Digital learning environments are generally composed of resources that cumulatively meet some specified educational objective, with each resource facilitating the acquisition of a subset of the concepts to be learned. In such contexts narrative has, for example, been used to support the understanding and navigation of a course or curriculum…

Effective uses of technology in social studies methods courses is an under-researched field. This study focused on the development of WebQuests to engage teacher candidate's exploration of the Internet as an authentic medium for inquiry in social studies education. Analysis of appropriateness of tasks in the WebQuests, depth of ideas and audience…

Recognizing the mismatch between a philosophy of holistic development and evaluation focused on external, quantitative criteria led Miami University's Honors and Scholars Program to revise its curriculum in accordance with student development theory. (Contains 1 table.)

The structure and composite nature of a learning object is still open to interpretation. Although several theoretical studies advocate integrated approaches to the structure and aggregation level of learning objects, in practice, many content specifications, such as SCORM, IMS Content Packaging, and course authoring tools, do not explicitly state…

This article describes the design and delivery of a compulsory course in packaged software at vocational schools in Taiwan. A course website was devised and deployed to supplement learning activities in the traditional classroom. A series of quasi-experiments was conducted with innovative instructional designs, that is, web-enabled problem-based…

Activity theory (AT) is a powerful tool for investigating "artefacts in use", ie, the ways technologies interrelate with their local context. AT reveals the interfaces between e-learning at the macro- (strategy, policy, "campus-wide" solutions) and the micro-organisational levels (everyday working practice, iterative change, individual…

Most instructional technologists understand that instruction aims to be effective, efficient, and appealing. These three quality indicators have proven useful in establishing desired outcomes. In this article the authors suggest an expanded set of indicators, with more attention to social impact, engagement, and the learner's experience. By…

Both the technical history of training devices and the issues which currently confront their design and use are discussed by a group of distinguished scientists and engineers. A blend of human factors and engineering paper reflects the twin thrusts that make up the educational tools that are training device systems. (Author)

Training devices should be designed to provide efficient learning conditions, especially guided practice and prompt feedback. These devices can be more useful than their operational equipment counterparts because they facilitate the focusing of learner attention on particular components of a total operation, they make operations visible for study,…

Classifies production into four levels, from top level activities (beyond practical requirements) to low level activities (individual or irregular production), and describes management message characteristics for each level. The major management problem is to match level of development activity (from non to extreme) and production level (from nil…

Briefly discusses the basic principles of programmed learning and presents a 10-step procedure for designing a programmed learning sequence. (JMB)

Methods of increasing learner participation in training design are discussed. (Author)

A game which deals with the design of instructional games. The player tries to predict the average attitude of the group toward instructional simulation games. The game allows the generation and verification of a number of hypotheses. (Author/LS)

The author proposes competency statements" as stating behavioral objectives in their best sense. He goes on to state specifically when, why and how competency statements should be used. (Editor)