PKMS / Bibliography

Annotated Bibliography / Personal Knowledge Management System (PKMS)

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Books:

* Allen, M. (2007). Designing Successful e-Learning, Michael Allen’s Online Learning Library: Forget What You Know About Instructional Design and Do Something Interesting (Michael Allen’s E-Learning Library). Washington D.C.: Pfeiffer.

This book is among my personal top 5 ed tech books. It’s well written and easily understood with the help of many useful examples and realistic scenarios that are incorporated throughout.

* Clark, R., & Mayer, R. (2007). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Washington D.C.: Pfeiffer.

I consider this my e-learning bible. With research based concepts including the Multimedia, Redundancy, Contiguity, Modality, Coherence and Personality principles I always keep this one close at hand. I also frequently share these concepts with colleagues to help them improve their own e-learning projects.

Clark, R., Nguyen, F., & Sweller, J. (2005). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. Washington D.C.: Pfeiffer.

For me this is a great book that clearly describes the relevant research on cognitive load theory and makes it easy to implement in the real world.

Clark, R., & Lyons, C. (2004). Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials. Washington D.C.: Pfeiffer.

This book covers a topic that I see incorrectly handled in training materials more often than not. This gives research based advice on how to maximize the effectiveness of graphics used in learning materials.

* Clark, R. (1999). Development Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials , 2nd Edition. Washington D.C.: Pfeiffer.

This is a straight forward, easy to apply presentation of various possible combinations for presenting learning material in an easy to read table (matrix) format. Clark’s table shows developers of learning materials how to design based on two factors: (1) the type of learning being addressed: facts, concepts, principles, or procedures, and (2) how the content will be processed: remember or apply.

Ertmer, P., & Quinn, J. (2002). The ID Casebook: Case Studies in Instructional Design (2nd Edition). Alexandria, VA: Prentice Hall.

This is a book of case studies from a variety of settings ranging academic to corporate to military. This book served as the basis of an assignment and several group discussions in ED795A .

Flanagan, R., Jefferson, A., Pollock, R., & Wick, C. (2006). The Six Disciplines of Breakthrough Learning: How to Turn Training and Development Into Business Results. Washington D.C.: Pfeiffer.

This book suggests ways to accelerate the transfer and application of corporate learning by providing a road map and tools to maximize the business impact of training.

Gautier-Downes, J., & Rossett, A. (1991). A Handbook of Job Aids. Washington D.C.: Pfeiffer.

This book is great for the real-world examples provides of various types of job aids and when each of the various types are most appropriate.

Mager, R. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction. Atlanta, GA: Center For Effective Performance.

Perhaps THE book on Instructional Objectives provides information about how to write appropriate, well-stated objectives and how to write objectives that match the desired instructional outcomes.

Pershing, J. (2006). Handbook of Human Performance Technology, 3rd Edition. Washington D.C.: Pfeiffer.

This is a comprehensive reference on topics including organizational change, evaluation, instructional design, performance technology and communities of practice.

Rossett, A., & Schafer, L. (2006). Job Aids and Performance Support: Moving From Knowledge in the Classroom to Knowledge Everywhere (Essential Knowledge Resource). Washington D.C.: Pfeiffer.

The thing I like best about this book is the inclusion of low-tech solutions along with the high-tech ones. Sometimes keeping it simple is definitely the best approach. This is a very practical book with great examples that are easy to use in other contexts.

Rossett, A. (1998). First Things Fast: A Handbook for Performance Analysis. Washington D.C.: Pfeiffer.

This book is full of practical ways to quickly get to the heart of performance and training analysis and avoid the dreaded “analysis paralysis”. This is ability is a must given the ever increasing pace of most work environments.

Stewart, T. (1998). Intellectual Capital: The New Wealth of Organizations. New York: Currency.

This book gives great insight into the three categories of intellectual capital; human capital, structural (or organizational) capital and customer capital. Stewart reminds us that intellectual capital must first be appreciated; located and recovered; and then organized and managed very deliberately. The things I refer to most often are the ten principles for managing intellectual capital and “Tools for Measuring and Managing Intellectual Capital”

Articles:

Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8(4), 293-332.

Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning.

Gayeski, D. (1999, March). Out-of-the-box instructional design. Training & Development Magazine, 53, 3, 44-50.

Gayeski proposes alternatives to the ADDIE model for instructional design projects. Among her suggestions are using technology to communicate with stakeholders, rapid prototyping and using iterative design techniques.

Hoffman, B. (2001). Educational video workshop and educational multi- media workshop. [Electronic version]. Retrieved February 5, 2008 from http://coe.sdsu.edu/edtec561/key1/download-dl/EVWb.pdf

This is a great guide to creating videos, starting from conceptualization to design to generating the final production. It is great at providing details on lighting, camera angles, and other technical aspects.

Hoffman, B. (Draft, March, 2005). Fostering informal learning. Alexandria, VA: ASTD Press [pdf]. Retrieved February 5, 2008 from http://edweb.sdsu.edu/courses/edtec671/key1/inf_lrng_wrkplce/hoffmanb_2005_draft.pdf

This article provides an overview of the many benefits of informal learning. It also discusses ways to design for this type of situation that promote and foster informal learning.

Hoffman, B. (2006). Homer. [ Electronic version]. Retrieved February 5, 2008, from http://edweb.sdsu.edu/courses/edtec541/key1/homer/Homer_14.pdf

From ED541, this is a printable self-study guide on how to use HTML & CSS (cascading style sheets) to develop websites including media such as graphic images, video and Flash. I still reference my dog-eared copy of this for a few things when I’m inserting media into web pages.

* Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

The ARCS model (Attention, Relevance, Confidence and Satisfaction) is an approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn. The two major components of this model are the types of motivation and a way to help us design learning with the appropriate motivational strategies.

* Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. Retrieved February 15, 2008 from http://cito.byuh.edu/merrill/text/papers.htm

This article shares what Merrill sees as the 5 main components of effective learning regardless of the pedagogical approach or theory employed. According to this paper, Learning is promoted when learners 1.) observe a demonstration. 2.) apply the new knowledge 3.) activate prior knowledge or experience 4.) integrate their new knowledge into their everyday world and 5.) engage in a task-centered instructional strategy.

Merrill, M. D. (2002). A pebble-in-the-pond model for instructional design. Performance Improvement, 41(7), 39-44. Retrieved February 15, 2008 from http://cito.byuh.edu/merrill/text/papers.htm

A Pebble in the Pond is an instructional design method proposed by Merrill that is based on his First principles of instruction. This article describes this model and also presents data on it’s effectiveness.

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2), 75-86.

This article bascially says that Constructivist approaches to learning are not very effective and provides evidence for the superiority of guided learning. They say that guidance should remain relatively high until the learner reaches a point where they have sufficient level of internal (or “prior”) knowledge that will allow them to effectively guide themselves.

Rossett, A. (2007). Leveling the Levels. Training and Development, 61 (2), 48-53. Retrieved February 5, 2008, from http://store.astd.org

This article is about how technology is changing the How, When & Where of learning measurement. She proposes that it’s time to move forward from Kirkpatrick’s well-known model; in large part due to the lack of level 3 and 4 evaluations actually taking place. She also says that we should integrate measurement into the actual work being done.

* Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.

The concepts of this article are based on the interactions between working memory and long-term memory. Sweller proposes that optimal learning happens when the load on working memory is minimized in favor of being able to make changes in long term memory (schema-building).

Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction, 16(2), 165-169.

This article talks about worked examples, which are step-by-step demonstrations of how to perform a task or solve a problem and how this type of example-based instruction provides expert mental models, to explain the steps of a solution for novices.

Van Merriënboer, J. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39-64. Retrieved February 20, 2008, from http://www.ou.nl/Docs/Expertise/OTEC/Publicaties/jeroen%20van%20merrienboer/Merrienboer-Blueprints_for_Complex_Learning_2002.pdf

4C-ID is an instructional model with four components: (1) Learning Tasks, (2) Supportive Information, (3) Procedural Information and (4) Part-Task Practice. The task are ordered by task difficulty and each task offers at the beginning a lot of scaffolding which is reduced as the learner progresses.

