Discusses Component Display Theory (CDT) as a method of instructional design, and describes a reorganization of CDT meant to increase its utility in the instructional design process. Matrices in the CDT are explained, and a synthesized matrix based on content and performance elements is provided. (six references) (LRW)

Presents a matrix of skills necessary for multimedia development. Skills are identified in business, artistic, and technical areas. These skills are then applied to the following reasons for multimedia use: to condense time and material; to effect rapid skills transfer; and to manage feedback and evaluation. (MES)

Develops a heuristic device called the Formative Evaluation Outcomes Matrix that systematizes the data from three commonly used formative evaluation instruments for the purpose of diagnosing faults in products of the design process. (Author)

This second installment in a series of edited transcripts based on a conference held at Utah State University in 1987 reviews the main points of Merrill's Learning Theory. The performance content matrix is explained, primary presentation forms are described, and the concepts of student responsibility and learner control are discussed. (Three…

This fourth in a series of edited transcripts based on a conference at Utah State University compares Gagne's Conditions of Learning with Merrill's Component Display/Design Theory, and suggests a merging of the two. Topics discussed include content structures, learning hierarchies, learning theories, learner control, problem solving, cognitive…

Discusses level 3 evaluation from Donald Kirkpatrick's Four Level Evaluation Model (level: 1-reaction; 2-learning; 3-behavior; 4-results) to measure training program performance. Highlights include an evaluation planning matrix; increasing evaluation data accuracy and reliability; data collection method selection; designing data collection…

This third in a series of edited transcripts based on a conference at Utah State University describes Merrill's Component Design Theory (CDT) and compares it to his earlier Component Display Theory. Topics discussed include concept structures, knowledge acquisition, components of an instructional design system, and a new CDT matrix. (10…

Discusses and defines immediate and delayed feedback as they apply to computer-assisted instruction and testing. A research classification matrix is presented to provide a framework for classifying existing feedback studies and to guide future research, and a sample bibliography classified according to the matrix is given. (31 references) (LRW)