Leaving Addie for SAM :: an Agile Model for Developing the Best Learning Experiences /
Annotation
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Körperschaft: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
La Vergne ; [Alexandria, Va.] :
Association for Talent Development,
2012.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Annotation |
| Beschreibung: | 1 online resource (182 pages) |
| ISBN: | 1607286750 9781607286752 |
Internformat
MARC
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| 100 | 1 | |a Allen, Michael W., |d 1946- |1 https://id.oclc.org/worldcat/entity/E39PCjwgxD9hK4xmFhCk3xjhDy |0 http://id.loc.gov/authorities/names/n96111348 | |
| 245 | 1 | 0 | |a Leaving Addie for SAM : |b an Agile Model for Developing the Best Learning Experiences / |c Michael Allen with Richard Sites. |
| 260 | |a La Vergne ; |a [Alexandria, Va.] : |b Association for Talent Development, |c 2012. | ||
| 300 | |a 1 online resource (182 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover -- Title -- Copyright -- Content -- Preface -- Dedication -- Acknowledgments -- Part I: A New Model for Instructional Product Design and Development -- Chapter 1: Traditional Design Models Disappoint -- We Need Better Learning -- Causes of Poor Learning Programs -- Chapter 2: Instructional Systems Design -- Instructional Design -- Familiarity Begets Credibility -- Process Selection -- What Was ADDIE Originally? -- Learning to Adapt -- The Best Model -- Chapter 3: Anatomy of Effective Learning Events -- E-Learning Brings Issues to Light -- Fundamental Characteristics | |
| 505 | 8 | |a Fundamental Components of Interactive Learning Events -- Chapter 4: Successive Approximation Model 1 -- The Ideal Process Model -- Successive Approximation -- Chapter 5: Successive Approximation Model 2 -- Preparation Phase -- Iterative Design Phase -- Iterative Development Phase -- Chapter 6: Are You the One? -- Setting and Maintaining Expectations -- Dynamically Adjusting Design and Project Variables -- Keeping the Focus on Behavior Change -- Being a Learner Advocate -- Are You a SAM Leader? -- Part II: Using the Successive Approximation Model -- Chapter 7: Preparation Phase -- Backgrounding | |
| 505 | 8 | |a The Savvy Start -- Planning the Savvy Start -- Building a Savvy Start Team -- The Savvy Start Agenda -- Customizing the Savvy Start -- Preparing the Room -- Conducting the Savvy Start -- Prototyping and Evaluation -- Wrap Up -- Chapter 8: Protyping -- Sketching -- Why Build Prototypes -- e-Sketches -- The Essence of a Prototype -- e-Learning Prototypes -- Three Prototypes, Plus or Minus One -- Chapter 9: Constructing the Prototype -- The Helpful Prototyper -- Prototyping Tools -- Starting to Build Your Prototype -- Review the Prototype -- Wrap Up -- Chapter 10: Setting the Target -- Goals | |
| 505 | 8 | |a Instructional Objectives -- Pre-Existing Content -- Assessment -- Summary -- Chapter 11: Designing for Success -- Breadth Versus Depth -- Look Ahead -- Chapter 12: Project Planning -- Initial Planning -- Pragmatic Considerations -- Sample Project Plan -- Chapter 13: Additional Design -- Completing the Design -- Part III: Iterative Development Phase -- Chapter 14: Creating the Design Proof -- Avoiding the Best Idea -- The Design Proof -- Writing Course Content -- Chapter 15: Iterative Evaluation -- Managing Reviews -- Setting Expectations for Iterative Reviews -- Conducting a Learner Review | |
| 505 | 8 | |a Quality Assurance in SAM -- Evaluating the Course -- Chapter 16: Getting to Gold -- The Deliverables -- Let the Good Times Roll -- Debrief -- References -- Other Selected Works by Michael Allen -- About the Authors -- Index | |
| 520 | 8 | |a Annotation |b The ADDIE process is past its prime.It was developed long before Agile and other iterative processes that have introduced greater efficiencies in design and development, fostered more creativity, and addressed effective stakeholder involvement. Leaving ADDIE for SAM introduces two new conceptsSAM, the Successive Approximation Model, and the Savvy Start. Together, they incorporate contemporary design and development processes that reduce the complexity of instructional design and development, yielding more energetic and effective learning experiences.This book is a must-read for all learning professionals who have a desire to let go of outmoded methodologies and start creating better, faster training products today. | |
| 650 | 0 | |a Instructional systems |x Design. |0 http://id.loc.gov/authorities/subjects/sh85066762 | |
| 650 | 0 | |a Lesson planning. |0 http://id.loc.gov/authorities/subjects/sh85076202 | |
| 650 | 6 | |a Design pédagogique. | |
| 650 | 6 | |a Préparation de cours. | |
| 650 | 7 | |a Instructional systems |x Design |2 fast | |
| 650 | 7 | |a Lesson planning |2 fast | |
| 700 | 1 | |a Sites, Richard, |e author. | |
| 710 | 2 | |a American Society for Training and Development. |0 http://id.loc.gov/authorities/names/n79102782 | |
| 776 | 0 | 8 | |i Print version: |a Allen, Michael. |t Leaving Addie for SAM. |d La Vergne : Association for Talent Development, ©2012 |
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| adam_text | |
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| author | Allen, Michael W., 1946- Sites, Richard |
| author_GND | http://id.loc.gov/authorities/names/n96111348 |
| author_corporate | American Society for Training and Development |
| author_corporate_role | |
| author_facet | Allen, Michael W., 1946- Sites, Richard American Society for Training and Development |
| author_role | aut |
| author_sort | Allen, Michael W., 1946- |
| author_variant | m w a mw mwa r s rs |
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| callnumber-first | L - Education |
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| callnumber-raw | LB1028.38 LB1028.38 .A45 2012 |
| callnumber-search | LB1028.38 LB1028.38 .A45 2012 |
| callnumber-sort | LB 41028.38 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBU |
| contents | Cover -- Title -- Copyright -- Content -- Preface -- Dedication -- Acknowledgments -- Part I: A New Model for Instructional Product Design and Development -- Chapter 1: Traditional Design Models Disappoint -- We Need Better Learning -- Causes of Poor Learning Programs -- Chapter 2: Instructional Systems Design -- Instructional Design -- Familiarity Begets Credibility -- Process Selection -- What Was ADDIE Originally? -- Learning to Adapt -- The Best Model -- Chapter 3: Anatomy of Effective Learning Events -- E-Learning Brings Issues to Light -- Fundamental Characteristics Fundamental Components of Interactive Learning Events -- Chapter 4: Successive Approximation Model 1 -- The Ideal Process Model -- Successive Approximation -- Chapter 5: Successive Approximation Model 2 -- Preparation Phase -- Iterative Design Phase -- Iterative Development Phase -- Chapter 6: Are You the One? -- Setting and Maintaining Expectations -- Dynamically Adjusting Design and Project Variables -- Keeping the Focus on Behavior Change -- Being a Learner Advocate -- Are You a SAM Leader? -- Part II: Using the Successive Approximation Model -- Chapter 7: Preparation Phase -- Backgrounding The Savvy Start -- Planning the Savvy Start -- Building a Savvy Start Team -- The Savvy Start Agenda -- Customizing the Savvy Start -- Preparing the Room -- Conducting the Savvy Start -- Prototyping and Evaluation -- Wrap Up -- Chapter 8: Protyping -- Sketching -- Why Build Prototypes -- e-Sketches -- The Essence of a Prototype -- e-Learning Prototypes -- Three Prototypes, Plus or Minus One -- Chapter 9: Constructing the Prototype -- The Helpful Prototyper -- Prototyping Tools -- Starting to Build Your Prototype -- Review the Prototype -- Wrap Up -- Chapter 10: Setting the Target -- Goals Instructional Objectives -- Pre-Existing Content -- Assessment -- Summary -- Chapter 11: Designing for Success -- Breadth Versus Depth -- Look Ahead -- Chapter 12: Project Planning -- Initial Planning -- Pragmatic Considerations -- Sample Project Plan -- Chapter 13: Additional Design -- Completing the Design -- Part III: Iterative Development Phase -- Chapter 14: Creating the Design Proof -- Avoiding the Best Idea -- The Design Proof -- Writing Course Content -- Chapter 15: Iterative Evaluation -- Managing Reviews -- Setting Expectations for Iterative Reviews -- Conducting a Learner Review Quality Assurance in SAM -- Evaluating the Course -- Chapter 16: Getting to Gold -- The Deliverables -- Let the Good Times Roll -- Debrief -- References -- Other Selected Works by Michael Allen -- About the Authors -- Index |
| ctrlnum | (OCoLC)1369642739 |
| dewey-full | 371.3 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.3 |
| dewey-search | 371.3 |
