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Since the first edition of E-learning by Design, e-learning has evolved rapidly and fringe techniques have moved into the mainstream. Underlying and underwriting these changes in e–learning are advances in technology and changes in society.
The second edition of the bestselling book E-Learning by Design offers a comprehensive look at the concepts and processes of developing, creating, and implementing a successful e-learning program. This practical, down-to-earth resource is filled with clear information and instruction without over simplification. The book helps instructors build customized e-learning programs from scratch—building on core principles of instructional design to: develop meaningful activities and lessons; create and administer online tests and assessments; design learning games and simulations; and implement an individualized program.
"Every newcomer to the field will find this edition indispensable, while professionals will find much needed contemporary information to manage the rapid changes happening in our field. Even if you own the first edition, buy this update as soon as possible."
—Michael W. Allen, CEO of Allen Interactions, Inc.; author, Michael Allen's e-Learning Library Series
"Covers the full range of options for presenting learning materials online—including designing useful topics, engaging activities, and reliable tests—and it takes into account the realities and issues of today's instructional designers, such as social learning and mobile learning."
—Saul Carliner, associate professor, Concordia University; author, The E-Learning Handbook
"Horton nails it! Perfectly timed, robust, and practical, this second edition of brings together the latest strategies for learning without losing its critical premise—technology enables e-learning, but great design makes it work."
—Marc J. Rosenberg, e-learning strategist; author, Beyond E-Learning
"An e-learning encyclopedia loaded with detailed guidelines and examples ranging from basic instructional design techniques to the latest applications in games, social media, and mobile-learning. An essential reference for anyone involved in e-learning design, development, or evaluation"
—Ruth Colvin Clark, author, e-Learning and the Science of Instruction
- Sales Rank: #118045 in Books
- Published on: 2011-10-11
- Original language: English
- Number of items: 1
- Dimensions: 9.25" h x 1.60" w x 8.00" l, 2.50 pounds
- Binding: Paperback
- 640 pages
From the Back Cover
Since the first edition of "E-learning by Design," e-learning has evolved rapidly and fringe techniques have moved into the mainstream. Underlying and underwriting these changes in e-learning are advances in technology and changes in society.
The second edition of the bestselling book "E-Learning by Design" offers a comprehensive look at the concepts and processes of developing, creating, and implementing a successful e-learning program. This practical, down-to-earth resource is filled with clear information and instruction without over simplification. The book helps instructors build customized e-learning programs from scratch--building on core principles of instructional design to: develop meaningful activities and lessons; create and administer online tests and assessments; design learning games and simulations; and implement an individualized program.
"Every newcomer to the field will find this edition indispensable, while professionals will find much needed contemporary information to manage the rapid changes happening in our field. Even if you own the first edition, buy this update as soon as possible."
--Michael W. Allen, CEO of Allen Interactions, Inc.; author, "Michael Allen's e-Learning Library Series"
"Covers the full range of options for presenting learning materials online--including designing useful topics, engaging activities, and reliable tests--and it takes into account the realities and issues of today's instructional designers, such as social learning and mobile learning."
--Saul Carliner, associate professor, Concordia University; author, "The E-Learning Handbook"
"Horton nails it! Perfectly timed, robust, and practical, this second edition of brings together the latest strategies for learning without losing its critical premise--technology enables e-learning, but great design makes it work."
--Marc J. Rosenberg, e-learning strategist; author, "Beyond E-Learning"
"An e-learning encyclopedia loaded with detailed guidelines and examples ranging from basic instructional design techniques to the latest applications in games, social media, and mobile-learning. An essential reference for anyone involved in e-learning design, development, or evaluation"
--Ruth Colvin Clark, author, "e-Learning and the Science of Instruction"
About the Author
William Horton is a leading e-learning consultant and president of William Horton Consulting, Inc. He is the author or co-author of numerous books including E-learning by Design, Designing and Writing Online Documentation, Leading E-learning, Evaluating E-learning, Using E-learning, Secrets of User-Seductive Documents, E-learning Tools and Technologies, Getting Started in Online Learning, and The Web Page Design Cookbook.
Most helpful customer reviews
19 of 19 people found the following review helpful.
Perhaps the Best Solution Books for Elearning Problems
By Terrance R. Banach
This author actually was able to present detailed and effective solutions for E-Learning problems. You could sense that he had to solve similar problems. He also seemed to have encountered a broad range of real E-Learning problems, rather than simply theorize about them. The solutions made sense. In addition, Horton presented a number of well researched issues that appear to have caused problems due to frequent instructional designer beliefs that the E-media itself is good enough to cover the lack true learning assistance...... real learning assistance, that all too often is missing in many E-Learning presentations due to interaction gimmicks that offer no relationship to assisting with the learning process.
Great book! Sits now on top of my Michael Allen E-Learning books. I also liked Horton's apparent attitude that philosophizing does not solve instructional problems, but offering solid detailed solution approaches can.
16 of 17 people found the following review helpful.
Nuts and bolts approach to broad arena--For those who are serious about creating great e-learning
By Joe Brodnicki
Let's face it, most people hate the idea of e-learning. If you're interested in creating *effective* e-learning (and most people are not) and don't know where to start, this is a good place.
The book can be useful both to internal HRD departments and independent trainer/designers. Even if you don't want to design e-learning, this information can help you sort out credible from mediocre contractors and give you idea of how to work with them better.
First, Horton covers design considerations and decisions you may not think of (even if you're experienced) and ways to make e-learning come alive.
Early in the book, Horton states that the primary purposes for e-learning are do, act, and decide. Departing information is a secondary cause (and, if you think about it, sort of a waste of time if you want training to have real value and application in the workplace). This is a *great* place to start from if you're serious about creating real value with your e-learning project.
You can also get a good idea of how to use different programs (Flash, Powerpoint et al) various programs to add both punch and power to your e-learning project.
You can use this book as a guide and starting point to creating good, effective e-learning experiences. This is a major undertaking and, I think, can have real payoffs.
Horton also offers ideas for evaluation.
There is no magic bullet to this and this book doesn't pretend to offer it.
I would have liked a CD to go with it (a lot of material is available of Horton's web site).
11 of 11 people found the following review helpful.
Really a New Book- Worth Adding to eLearning Library!
By Jon Aleckson
I just got my copy of Bill Horton's second edition of E-learning by Design. Disclaimer: Bill and I are friends. However, as he will attest to, I enjoy being intellectually critical of his work. This new edition of E-learning by Design should really have a new title! If you purchased the first edition--this is a must read. I'll highlight the organization of the book, commenting on what has been added--and what has been taken away. Then, I'll discuss different ways to apply this ground breaking "how-to" book.
The book begins with an overview chapter on designing e-learning. This is not just some boring rehash of what you think you already know. This chapter provides the blueprint for the rest of the book. In it he stresses that good objectives are the foundation for good learning materials. And, it has been updated and expanded from the previous edition.
Hortonism: "Unless you get instructional design right, technology can only increase the speed and certainty of failure."
If you understand this chapter and put it into practice, you can be a qualified instructional designer (no tuition necessary). Horton's process "requires selecting, organizing, and specifying the learning experiences necessary to teach somebody something." He advocates identifying goals, explains how to write objectives, and touches on the concept of creating "learning objects." One of the gems of wisdom in this chapter (for me, anyway) was Horton's advice to design your tests first. And that leads me to another pithy quote:
Hortonism: "There is no clearer and more precise statement of a learning objective than a test question that measures whether that objective has been accomplished."
At the heart of e-learning design is the development of learning activities, which Horton categorizes into three types: Absorb, Do, and Connect.
According to Horton, these types of activities help people learn by getting them to "consider research, analyze, evaluate, organize, synthesize, discuss, test, decide, and apply ideas." He devotes a chapter to each type, providing numerous examples and links to live demonstrations. He provides examples like: augmented slide presentations, story-sharing, drill and practice, guided analysis, discovery activities, games, virtual machines and simulations, and "ponder" activities.
Bill has reorganized and reclassified these activities based upon what he learned in the years between editions. And new in this edition, he tells designers how to use these various activities for both social and mobile learning applications.
In the Tests chapter, Horton explains the reasoning behind testing, details how to construct question types, and shows how to avoid trick questions. He also suggests that we "test early and often." Savvy e-learning designers can even use test questions that engage learners and provide feedback.
Hortonism: "Each topic accomplishes one learning objective and accomplishes it fully. That's what makes them topics".
Chapters Six covers how to design topics. Here he discusses how to combine Absorb, Do, and Connect activities with tests to completely meet the needs of a learning objective.
The subject of Chapter 7 has changed in this edition. It is devoted to the design of games and simulations, something I felt was missing from the previous edition. But what happened to the "old" Chapter 7 about designing lessons? It has been moved online in PDF format and is available on the book's Website:[...]. Amazing HORTON to supplement with online readings: Old Chapter 7 is now Online Chapter 12.
