Addresses the need for and success of inservice education for media specialists and the role of media specialists as providers and consumers in this process. Six steps in planning and conducting inservice activities are discussed: (1) needs assessment; (2) objectives; (3) learner analysis; (4) material and activity selection; (5) implementation;…

Examines the current level of knowledge about consultation as it applies in the instructional development context and makes suggestions for further inquiry. (Author/JEG)

Offers comments on earlier articles that discussed constructivism and instructional development. Social negotiation of meaning and objectivity is addressed, a multiple-perspective continuum for reconceptualizing objectivism and constructivism is explained, and the implications of constructivism for assessment are discussed. (38 references) (LRW)

Compares hypertext with instructional design and development principles and processes. Theoretical foundations for hypertext are discussed, including knowledge acquisition, schema theory, and active structural networks; mapping instructional designs onto hypertext is explained; and hypertext systems are described both as instructional design…

Discusses three implications for the structure of technical writing instruction from a discourse perspective. The implications are a "you-centered" writing development, a heuristic for perceiving and organizing experience in a technological society, and a pragmatic alternative to the traditional approach to composition instruction. (RL)

Addresses the relationship that exists between the fields of educational technology, which stresses a performance problem-solving methodology, and distance education, which provides a context within which these methodologies may be employed. A definition of educational technology is discussed, and methodologies of instructional design and…

This discussion of different approaches to clarifying problems in the instructional development process defines what a problem is and the types of problems typically faced by instructional developers; presents a rationale for suggesting the use of evaluation models for finding development problems; and suggests ways in which the use of a…

Discusses the theories of instructional design methodologies and describes limitations for developing instruction for interactive, technology-based delivery systems. Topics discussed include content analysis; knowledge acquisition; course organization; phases of instructional development; passive versus interactive instruction; productivity and…

Compares and contrasts the current development of needs analysis and needs assessment through a review of the literature, and offers recommendations designed to restore systems thinking to front-end analysis in organizational and instructional development. The roles of needs assessment and needs analysis in a performance technology model are…

Tyler's model of instructional development is critiqued, and research on how experienced and beginning teachers plan is described. Alternative ways teacher planning could be taught, which vary according to behaviors to be emphasized, are discussed. (MT)

Outlines how the Writing Response Groups function. This is a cooperative learning atmosphere where trained student peers respond to other students' writing with the Praise-Question-Polish technique. Includes references. (MD)

Depicts two common views of the principal--the effective leader and the low-profile administrator--and outlines a more realistic view: the principal who realizes constraints but exercises authority as fully as possible. (Author/JM)

Discusses instructional design and the classroom teacher. Highlights include the impact of calls for school reform; teaching as an art versus a science; teacher planning versus instructional design; achieving reform through patching versus rebuilding; and the need to have a closer working relationship between teachers and instructional designers.…

This discussion of the parallel development of instructional development and the professional practices of women instructional developers examines both the three historical phases of the instructional development literature from the 1960s to the 1980s, and the literature of the women's movement for the corresponding period. The first stage is…

While the regular education initiative (also called regular education/special education initiative) has merit, the powerful complexities and dimensions inherent in the changes that are called for must be acknowledged. Excerpts from statements by teacher educators, Education Department officials, researchers, and national associations reflect the…