Many recent models of learning and instruction center learning on real-world tasks and problems to support knowledge application and transfer. Among these models are problem-based learning and task-centered learning, two different approaches to learning that are often mistaken for one another. However, there are important distinctions between…

Knowledge is like food and drink, a necessity of life, the motor of the economy, and a precondition for any social activities. While considering these facts, one cannot fail to notice that education and agriculture have a lot in common. This article reflects on the parallels between agriculture and education. While agriculture started modernizing…

It is no accident that the first use of computers in school systems was to arrange schedules for students and teachers. The proper use of the computer in the classroom is as a replacement for the clock and its strict temporal schedule. By conveying information through self-instructional content, the computer can schedule work for pupils in…

The great need for educational innovation goes beyond what educational research alone can provide. Educational design offers much potential, particularly in combination with research--as design research (research "on," "into," or "about" design), design-based research (research "through" design), research-enhanced design (research to "inform"…

Discusses quality improvement (QI) and how it can help human performance improvement (HPI). Compares QI and HPI and discusses focusing on products and services; focusing on the customer; using data more effectively; continuous improvement; benchmarking; establishing standards; specialization; and involving the clients. (LRW)

Compares two multimedia platforms, HyperCard and CD-I (Compact Disc-Interactive), in terms of their development and delivery capabilities and costs. Examples of products developed on each platform are described and sample screen displays are included. Future prospects for the two products are considered. (MES)

Describes the Distance Education Learning (DEL) Systems model that provides a learner focused process for distance education through the lifelong learning process. Compares distance education systems models and describes three applications of the DEL model, two in higher education and one in corporate training. (LRW)

Considers the role of the teacher in distance education. Topics discussed include professional knowledge; differences from conventional teaching, including increased interpersonal distance, reduced interaction, loss of feedback, and interference in message transfer; and reflecting on context, learners, and methods. (23 references) (LRW)

Discusses the appropriate use of the instructional systems design (ISD) process and compares it to the appropriate use of the dog-breeding process according to the AKC (American Kennel Club). Topics include constructivism and objectivism, or behaviorism; instructional effectiveness; and the use of design models. (Author/LRW)

Compares factors required for a successful distance education course to requirements for designing a unit of instruction using instructional systems design (ISD). Application of these requirements to video teletraining is discussed to demonstrate that teaching ISD may be accomplished by teaching preservice teachers how to design a distance…

Describes the differences between traditional computer-based training (CBT) and electronic learning environments using the principles of activity theory. Concludes that an e-learning environment developed on the principles of activity theory characterizes the workplace because it provides a contextual-community perspective that is lacking in…

Discusses the best-known examples of slow-scan television; its development; its relationship to other types of visual media; its effectiveness as an instructional method; its use in teleconferencing; slow-scan television systems and their uses; factors of slow-scan picture quality, frame frequency, and bandwidth; origination and display…

Compares the differences between the meanings of hypertext, hypermedia, and multimedia and discusses the uses of each term. Suggests how the terms and the relationships between them should be described and provides a summary of functional and semantic definitions found in the literature. (AEF)

Discussion of educational systems design describes four systems levels that can be emphasized: learning experience, instructional, administration, and governance levels. Factors to be considered in selecting a focus level and the implications of focusing on the learning experience level are discussed; and a table comparing instructional and…

Reviews the use of media comparison studies in the field of educational technology, argues that they are weak and inappropriate, and recommends a new focus on the issues of instructional methods and learner characteristics. Discusses intra-medium studies and aptitude treatment interaction studies as better alternatives. (LRW)