Back to games and sims. Bill tries to clarify the fuzzy distinction among games, tests, and simulations. He starts out with simple learning games like jigsaw puzzles and quiz-show interactions. Then branches into branching scenarios, task simulations, and immersive role-playing games (I also recommend Clark Aldrich's Complete Guide to Serious Games and Simulations).
Typical HORTON,..Bill has created a matrix to help designers choose the best game or simulation for the type of learning objective they are trying to accomplish. And, he discusses at length the intricacies of learning game design.
Hortonism: "If game sounds frivolous, call it a simulation. If simulation sounds too stuffy or expensive, call it a game."
Chapter 8 used to cover strategic decisions, of interest to department managers. That chapter is now Online Chapter 13 (Guess you have to open your browser and go to [...] The new Chapter 8 discusses social learning. Bill stresses that social learning isn't new and doesn't require social media. But new technologies have made it more powerful, convenient, and fun. I totally agree, all this hype about social learning is helpful but nothing new. As if we did not know how people really learn and just discovered it is social? Good, go ahead and tweet, tweet, tweet!
Hortonism: "Social learning is learning from other people--co-workers, fellow students, experts, consultant, customers, and consumers."
Throughout this chapter, Bill teaches us how to integrate the many ways people communicate electronically into meaningful learning experiences. As a measure of how important the social aspect of learning has hit home for people, this chapter is one of the longest in the book.
Chapter 9 is also totally new and goes into depth about mobile learning "for people on the go out in the world." In this chapter he touches on the two aspects of mobile learning: enabling mobile individuals to participate in conventional learning and, what he calls, real mobile learning where individuals learn from "objects, environments, experts, and fellow learners" encountered in the real world. Designers will find numerous tables that tie capabilities, limitations, learner characteristics, and environmental conditions to specific design guidelines.Since Horton is aware that many e-learning developers are busy supporting the use of live web conferencing sessions or instructor-led sessions organized by a learning management system, there is a chapter on designing materials for synchronous or asynchronous electronic classrooms. This used to be Chapter 9, but is now Chapter 10. It has been streamlined considerably due to the addition of the chapters on social and mobile learning. For readers of the first edition, you may be asking what happened to the chapters on visual design and navigation. Those too have moved online as Online Chapters 14 and 15.
Got the message? Go to [...]
Hortonism: "Teach the class, don't just let it happen."
The last new addition to the Second Edition is the Appendix on what Bill calls "essentialism." He defines it as teaching "just what people need to learn" and nothing more. In twelve pages, Bill outlines how to use usability testing techniques coupled with rapid prototyping to discover exactly what learners need to know and what they can figure out on their own--and what they didn't need to know at all. According to Bill, this approach can reduce the size and scope of a project by up to 90%.
Too many post-secondary courses focus on instructional design theory and on what Horton calls "ponderous instructional systems design methodologies." Essential building blocks of interactive design are neglected. Yet, the speed of technological change mandates that instructional designers be taught the skills of pragmatic interactive design that enable them to utilize new technology, yet stay focused on facilitating learning. This book should be required reading for graduates of curriculum and instructional design programs.
Putting the book to work
Let's examine how you might put this book to work for you. Does your e-learning development group have published standards for instructional design and course development? This book can help furnish a framework for reaching agreement among staff and clients. Or you can benchmark your current standards and definitions of quality e-learning against examples found in the book. Time for professional development for you training staff is often hard to come by. You can assign readings from the book and discuss a few important points for five minutes before each staff meeting.
Post the companion website on your department Intranet. It contains wonderful examples that are indexed to each chapter, providing a great resource tool for igniting a brainstorming session. Horton's 2000 edition has been cited in academic texts. And if he weren't so cynical about advanced degrees, we would surely be calling him Dr. Horton. Yet, that is essentially what defines Bill Horton. He is our industry's Henry David Thoreau.
Hortonism: "Essentialism blatantly shouts that the goal of education is not to teach everything about a subject but to teach just the things learners need in order to apply skills and knowledge in their lives. Essentialism attempts to identify what few things learners actually need to know, do not know, and cannot figure out or look up on their own."
Recommendation- Horton is a eLearning STAR and his new book deserves all five!.
Buy E-learning By Design if your work involves e-learning. Even if all you do is browse it or use it as an occasional reference to resolve a disagreement among team members, you will come to realize that Bill Horton's "practice, practice, practice" work ethic has once again produced a book chock full of value.
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