
7. Task and Content Analysis
8. Documenting Instructional Design Decisions
Creating
9. Generating Ideas
10. Instructional Strategies
11. Instructional Design Prototyping Strategies
Evaluating
12. Design Critique
13. The Role of Design Judgment and Reflection in Instructional Design
14. Instructional Design Evaluation
15. Continuous Improvement of Instructional Materials
Part II. Instructional Design Knowledge
Sources of Design Knowledge
16. Learning Theories
17. The Role of Theory in Instructional Design
18. Making Good Design Judgments via the Instructional Theory Framework
19. The Nature and Use of Precedent in Designing
20. Standards and Competencies for Instructional Design and Technology Professionals
Instructional Design Processes
21. Design Thinking
22. Robert Gagné and the Systematic Design of Instruction
23. Designing Instruction for Complex Learning
24. Curriculum Design Processes
25. Agile Design Processes and Project Management
Designing Instructional Activities
26. Designing Technology-Enhanced Learning Experiences
27. Designing Instructional Text
28. Audio and Video Production for Instructional Design Professionals
29. Using Visual and Graphic Elements While Designing Instructional Activities
30. Simulations and Games
31. Designing Informal Learning Environments
32. The Design of Holistic Learning Environments
33. Measuring Student Learning
Design Relationships
34. Working With Stakeholders and Clients
35. Leading Project Teams
36. Implementation and Instructional Design
Appendices
Author Biographies

Sources of Design Knowledge

The chapters in this section review different sources of design knowledge, both academic and practice-oriented. As instructional designers find ways to synthesize both, they find their designs become richer, more effective, and more recognizable by learners and stakeholders as a valuable resource upon which to rely.

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