Van Merriënboer, J., Kirschner, P, & Kester, L (2003). Taking the load off a learners’ mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13. Retrieved February 20, 2008, from http://www.ou.nl/Docs/Expertise/OTEC/Publicaties/jeroen%20van%20merrienboer/Jeroen%20vanmerrienboer%20ep.pdf

This article discusses instructional design principles for complex learning particularly in regards to cognitive load theory. They include implications and limitations of the theory and share that neither their design model nor cognitive load theory alone are sufficient for creating the most effective instructional materials for complex learning. .

Websites & Blogs:

ASTD’s Learning Circuits: http://www.learningcircuits.org

The Learning Circuits Blog is affiliated with ASTD’s Learning Circuits Online Magazine.

ASTD’s T+D Blog: http://tdblog.typepad.com

This is the companion blog to the ASTD T+D monthly magazine.

Cathy Nelson’s Techno Tuesday: http://technotuesday.edublogs.org

This Blog is designed to offer helpful hints, tips, and tricks to teachers who are integrating technology

EdTech Talk: http://edtechtalk.com

This site is a community of educators interested in discussing and learning about the uses of educational technology.

Elearn Magazine Blog: http://www.elearnmag.org

This site provides Best Practices, Research, Case Studies, Tutorials and Reviews relating to elearning.

* Elearning Guild: http://www.elearningguild.com

Elearning Guild is anonline information center and Community of Practice where anyone involved in the design, development, and management of web-based educational or instructional content (e-Learning) can access relevant resources and research.

Elearning Guru: http://www.e-learningguru.com

This site is a great source for many learning related items. The “Beginner Basics” include things like Gagne’s Nine Events of Instruction and other items that applicable to all kinds of learning, not just elearning.

Elearning Post: http://www.elearningpost.com

This site provides “news, views and stories around Corporate Learning, Community Building, Instructional Design, Knowledge Management and more.”

Elearning Queen: http://elearnqueen.blogspot.com

This site focuses on distance training and education, from instructional design to e-learning and mobile solutions, and pays attention to psychological, social, and cultural factors. The edublog emphasizes real-world e-learning issues and appropriate uses of emerging technologies.

* Encyclopedia of Educational Technology: http://coe.sdsu.edu/eet

The Encyclopedia of Educational Technology (EET) is a collection of short multimedia articles on a variety of topics related to the fields of instructional design and education and training.

Honolulu Community College Teaching Tips: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm

A big collection of learning related resources.

Instructional Design Central: http://www.instructionaldesigncentral.com

Instructional Design Central is an online portal that provides professionals, researchers, and students with instructional design (or instructional technology) resources and community collaboration.

Integrating Instructional Design in Distance Education: http://ide.ed.psu.edu/idde

This Penn State website presents methods for integrating instructional strategies into distance education courses. Information includes instructional classes, strategies, tactics and examples.

Performance, Learning, Leadership, & Knowledge: http://www.nwlink.com/~donclark

Huge collection of instructional resources.

Pipwerks: http://pipwerks.com/index.php

Philip Hutchison’s technology journal is a great technical resource for e-learning courseware development.

* Rapid E-Learning Blog by Tom Kuhlman: http://www.articulate.com/rapid-elearning

One of my favorite online resources, Tom shares practical elearning tips and tricks.

Silke Fleisher: http://blogs.adobe.com/silke.fleischer

Silke is an Adobe employee who posts lots of good info on e-learning and the relevant adobe software.

* The Thiagi Group: http://www.thiagi.com

Dr. Sivasailam “Thiagi” Thiagarajan leads his organization with the mission of helping people improve their performance “effectively and enjoyably”.

Theory Into Practice: http://tip.psychology.org

This site is a database with brief summaries of 50 major theories of learning and instruction.

Tony Karrer’s eLearning Technology : http://elearningtech.blogspot.com/

Dr. Tony Karrer is CEO/CTO of TechEmpower, a software, web and eLearning development firm, and is considered one of the top technologists in e-Learning and Performance Support.

Word of Mouth Blog by Gabe Anderson: http://www.articulate.com/blog/

This is a blog for an e-learning development tool that I use extensively for work.