培训技术手册THE HANDBOOK OF TRAINING TECHNOLOGIES 在线下载 pdf mobi 2025 epub 电子版

This important resource offers an understanding of the basic principles that underlie training methods and the use of technology training in the workplace. The authors provide a primer for the four pervading and more advanced technologies used in business training¾the Internet, computer-based training, knowledge management systems, and decision support tools. Appropriate for those who have little or no formal training in educational technology, this book addresses such topics as the decision to use, the pros and cons for using, and presentation strategies for media as varied as the Internet, teleconferencing, videoconferencing, satellite distance learning, and electronic performance support systems.

List of Tables, Figures, Exhibits, and Worksheets.

Contents of the Accompanying CD-ROM.

Acknowledgments.

Introduction: Making the Case for Technology-Assisted Training.

Advance Assessment and Organizer.

PART 1: Getting Started with Technology-Assisted Training.

　Chapter 1: Starting Out: Using the Instructional Systems Design (ISD) Model.

　　Training and Instructional Systems Design.

　　The ADDIE Model: A Guide to Instructional Systems Design.

　　What Are the Steps in the ADDIE Model?

　　Benefits of Devoting Special Attention to Analysis and Design.

　　Chapter Summary.

　Chapter 2: Understanding the Framework of Technology-Assisted Training.

　　Thinking About the Context of Technology-Assisted Training.

　　Thinking About the Time and Place for Technology-Assisted Training.

　　Thinking About Instructional Delivery Methods for Technology-Assisted Training.

　　Using the Training Technology Framework.

　　Chapter Summary.

　Chapter 3: Using Project Management Methods to Oversee Technology-Assisted Training 　　Interventions.

　　Obstacles to Technology-Assisted Training Interventions.

　　Getting Started on a Technology-Assisted Training Project.

　　Scoping the Technology-Assisted Training Project.

　　Scheduling the Technology-Assisted Training Project.

　　Costing the Technology-Assisted Training Project.

　　Gaining and Sustaining Senior Management Buy-In and Involvement in the Technology-Assisted Training Project.

　　Resolving Training Project Conflicts and Risks.

　　Overcoming Key Project Obstacles.

　　Chapter Summary.

PART 2: Designing and Developing Technology-Assisted Training.

　Chapter 4: Appreciating the Foundations: Computer-Mediated Communication.

　　Using e-Mail in Technology-Assisted Training.

　　Using Threaded Discussions in Technology-Assisted Training.

　　Using Computer-Based Chats in Technology-Assisted Training.

　　Using Group Support Systems in Technology-Assisted Training.

　　Using Groupware in Technology-Assisted Training.

　　Chapter Summary.

　Chapter 5: Using Technology-Assisted Training in the Classroom.

　　Using Data Projectors in Classroom Training.

　　Using LCD, Plasma, and Video Wall Displays in Classroom Training.

　　Using Electronic Whiteboards in Classroom Training.

　　Using Document Cameras in Classroom Training.

　　Using Interactive Group Response Systems in Classroom Training.

　　Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training.

　　Chapter Summary.

　Chapter 6: Selecting Media and Building Trainer Competencies for Technology-Assisted Training.

　　Classifying Presentation and Distribution Methods for Training.

　　Selecting Media for Training: A Process and a Model.

　　Understanding Special Media Terminology.

　　Enacting Trainer Roles and Demonstrating Special Competencies.

　　Chapter Summary.

　Chapter 7: Designing Interactive Learning Activities.

　　The Characteristics of Interactive Learning.

　　Examples of Interactive Learning Activities.

　　Building Interactivity into the Instructional Systems Design Process.

　　Designing Online Interactive Learning Activities.

　　Important Issues to Consider When Designing and Using Interactive Learning Activities.

　　Chapter Summary.

PART 3: Delivering Technology-Assisted Training.

　Chapter 8: Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones.

　　Using Audioconferencing in Technology-Assisted Training.

　　Using Videoconferencing in Technology-Assisted Training.

　　Observing Good Etiquette in Audioconferencing and Videoconferencing.

　　Using Videophones in Technology-Assisted Training.

　　Chapter Summary.

　Chapter 9: Using the Web: Webcasting, Web Conferencing, and Streaming Technology.

　　Basic Internet Information and Terminology.

　　Basic Information About Intranets and Extranets.

　　Using Intranets and Extranets to Facilitate Learning.

　　Understanding and Using Streaming Technology to Facilitate Learning.

　　Using Virtual Web Meetings.

　　Chapter Summary.

