Learning, Instructional Design & Training
Training and Development Manuals
Instructional System Design Manual — A complete guide to ISD or the ADDIE method (analysis, design, develop, implement or delivery, & evaluation).
Instructional Design Framework — A framework for designing learning environments.
Agile Design: An Ethos for Creating Learning Platforms — Rapid instructional design for agile, blended learning.
Extending Instructional System Design — How to move beyond ISD.
The above four manuals compose an effective framework for designing learning environments. To learn how they fit together, it is recommended that you read A Framework for Designing Learning Environments (it's a short read):
Instructional Design — Includes difference between ISD (Instructional System Design) and ID (Instructional Design).
Learning is not a spectator sport — it is an active, not a passive, enterprise. Accordingly, a learning environment must invite, even demand, the active engagement of the student. — Chickering and Gamson
Eclectic Collection
ADDIE Backwards Planning Model — A different way of looking at ADDIE
History
- A Time Capsule of Training and Learning
- ISD Timeline — The growth of the ISD
- ADDIE Timeline — The growth of the ADDIE model
- Contributors, Gurus, and Pioneers to the field of Learning
Media, Strategies, & Methods — Includes guides to Social Learning, mLearning, and the 70-20-10 Learning and Training Model
Definitions
The human mind is so complex and things are so tangled up with each other that, to explain a blade of straw, one would have to take to pieces an entire universe. . . A definition is a sack of flour compressed into a thimble. — Rèmy de Gourmont in Glory and the Idea of Immortality
On Knowledge Jump
Karl Popper's the Three Worlds of Knowledge
Reading Lists
Must Have Learning and Training Library
Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. — Arthur W. Chickering & Stephen C. Ehrmann