reading list

Human-Computer Interaction, 1987-1988, Vol. 3, No. 2, Pages 123-153

Referred by: honebein 

Per abstract at LEA Online: "The Minimal Manual was designed to address difficulties people have with state-of-the-art self-instruction manuals in learning to use powerful computing devices. It is briefer; it helps learners to coordinate their attention between the system and the manual; it specifically trains error recognition and recovery; it better supports reference use after training. In two experiments, the Minimal Manual was shown to afford more efficient learning progress than an otherwise comparable, commercially developed self-instruction manual, and was superior in the specific areas predicted by its design."

Referred by: Boling

Van Tiem, Darlene M., Moseley, James L., Dessinger, Joan Conway (2004). Fundamentals of Performance Technology: A Guide to Improving People, Process, and Performance, 2nd Edition. Washington , DC : International Society for Performance Improvement.

Phillips, J. (1997). Handbook of Training Evaluation and Measurement Methods (Improving Human Performance Series) 3 rd Edition. Butterworth-Heinemann. ISBN: 0884153878

Required Textbook - R561

Shrock, Sharon and Coscarelli, William (2000). Criterion-Referenced Test Development, 2nd ed. Washington, DC: International Society for Performance Improvement.

• Paperback: 340 pages
• Publisher: John Wiley & Sons; 2 edition (February 1, 2001)
• Language: English
• ISBN: 1890289094

Designing Effective Instruction

My new textbooks have started to roll in and I am getting really excited about digging into the new semester! I flipped through the texts for my Effective Writing in Instructional Technology course. The books hit on all the "common sense" factors that often are lost in the excitement of jazzing up a Power Point presentation and loading up the page with the cutest cut and paste clip art. The citations for the books (and links to Amazon.com) are listed below. The Handbook brings the writer back to three main points - Make the content 1) Easy to Use, 2) Easy to Understand and 3) Easy to Find. Again, all common sense points, but not so easy to execute. In addition, I highly recommend the Presentation Zen blog in which Garr Reynold's covers "issues related to professional presentation design." He has a wonderful way of dissecting why some presentation techniques work and others don't. I also follow the Creating Passionate Users blog written by authors from Head First books, an O'Reilly series, who often cover topics related to how people process and respond to messages in writing and presentations. Cool stuff.

Kostelnick, C & Roberts, D.D. (1998). Designing visual language: Strategies for professional communicators. Boston: Allyn and Bacon. ISBN: 0-205-20022-2

• Mobile Learning: A Handbook for Educators and Trainers (The Open and Flexible Learning Series) (Paperback)
  by Agnes Kukulska-Hulme (Editor), John Traxler (Editor)
  
• Paperback: 192 pages
• Publisher: Routledge; 1 edition (October 27, 2005)
• Language: English
• ISBN: 041

Required Textbooks - R561

Shrock, Sharon and Coscarelli, William (2000). Criterion-Referenced Test Development, 2nd ed. Washington, DC: International Society for Performance Improvement.

Phillips, J. (1997). Handbook of Training Evaluation and Measurement Methods (Improving Human Performance Series) 3 rd Edition. Butterworth-Heinemann. ISBN: 0884153878

You should already have:
Morrison, Gary R., Kemp, Jerrold E., & Ross, Steven M. (2001) Designing Effective Instruction (4th edition). New York: John Wiley & Sons. [required text – core]

Van TiemVan Tiem, Darlene M., Moseley, James L., Dessinger, Joan Conway (2004). Fundamentals of Performance Technology: A Guide to Improving People, Process, and Performance, 2nd Edition. Washington , DC : International Society for Performance Improvement. Available at www.ispi.org.

