Includes a review of the elements of ideal project contracts, some suggestions concerning contract negotiation, and a sample contract from a recent development project. (Author/JEG)

Literature indicates that there is limited research on the organizational decision processes to develop and deliver e-learning programs. In this paper, existing e-learning literature is analyzed in terms of macro level factors (national culture and organizational variables) and micro level factors (learner variables, instructional decisions,…

Distance education course designers working alone often do not have the luxury of fully developing their instruction before releasing their courses to students. The Individual Iterative Instructional Design (I3D) model is useful for educators who both develop and present their distance learning instructional units in areas ranging from higher…

The premise is advanced that a major weakness of the everyday generic instructional systems design model stems from a too modest traditional conception of the purpose and potential of formative evaluation. In the typical ISD (instructional systems design) model formative evaluation is shown not at all or as a single, product evaluation step. Yet…

A three-faceted investigation was conducted to critically analyze Witkin's conceptualization of cognitive style gleaned from his field dependence/field independence continuum, to identify cognitive style components within the instructional development literature, and to construct a paradigm of the intersections and commonalities between the…

The systems approach to instruction is studied through an analysis of the use of this approach by the U.S. Air Force's Air Training Command. An explanation of the USAF Instructional Systems Development (ISD) model is given. (RAO)

Novice teachers encounter a variety of challenges and uncertainties, not limited to classroom management, cultural diversity, subject matter expertise, integrating technology, and instructional design. The act of planning, both physically and mentally, is a way to diminish these uncertainties. The purpose of this article is to suggest a design…

This paper presents the updated (fourth generation) version of the instructional design (ID) model, noting its emphasis on a scientific, iterative approach based upon research and theory in learning and instruction and upon applied development experience. Another important trend toward a scientific approach to instructional design is the increased…

Continuing education can be looked at as a living system and, as such, assessment is viewed as an integral part of the control function. The use of control functions models of assessment provides a living systems point of view and allows for such new and different questions to be posed as: (1) What are the significant levels of perception 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…

Presents a model for course development which utilizes a behavioral approach to instruction within the context of instructional systems design (ISD). An overview of the ISD process is given, and an introductory college psychology course is described which was prepared by modifying Keller's Personalized System of Instruction (PSI). (LRW)

Curriculum management stresses the identification of purpose and content involving essentially what'' questions; instructional development deals with strategies and techniques of teaching that attend basically to questions of how.'' This article deals with a description of an appropriate instructional development system. (Authors/CB)

Discusses the need for and use of models in the design and development of instructional materials, providing an overview of the main characteristics of a unit model and three course models: a simple linear model, a refined linear model, and a branched model. (RAO)

Defines instructional development, describes the scope of the research and knowledge base upon which its practice is built, comments upon the sufficiency of the investigation into the components of that knowledge base, and poses questions for future research. (Author)

Describes, justifies, and illustrates a process for analyzing and comparing instructional development (ID) models at the task and subtask levels. ID tasks and subtasks are identified, weights are assigned to the subtasks, and various instructional design and instructional development models are compared, as to both comprehensiveness and…