　Chapter 10: Getting Started in e-Learning and Blended Learning.

　　Defining the Terms.

　　Making the Business Case for e-Learning and Blended Learning.

　　Meeting Business Needs with e-Learning and Blended Learning.

　　Dispelling the Myths About e-Learning and Blended Learning.

　　Getting Started: Training the Trainer on e-Learning and Blended Learning.

　　Chapter Summary.

　Chapter 11: Delivering Online and Onsite Role Plays.

　　Defining Role Play.

　　Designing, Developing, and Delivering Technology-Assisted Role Plays.

　　Chapter Summary.

　Chapter 12: Delivering Online and Onsite Case Studies.

　　Defining the Case Study.

　　Nine Key Steps in Designing, Developing, and Delivering Online and Onsite Case Studies.

　　Chapter Summary.

PART 4: Assessing and Evaluating Technology-Assisted Training.

　Chapter 13: Evaluating Technology-Assisted Training: The Foundations.

　　What Is Evaluation?

　　Distinguishing Between Assessment and Evaluation.

　　What Does the Term Needs Assessment Mean?

　　Two Primary Types of Evaluation: Summative and Formative.

　　Why Is Evaluation Necessary?

　　Who Is Involved in Evaluation?

　　What Is the Role of Evaluation in Technology-Assisted Training?

　　How Is Evaluation Conducted?

　　Focusing Evaluation Strategies: Identifying Data Collection Points.

　　Six Issues to Consider in Evaluation.

　　Chapter Summary.

　Chapter 14: Evaluating Technology-Assisted Training: Ten Key Steps.

　　Conducting Pretraining Evaluation.

　　Conducting Concurrent Evaluation.

　　Conducting Posttraining Evaluation.

　　Next Steps: Where to Begin.

　　Chapter Summary.

　Chapter 15: Managing Learning Systems.

　　Knowledge Management Systems.

　　Content Management Systems.

　　Learning Management Systems.

　　Learning Content Management Systems.

　　Electronic Performance Support Systems.

　　Chapter Summary.

PART 5: Planning for the Future of Technology-Assisted Training.

　Chapter 16: Planning for the Future.

　　Predictions: What the Future Holds in Store.

　　What the Future Will Mean for Trainers.

　　What the Future Will Mean for Learners.

　　A Final Word.

　　Glossary of Terms.

Appendix A: Technology Primer: What Do Trainers Need to Know About Hardware?

Appendix B: Technology Primer: What Do Trainers Need to Know About Software?

Appendix C: Technology Primer: What Do Trainers Need to Know About Databases?

Appendix D: Case Studies in Technology-Assisted Training.

Appendix E: Learning Objects.

Appendix F: New and Emerging Technologies.

Selected Resources for Facilitating Learning with Technology.

References.

Index.

About the Authors.

About the Series Editors.

About the Advisory Board Members.

How to Use the CD-ROM.

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 Sta

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书籍介绍

This important resource offers an understanding of the basic principles that underlie training methods and the use of technology training in the workplace. The authors provide a primer for the four pervading and more advanced technologies used in business training¾the Internet, computer-based training, knowledge management systems, and decision support tools. Appropriate for those who have little or no formal training in educational technology, this book addresses such topics as the decision to use, the pros and cons for using, and presentation strategies for media as varied as the Internet, teleconferencing, videoconferencing, satellite distance learning, and electronic performance support systems. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.

• 作者：似是故人来 发布时间：2019-03-24 19:59:28

  威悉演习作战后，德国占领了挪威和丹麦。希特勒决定发动黄色方案，因为原先的作战方案泄露，曼斯坦因提出的镰刀计划取而代之。B集团军群在荷兰和比利时对正面的法英联军发起猛列佯攻，而A集团军群则从阿登森林出击主攻，迂回到联军后方完成包围。古德里安、霍特、莱因哈特指挥7支装甲师象7把利刃一样直插法军薄弱阵线，在斯图卡轰炸机帮助下强渡默兹河后又攻占色当、康布雷、布洛涅，两个集团军群形成巨大的包围圈，使法国北部的联军陷入绝境。由于希特勒和伦德斯泰特的犹豫，包围圈没有尽快合拢，33.8万英军逃回了英国，成为反攻的主力。德军消灭联军主力后，兵不血刃攻占巴黎，打得法国跪地求饶。大英帝国誓死抵抗，戈林希望从空中打垮英国，由于9月7日将空袭重点从机场变为了伦敦，使得皇家空军缓过劲来，德国空军的优势最终被消耗殆尽！