• Morrison, G. R., Kemp, J. E., & Ross, S. M. (2003). Designing Effective Instruction (4th ed.). Hoboken, NJ : J. Wiley & Sons. ISBN: 0471216518.
• Mager, R. F. (1997). Preparing Instructional Objectives. (3rd ed). Atlanta, GA: The Center for Effective Performance. ISBN: 1879618036
• Ertmer, P. and Quinn, J. (2003). The ID Case Book: Case Studies in Instructinal Design (2nd ed.). Upper Saddle River, NJ: Pearson Education. ISBN: 0130943215
• Misanchuk, E., Boling, E., & Schweir, R. (1999). Visual Design for Instructional Media (CD-ROM). Sasketchewan, Canada: University of Saskatoon.
  Ordering information: ( $30.00)
  U-Learn, Extension Division
  University pf Saskatchewan
  Room 125 Kirk Hall
  117 Science Place
  Saskatoon, Saskatchewan
  Canada, S7N 5C8

Driscoll, M. (2005). Psychology of Learning for Instruction, 3rd Edition. New York: Allyn & Bacon.

Note: the following book, it is a substitute for Driscoll:

Required Textbooks:

Shrock, Sharon and Coscarelli, William (2000). Criterion-Referenced Test Development, 2nd ed. Washington, DC: International Society for Performance Improvement. Available at www.ispi.org.

Phillips, J. (1997). Handbook of Training Evaluation and Measurement Methods (Improving Human Performance Series) 3 rd Edition. Butterworth-Heinemann. ISBN: 0884153878

Readings:

Required Readings:

AECT. (2001) A Code of Professional Ethics: A guide to professional conduct in the field of Educational Communications and Technology. Bloomington, IN: AECT.

ISPI Code of Ethics.

Find the ISPI Code of Ethics at the ISPI website: www.ispi.org. Click on "HPT and HPT Education." Or go directly to the PDF file: http://www.certifiedpt.org/forms/Code%20of%20Ethics.pdf

Burns et al., Standards on ethics and integrity. (1999). Performance Improvement Quarterly 12:3, 5-30

Dean, P.J. (1999) The relevance of standards and ethics for the human performance technology profession. Chapter 33 in Stolovitch & Keeps (Eds.) Handbook of Human Performance Technology, 2nd ed. San Francisco: Jossey-Bass, pp. 698-712.

Readings:

Required Readings:

Reiser, R.A. (2002). A history of instructional design and technology. Chapter 3 in Reiser, R.A. and Dempsey, J.V. (ed's) Trends and issues in instructional design and technology. Upper Saddle River, NJ: Merrill Prentice Hall, pp. 26-53

Dale, E. (1946). Effective Learning. From Chapter 1 in Audio-Visual Methods in Teaching. New York: Dryden Press (Holt, Rinehart, and Winston).

Dale, E. (1946). The Cone of Experience. Chapter 4 in Audio-Visual Methods in Teaching. New York: Dryden Press (Holt, Rinehart, and Winston).

Saettler, P. (1990). Beginnings of a science and technology of instruction: 1900 - 1950. Ch.3 in The Evolution of American Educational Technology (pp. 53 86). Englewood, CO: Libraries Unlimited.

Readings:

Required Readings:

Ertmer, P.A. & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.

Heinich, R.; Molenda, M.; Russell, J. & Smaldino, S. (1999) Media and Instruction, Ch. 1 in Instructional Media and Technologies for Learning, 6th edition. Columbus: Merrill.

Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development 50:3, 43-59.

Optional Reading:

Bednar, A.K., Cunningham, D., Duffy, T.M., & Perry, J.D. (1991). Theory into practice: How do we Link? In G. Anglin (ed.), Instructional Technology: Past, Present and Future. Denver, CO: Libraries Unlimited.

Readings:

Required Readings:

Zemke, R. and Rossett, A. (2002). A hard look at ISD. Training, February, 27-35.

Dick, W. (1997, Sept.-Oct.). Better instructional design theory: Process improvement or reengineering? Educational Technology 37:5, 47-50.

Willis, J. (1998, May-June). Alternative instructional design paradigms: What's worth discussing and what isn't. Educational Technology 38:3, 5-16

Optional Reading: