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.