| dewey-sort | 3371.3 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Allen, Michael W., 1946- https://id.oclc.org/worldcat/entity/E39PCjwgxD9hK4xmFhCk3xjhDy http://id.loc.gov/authorities/names/n96111348 Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / Michael Allen with Richard Sites. La Vergne ; [Alexandria, Va.] : Association for Talent Development, 2012. 1 online resource (182 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. Cover -- Title -- Copyright -- Content -- Preface -- Dedication -- Acknowledgments -- Part I: A New Model for Instructional Product Design and Development -- Chapter 1: Traditional Design Models Disappoint -- We Need Better Learning -- Causes of Poor Learning Programs -- Chapter 2: Instructional Systems Design -- Instructional Design -- Familiarity Begets Credibility -- Process Selection -- What Was ADDIE Originally? -- Learning to Adapt -- The Best Model -- Chapter 3: Anatomy of Effective Learning Events -- E-Learning Brings Issues to Light -- Fundamental Characteristics Fundamental Components of Interactive Learning Events -- Chapter 4: Successive Approximation Model 1 -- The Ideal Process Model -- Successive Approximation -- Chapter 5: Successive Approximation Model 2 -- Preparation Phase -- Iterative Design Phase -- Iterative Development Phase -- Chapter 6: Are You the One? -- Setting and Maintaining Expectations -- Dynamically Adjusting Design and Project Variables -- Keeping the Focus on Behavior Change -- Being a Learner Advocate -- Are You a SAM Leader? -- Part II: Using the Successive Approximation Model -- Chapter 7: Preparation Phase -- Backgrounding The Savvy Start -- Planning the Savvy Start -- Building a Savvy Start Team -- The Savvy Start Agenda -- Customizing the Savvy Start -- Preparing the Room -- Conducting the Savvy Start -- Prototyping and Evaluation -- Wrap Up -- Chapter 8: Protyping -- Sketching -- Why Build Prototypes -- e-Sketches -- The Essence of a Prototype -- e-Learning Prototypes -- Three Prototypes, Plus or Minus One -- Chapter 9: Constructing the Prototype -- The Helpful Prototyper -- Prototyping Tools -- Starting to Build Your Prototype -- Review the Prototype -- Wrap Up -- Chapter 10: Setting the Target -- Goals Instructional Objectives -- Pre-Existing Content -- Assessment -- Summary -- Chapter 11: Designing for Success -- Breadth Versus Depth -- Look Ahead -- Chapter 12: Project Planning -- Initial Planning -- Pragmatic Considerations -- Sample Project Plan -- Chapter 13: Additional Design -- Completing the Design -- Part III: Iterative Development Phase -- Chapter 14: Creating the Design Proof -- Avoiding the Best Idea -- The Design Proof -- Writing Course Content -- Chapter 15: Iterative Evaluation -- Managing Reviews -- Setting Expectations for Iterative Reviews -- Conducting a Learner Review Quality Assurance in SAM -- Evaluating the Course -- Chapter 16: Getting to Gold -- The Deliverables -- Let the Good Times Roll -- Debrief -- References -- Other Selected Works by Michael Allen -- About the Authors -- Index Annotation The ADDIE process is past its prime.It was developed long before Agile and other iterative processes that have introduced greater efficiencies in design and development, fostered more creativity, and addressed effective stakeholder involvement. Leaving ADDIE for SAM introduces two new conceptsSAM, the Successive Approximation Model, and the Savvy Start. Together, they incorporate contemporary design and development processes that reduce the complexity of instructional design and development, yielding more energetic and effective learning experiences.This book is a must-read for all learning professionals who have a desire to let go of outmoded methodologies and start creating better, faster training products today. Instructional systems Design. http://id.loc.gov/authorities/subjects/sh85066762 Lesson planning. http://id.loc.gov/authorities/subjects/sh85076202 Design pédagogique. Préparation de cours. Instructional systems Design fast Lesson planning fast Sites, Richard, author. American Society for Training and Development. http://id.loc.gov/authorities/names/n79102782 Print version: Allen, Michael. Leaving Addie for SAM. La Vergne : Association for Talent Development, ©2012 FWS01 ZDB-4-EBU FWS_PDA_EBU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3540587 Volltext |