• 作者：yak 发布时间：2012-03-21 19:54:44

  没看完，太伤了……

• 作者：魏府牙军 发布时间：2022-06-29 12:40:53

  印巴战争中的海战争斗，弱弱相斗。

• 作者：神威 发布时间：2020-05-28 12:55:33

  休憩90th，如果不是哆啦A梦喜欢吃铜锣烧我很可能会错过这本书，也许这谈不上什么遗憾，至少与人间一些美好失之交臂。治愈系的故事手法大致雷同，两个或多个各有创伤的生命因缘际会出现交错，各有拯救，使岁月不同、但真情如能动人，形式之新与旧绝不重要，正如美酒不需借瓶提味。我所深喜的《编舟记》与《强风吹拂》剧情之简单连套路都算不上，但却真切动人。此书中曾患麻风，七十高龄才重蹈人世的老妪与刑满释放，人生没有意义故而沉溺于酒的铜锣烧店主相会，提醒了我们简单常见的日常之可贵，也展示了生命的意义之所在。我们都是为了用自己的方式感受天空，风与话语才出生的，那么在感受到天空，风与话语时，总有理由昂着头微笑吧，不是吗？

• 作者：半躺半癫小螂君 发布时间：2013-07-10 17:19:51

  这人设真是。。我该如何吐槽。。

• 作者：Umi 发布时间：2018-12-15 14:17:06

  同济大学建筑设计院是一个绝佳的样本，折射整整60年国家变化，行业发展，企业变革，一部职业家族史，超出想象的生动

• 鲁丁你又赢了

  作者：淰惜 发布时间：2013-05-04 20:15:19

      号称福赛斯最棒的惊悚小说，读起来十分连贯，多主线，围绕美苏，穿插各国，政要们内斗不停，间谍们各自为战，还算是十分精彩的。最后的结局也颇有亮点。不过总的来说内涵比较低。

      魔鬼的抉择里各国的政要基本都被描述成了，眼中只有权力的扭曲恶魔，人性各各沦丧，书中唯有乌克兰的兄弟们情深意重，其他间谍啦，政客啦基本都是刽子手。

      主角芒罗先生也堪称可悲，到头来不过是一辈子都忘不掉的前女友的棋子。

      那美丽的伯克利广场对于书中活着的人们就像是海市蜃楼一般，永远遥不可及。

      这本书都最的弱点在于，人性矛盾面的描写太少，书中人物都是一条直线的完成使命，却没有刻画出矛盾面。

      总之全书正能量有限，世间无比黑暗，人类争斗不休，最后乌克兰的英雄挂在了海里，英格兰的英雄发现自己被前女友耍的团团转。唯有幕后的大Boss们笑到了最后。

• 东方时代的史诗

  作者：乐在vs其中 发布时间：2018-12-28 20:59:10

  斯诺先生在如此敏感的时期，不顾千辛万苦潜入不为民众所知、不为世界所知的红色基地，不得不佩服他的敬业精神。斯诺先生作为第一个报道西北苏区的外国记者，《红星照耀中国》的出版，为世界人民了解中国革命开了一扇新的窗户。虽然文章不一定事事正确、记录详细，但绝不失为研究中国红军在那个时代的第一手资料。

  书本不厚，但是每个人物的形象都很丰满，无论是毛泽东、彭德怀、周恩来、林伯渠等中共的领导人，还是路上“有名”的胡金魁、“无名”的“红小鬼”，每个人都有自己的性格，都有着自己执着的倔强。中华不失有血有肉的热血男儿，不缺舍生取义的军人，但在那个时代却只有在遥远的西北的贫困山区的那群人，才能真正领导中国独立。“十九路”军英勇杀敌，却没能守住上海；东北军日日思念，却始终无法杀回东北，即使是“死”也不是在“杀”回家的路上；西北军天天叹息，“中国人不打中国人”。他们日日思念，夜夜思盼，都未能如愿。这些只是那个时代热血青年的缩影，没有后来的“合作”，他们可能只能谱写一曲“可悲”的史诗，连“悲壮”都没有。

  斯诺没有在书中，做出“伟大”的预言——中华必能取得反帝的胜利，共产党必能取得反封、反资的胜利。但是在先生描述，我们已经能感觉的胜利的天平的倾向了。中国革命的胜利，不仅有“天时、地利”，更重要的是在人心的“人和”。得道者多助，失道者寡助。没有人能战胜中华民族，如果有，那也只有中华民族。