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| FAQ about this book | |
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| Should I Buy this Book? | |
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| Should I Read this Book? | |
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| Do I Have to be a Programmer to Read this Book? | |
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| How Should I Read this Book? | |
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| Is this Another One of those Tools-for-fools Books? | |
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| So What is this Book? | |
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| Who are you to Give Advice? | |
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| Isn't WBT too New for Clear Advice? | |
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| Won't this Advice Limit me? | |
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| How is the Book Organized? | |
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| Are the Examples Real? | |
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| Who is Responsible for this Book? | |
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| Meet Web-Based Training | |
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| What is Web-Based Training? | |
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| What Does WBT Change? | |
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| WBT is Just in Time for Just-In-Time Training | |
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| WBT is Well Under Way | |
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| Why do YOU Want to Use WBT? | |
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| Design First, Last, and in Between | |
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| Let People Learn as They Always Have | |
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| In Closing | |
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| Evaluate WBT | |
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| The Ideal Use of WBT | |
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| Advantages of WBT | |
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| Disadvantages of WBT | |
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| Estimating Costs | |
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| In Conclusion | |
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| Pick an Approach | |
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| Choose the Kind of Course | |
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| Consider Alternatives to Pure WBT | |
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| Set Technology Standards | |
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| Consider a Metaphor | |
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| Name Courses Carefully | |
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| In Conclusion | |
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| Build the Framework | |
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| What is a Course Framework? | |
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| Tell Learners About the Course | |
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| Register Learners Efficiently | |
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| Run the Course Smoothly | |
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| Provide Needed Resources | |
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| Acknowledge Success | |
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| Gather Feedback | |
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| Add Access Mechanisms | |
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| Help Learners over Hurdles | |
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| In Conclusion | |
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| Organize Learning Sequences | |
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| Pick From Common Lesson Structures | |
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| Create Building Blocks for Lessons | |
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| Design Your Own Learning Sequences | |
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| In Closing | |
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| Activate Learning | |
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| What are Learning Activities? | |
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| Use Common Learning Activities | |
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| Convert Classroom Activities | |
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| Make Your Activities Work Better | |
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| In Conclusion | |
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| Test and Exercise Learning | |
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| Do Web-Based Tests Work? | |
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| Plan Testing Carefully | |
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| Select the Right Type of Question | |
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| Explain the Test | |
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| Design Effective Questions | |
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| Sequence Test Questions Effectively | |
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| Give Meaningful Feedback | |
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| Improve Testing | |
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| Prevent Cheating | |
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| Consider Alternatives to Tests | |
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| In Closing | |
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| Promote Collaboration | |
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| Decide Whether to Use Collaboration | |
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| Determine the Kinds of Collaboration Mechanisms | |
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| Implement Collaboration Policies | |
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| Pick Specific Collaboration Mechanisms | |
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| Provide Complete Instructions | |
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| Publish a Guide for Message Writers | |
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| Moderate Discussion Groups | |
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| Prevent Common Problems | |
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| Motivate Participation | |
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| In Closing | |
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| Teach in the Virtual Classroom | |
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| Why Create a Virtual Classroom? | |
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| Attend to Human Factors | |
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| Hold a Pre-Class Get-Together | |
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| Publish a Comprehensive Syllabus | |
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| Prepare Learners to Participate | |
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| Manage Collaborative Activities | |
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| Teach the Class, Don't Just Let It Happen | |
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| Conduct Live Events | |
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| Stay in Touch After the Class | |
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| In Closing | |
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| Motivate Learners | |
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| Does Motivation Matter? | |
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| Set Clear Expectations | |
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| Require Commitment | |
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| Feature the WIIFM | |
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| Make WBT Fun and Interesting | |
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| Offer Bribes (Explicit External Rewards) | |
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| Pace and Prompt Learners | |
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| Provide Encouraging Feedback | |
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| Build a Learning Community | |
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| Intervene with Unmotivated Learners | |
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| Redeem Troublemakers | |
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| In Closing | |
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| Go Global | |
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| The Challenge of Global Training | |
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| General Strategies for Going Global | |
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| Avoid Covert National Chauvinism | |
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| Make Numbers Easy to Understand | |
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| Be Careful When Showing People | |
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| Make Media Global, Too | |
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| Encourage Learners to Form "Nations" | |
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| Display and Print as Intended | |
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| Write in International English | |
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| Practice International Netiquette | |
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| Bon Voyage | |
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| In Closing | |
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| Overcome Technical Hurdles | |
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| Technical Complexity Bars Effective Training | |
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| Plan for Technical Support | |
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| Lower the Hurdles | |
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| Solve Problems Before the Course Starts | |
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| Support Learners During the Course | |
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| Test Your Course | |
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| Identify Sources of Support | |
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| In Closing | |
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| Venture Beyond Courses | |
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| Libraries | |
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| Museums | |
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| Glossaries | |
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| Job aids | |
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| Mentoring | |
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| Conferences | |
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| Guided tours | |
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| Field trips | |
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| Simulations | |
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| In closing | |
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| Contemplate the Future | |
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| WBT will break out of technical training | |
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| Standards will muddle along | |
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| WBT will develop a marketplace | |
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| Education and training will merge | |
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| Training and publications will merge | |
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| The classroom will blossom | |
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| Gizmania will run out of batteries | |
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| WBT (and this book) will disappear | |
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| References | |
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| Index | |