| spellingShingle | Allen, Michael W., 1946- Sites, Richard Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / Cover -- Title -- Copyright -- Content -- Preface -- Dedication -- Acknowledgments -- Part I: A New Model for Instructional Product Design and Development -- Chapter 1: Traditional Design Models Disappoint -- We Need Better Learning -- Causes of Poor Learning Programs -- Chapter 2: Instructional Systems Design -- Instructional Design -- Familiarity Begets Credibility -- Process Selection -- What Was ADDIE Originally? -- Learning to Adapt -- The Best Model -- Chapter 3: Anatomy of Effective Learning Events -- E-Learning Brings Issues to Light -- Fundamental Characteristics Fundamental Components of Interactive Learning Events -- Chapter 4: Successive Approximation Model 1 -- The Ideal Process Model -- Successive Approximation -- Chapter 5: Successive Approximation Model 2 -- Preparation Phase -- Iterative Design Phase -- Iterative Development Phase -- Chapter 6: Are You the One? -- Setting and Maintaining Expectations -- Dynamically Adjusting Design and Project Variables -- Keeping the Focus on Behavior Change -- Being a Learner Advocate -- Are You a SAM Leader? -- Part II: Using the Successive Approximation Model -- Chapter 7: Preparation Phase -- Backgrounding The Savvy Start -- Planning the Savvy Start -- Building a Savvy Start Team -- The Savvy Start Agenda -- Customizing the Savvy Start -- Preparing the Room -- Conducting the Savvy Start -- Prototyping and Evaluation -- Wrap Up -- Chapter 8: Protyping -- Sketching -- Why Build Prototypes -- e-Sketches -- The Essence of a Prototype -- e-Learning Prototypes -- Three Prototypes, Plus or Minus One -- Chapter 9: Constructing the Prototype -- The Helpful Prototyper -- Prototyping Tools -- Starting to Build Your Prototype -- Review the Prototype -- Wrap Up -- Chapter 10: Setting the Target -- Goals Instructional Objectives -- Pre-Existing Content -- Assessment -- Summary -- Chapter 11: Designing for Success -- Breadth Versus Depth -- Look Ahead -- Chapter 12: Project Planning -- Initial Planning -- Pragmatic Considerations -- Sample Project Plan -- Chapter 13: Additional Design -- Completing the Design -- Part III: Iterative Development Phase -- Chapter 14: Creating the Design Proof -- Avoiding the Best Idea -- The Design Proof -- Writing Course Content -- Chapter 15: Iterative Evaluation -- Managing Reviews -- Setting Expectations for Iterative Reviews -- Conducting a Learner Review Quality Assurance in SAM -- Evaluating the Course -- Chapter 16: Getting to Gold -- The Deliverables -- Let the Good Times Roll -- Debrief -- References -- Other Selected Works by Michael Allen -- About the Authors -- Index Instructional systems Design. http://id.loc.gov/authorities/subjects/sh85066762 Lesson planning. http://id.loc.gov/authorities/subjects/sh85076202 Design pédagogique. Préparation de cours. Instructional systems Design fast Lesson planning fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85066762 http://id.loc.gov/authorities/subjects/sh85076202 |
| title | Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / |
| title_auth | Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / |
| title_exact_search | Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / |
| title_full | Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / Michael Allen with Richard Sites. |
| title_fullStr | Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / Michael Allen with Richard Sites. |
| title_full_unstemmed | Leaving Addie for SAM : an Agile Model for Developing the Best Learning Experiences / Michael Allen with Richard Sites. |
| title_short | Leaving Addie for SAM : |
| title_sort | leaving addie for sam an agile model for developing the best learning experiences |
| title_sub | an Agile Model for Developing the Best Learning Experiences / |
| topic | Instructional systems Design. http://id.loc.gov/authorities/subjects/sh85066762 Lesson planning. http://id.loc.gov/authorities/subjects/sh85076202 Design pédagogique. Préparation de cours. Instructional systems Design fast Lesson planning fast |
| topic_facet | Instructional systems Design. Lesson planning. Design pédagogique. Préparation de cours. Instructional systems Design Lesson planning |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3540587 |
| work_keys_str_mv | AT allenmichaelw leavingaddieforsamanagilemodelfordevelopingthebestlearningexperiences AT sitesrichard leavingaddieforsamanagilemodelfordevelopingthebestlearningexperiences AT americansocietyfortraininganddevelopment leavingaddieforsamanagilemodelfordevelopingthebestlearningexperiences |