Subject: [IFETS-DISCUSSION:2952] Call for chapter proposals
From: Armstrong, Anne-Marie (aarmstrong@kenan.com)
Date: Thu 07 Mar 2002 - 01:01:21 MET
From: "Armstrong, Anne-Marie" <aarmstrong@kenan.com> Subject: [IFETS-DISCUSSION:2952] Call for chapter proposals Date: Thu, 7 Mar 2002 13:01:21 +1300
Call for Chapters
Instructional Design in the Real World: A View from the Trenches
Instructional Design is a field based on the theories from three other
fields: learning, communications and systems. These three theories were
incorporated into the traditional instructional design system, called ADDIE
(Analysis, Design, Development, Implementation, Evaluation) It is a
structure that can provide neat, well-organized, thoughtful courses for both
education and training. It is a structure that can provide a good basis for
the beginning instructional designer. However, it is also a system that is
used within other systems. Its application must be filtered and altered by
the environments and the systems where the learning or training takes place.
The purpose of this book is to show how the traditional instructional design
system has been used and how it must be changed to work within the larger
systems. The environments and systems that affect the ADDIE process and to
which it must be adapted might be corporations, industry, consulting
organizations, health care facilities, church and charitable groups, the
military, the government, educational institutions, and others. Every
chapter will include case studies showing how the application of ID
strategies, learning theories, systems theory, management theories and
practices and communication tools and practices are adapted and applied in
various environments. The chapters will also contain lessons learned, tool
tips, and suggestions for the future.
Some of the issues addressed in this book are typified by the following
questions. How would a training needs analysis applied to internal
technical courses offered on software updates differ from one that applies
to new product introduction or from one that applies to improving the skills
of airport screeners? Which evaluation level, one, two, or three, would be
most effective with a military audience, a groups of charity volunteers, or
transient workers? When a stand-up instructor encounters a group of tired
students, how can instructional design help to teach them a new technology?
Once development begins, who should be on a project team, what kind of skill
sets are needed and how does the work progress as members flow in and out
due to their other commitments or because they are simply no longer there?
What kinds of support issues are needed in the different environments when
web-based training replaces classroom training? What are the strategies for
maintaining focus for both the facilitator and the trainees when delivering
e-learning? Does the translation of the material to a different language
change the design intent? What new tools and technologies are available to
instructional designers and how can they use them meet the demands for both
a thorough and fast design system?
Representative topics include but are not limited to the following:
Guerilla Analysis: When the Analysis depends on the Situation and the
Terrain
Instructional design and delivery in tight/robust economy
Managing knowledge management
Implications of the project team approach to development
When Just In Time Means Yesterday!
Working with the technical infrastructure
Integrating skills and knowledge on-the-job
Dealing with the ever-changing audience of learners
Education and training at the point of need
Designing for global delivery
Where is the motivation in eLearning?
Guerilla Evaluation: When the Evaluation depends on the Situation and the
Terrain
Web based learning effectiveness outside and inside the classroom
Putting the blend in blended learning
SUBMISSION PROCEDURE
Researchers and practitioners are invited to submit on or before April 30,
2002, a 2-5 page manuscript proposal clearly explaining the mission and
concerns of the proposed chapter. Authors of accepted proposals will be
notified by June 15, 2002 about the status of their proposals and sent
chapter organizational guidelines. Full chapters are expected to be
submitted by October 1, 2002. All submitted chapters will be reviewed on a
blind review basis. I am pleased to announce that the book will be published
by Idea Group Inc., publisher of the Idea Group Publishing, Information
Science Publishing and IRM Press imprints.
Inquiries and Submissions can be forwarded electronically to:
Anne-Marie Armstrong
Instructional Design Consultant
One Main Street, # 344, 13th Floor
Cambridge, MA
01 617 395-2133
617-255-2220 (fax)
Anne-Marie_Armstrong@csgsystems.com
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