Advanced Web-Based Training Strategies (Hardcover)

by Margaret Driscoll (Author), Saul Carliner (Author) "Design is more than a process; that process, and the resulting product, represent a framework of thinking..." (more)
Key Phrases: live virtual classroom, informal learning programs, chapter explored the following points, Advanced Web-Based Training Strategies, World Bank, San Francisco (more...)

Editorial Reviews

Review
"This book is a must read for any learning professional that wants to move beyond the hype and basic cookie-cutter approach to e-learning. Margaret Driscoll and Saul Carliner know how to ‘walk the walk’, and their uncluttered view of the field will leave you recharged and once again excited about building out your repertoire of instructional techniques."
--Steven Teal, vice president of learning services, Mariott International

"In a time when boring page-turning courses threaten to destroy the credibility of e-learning, this book offers innovative ideas for moving beyond the doldrums and truly aligning e-learning technology with best- practice instructional strategies. It is a must read for instructional designers and other e-learning practitioners."
--Bryan Chapman, e-learning analyst, brandon-hall.com

"At last! An e-learning book that puts principles of design firmly back into the driving seat. For those disillusioned with ‘straitjacketed’ and ineffective instructional content, this book promises a liberating array of tools and techniques."
--Patrick Lambe, president, Information and Knowledge Management Society

"I found myself nodding with agreement as I read Advanced Web-Based Training Strategies. Margaret Driscoll and Saul Carliner have provided a much needed resource for those working in the field of e-Learning design."
--Rik Hall, manager, instructional technology, University of

Product Description
Advanced Web-Based Training Strategies fills the gap in the literature available on this topic by offering a volume that includes meaningful, applicable, and proven strategies that can take the experienced instructional designer to the next level of web-based training. Written by Margaret Driscoll and Saul Carliner -- internationally acclaimed experts on e-learning and information design- -- Advanced Web-Based Training Strategies provides instructional designers, e-learning developers, technical communicators, students, and others with strategies for addressing common challenges that arise when designing e-learning. Balancing educational theory with the practical realities of implementation, Driscoll and Carliner outline the benefits and limitations of each strategy, discuss the issues surrounding the implementation of these strategies, and illustrate each strategy with short scenarios drawn from real-world online learning programs representing a wide variety of fields including technology, financial services, health care, and government.

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Product Details

• Hardcover: 500 pages
• Publisher: Pfeiffer; 1 edition (April 21, 2005)
• Language: English
• ISBN-10: 0787969796
• ISBN-13: 978-0787969790
• Product Dimensions: 8.8 x 8 x 1.3 inches
• Shipping Weight: 2.4 pounds (View shipping rates and policies)
• Average Customer Review: 3.0 out of 5 stars See all reviews (1 customer review)
• Amazon.com Sales Rank: #774,039 in Books (See Bestsellers in Books)

Customer Reviews

Most Helpful Customer Reviews

3.0 out of 5 stars Not precise and specific. Good examples and real life applications., April 20, 2009

By	Pringipas Costas (cyprus) - See all my reviews (REAL NAME)

THE FOLLOWING BOOK REVIEW HAS BEEN A REQUIREMENT FOR MY DEGREE COURSE CALLED EDUCATION AND THE INTERNET AT CSU LONG BEACH. IT IS QUITE LONG SO GET SOME COFFEE!

Book Review

Book Title: Advanced Web Based Training Strategies, By Margaret Driscoll & Saul Carliner

Something I did not enjoy was the unexpected flow of the first chapters. Chapter 1 is called Using a problem-based Approach to designing e-learning, chapter 2 is called Philosophies and Theories Guiding the design of E-learning and then suddenly chapter 3 is called storytelling and contextually based approaches to needs assessment, design and formative evaluation. I see many faults in this organization. These are:
« The titles of the chapters are confusing. You do not get the message of the chapter clearly.
« The drift between chapter 2 and chapter 3 is very unexpected
« There is no chapter on how to identify goals, set learning objectives and identify prerequisites when designing digital learning environments

I like the idea of having high level design strategies and then detailed design strategies since some tactics are very similar for many approaches such as simulations and Live Virtual Classrooms. Thus, the authors are not repeating themselves over and over again.

I enjoy the quality of the last chapter. Suggesting ideas outside the box such as learn a topic on your own online or play a computer game, this chapter attempts to make the reader realize that even if s/he memorizes the whole book, it does not mean s/he will be able to design and produce high quality e-learning projects.


Criticism
The authors suggest on page 5 that there is no cookbook-like approach which will provide guaranteed success in e-learning. They feel that designers should use a problem-based approach when developing e-learning projects. They also conclude that designers must take an approach which is characterized by critical thinking and creative solutions. This seems a bit contradictory to me. This is because they have written a book which is very hierarchical and structured. They never mention the words creativity, imagination or other words of similar nature. They also never demonstrate how to go about being a critical thinker which as they say it is of vital importance when designing an e-learning course.

There is no cookbook-like approach the authors suggest. However the title of their books contains the word ¡§strategies¡¨. If you look up the word strategy in the dictionary you will very surprised to see that a strategy is similarly defined as a cookbook-like approach; a strategy is defined as an elaborate and systematic plan of action.

The book is called Advanced Web Based training strategies. The definition of the word Advanced is ahead in development; something which is complicated or intricate. I have not read the whole book but I went through all the chapters and I could almost guarantee that there is nothing in this book which could be called advanced. Most of the book is about defining the various technologies that could be used for designing a web based training course, their benefits and drawbacks and examples. Therefore, I feel that the title is misleading to the reader. For example, the chapter on simulations has the following organization: Define simulation, obstacles to the adoption of simulations as an instructional energy, benefits and limitations, description of nine types of simulations that a designer could be used, and examples. I am not suggesting that this material is not important. A designer should be aware of the facts and examples of simulations. However, this is not enough. If you want to create engaging simulations or any other learning environment you need as M. Allen suggest three common features : Engaging material and presentation which will motivate the users but also a meaningful and memorable learning experience. M. Allen for example, provides a whole chapter on motivation and I am sure that you could write dozens of books on motivation without even touching the subject.

I feel that the authors either missed the point of web-based courses, or they just wanted to write some facts down as an introduction to the world of designing internet based courses. They wrote a book on what (e.g. what is virtual classroom) and on how (e.g. how does a virtual classroom work or look). They however failed to demonstrate what skills and talents designers need to have in order to design courses which lead to flow as Mihaly Csikszentmihalyi would have said it.

On the other hand, I believe that the examples given on each of the technologies can be very helpful indeed to comprehend the various technologies and how they should be used properly in action.


Furthermore, I have to say that although the book is about digital learning techniques and strategies, ironically it is just too dull in my opinion. The book is written in a style that is very formal, dry and is not very engaging. I'm a little disappointed that a book about instruction techniques is not better written and setting a good example of it's content. Moreover, it reads like a university textbook rather than a helpful resource for e-learning designers and developers.