The Handbook of Training Technologies

William J. Rothwell, Ph.D., is a professor of human resource development in the department of adult education, instructional systems, and workforce education and development in the College of Education at the University Park Campus of the Pennsylvania State University. Marilynn N. Butler, Ph.D., is dean of the School of Professional Studies and associate professor of business and human resources, Ursuline College, Pepper Pike, Ohio. Daryl L. Hunt, Ph.D., is an information management consultant for MatrixOne Inc. Jessica Li, Ph.D., is a clinical assistant professor in the department of education administration and human resource development at Texas A&M University, College Station, Texas. Cecilia Maldonado, Ph.D., is an assistant professor at the University of Nevada, Las Vegas, in the department of educational leadership.? Karen Peters, Ph.D., is the manager of instructional design at the Pennsylvania State University.

List of Tables, Figures, Exhibits, and Worksheets xix Contents of the Accompanying CD-ROM xxiii Acknowledgments xxv Introduction: Making the Case for Technology-Assisted Training xxvii Advance Assessment and Organizer xliii PART1: Getting Started with Technology-Assisted Training Chapter 1: Starting Out: Using the Instructional Systems Design (ISD) Model 3 Training and Instructional Systems Design 4 The ADDIE Model: A Guide to Instructional Systems Design 4 What Are the Steps in the ADDIE Model? 5 Benefits of Devoting Special Attention to Analysis and Design 9 Chapter Summary 25 Chapter 2: Understanding the Framework of Technology-Assisted Training 27 Thinking About the Context of Technology-Assisted Training 28 Thinking About the Time and Place for Technology-Assisted Training 30 Thinking About Instructional Delivery Methods for Technology-Assisted Training 32 Using the Training Technology Framework 33 Chapter Summary 35 Chapter 3: Using Project Management Methods to Oversee Technology-Assisted Training Interventions 37 Obstacles to Technology-Assisted Training Interventions 38 Getting Started on a Technology-Assisted Training Project 43 Scoping the Technology-Assisted Training Project 44 Scheduling the Technology-Assisted Training Project 48 Costing the Technology-Assisted Training Project 54 Gaining and Sustaining Senior Management Buy-In and Involvement in the Technology-Assisted Training Project 55 Resolving Training Project Conflicts and Risks 60 Overcoming Key Project Obstacles 61 Chapter Summary 67 PART 2: Designing and Developing Technology-Assisted Training Chapter 4: Appreciating the Foundations: Computer-Mediated Communication 71 Using e-Mail in Technology-Assisted Training 72 Using Threaded Discussions in Technology-Assisted Training 73 Using Computer-Based Chats in Technology-Assisted Training 74 Using Group Support Systems in Technology-Assisted Training 76 Using Groupware in Technology-Assisted Training 77 Chapter Summary 79 Chapter 5: Using Technology-Assisted Training in the Classroom 81 Using Data Projectors in Classroom Training 82 Using LCD, Plasma, and Video Wall Displays in Classroom Training 93 Using Electronic Whiteboards in Classroom Training 94 Using Document Cameras in Classroom Training 96 Using Interactive Group Response Systems in Classroom Training 97 Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training 99 Chapter Summary 101 Chapter 6: Selecting Media and Building Trainer Competencies for Technology-Assisted Training 103 Classifying Presentation and Distribution Methods for Training 105 Selecting Media for Training: A Process and a Model 106 Understanding Special Media Terminology 110 Enacting Trainer Roles and Demonstrating Special Competencies 112 Chapter Summary 118 Chapter 7: Designing Interactive Learning Activities 121 The Characteristics of Interactive Learning 122 Examples of Interactive Learning Activities 124 Building Interactivity into the Instructional Systems Design Process 127 Designing Online Interactive Learning Activities 131 Important Issues to Consider When Designing and Using Interactive Learning Activities 134 Chapter Summary 136 PART3: Delivering Technology-Assisted Training Chapter 8: Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones 139 Using Audioconferencing in Technology-Assisted Training 140 Using Videoconferencing in Technology-Assisted Training 146 Observing Good Etiquette in Audioconferencing and Videoconferencing 156 Using Videophones in Technology-Assisted Training 156 Chapter Summary 157 Chapter 9: Using the Web: Webcasting, Web Conferencing, and Streaming Technology 159 Basic Internet Information and Terminology 160 Basic Information About Intranets and Extranets 161 Using Intranets and Extranets to Facilitate Learning 162 Understanding and Using Streaming Technology to Facilitate Learning 163 Using Virtual Web Meetings 1