A model is presented which includes these components: analysis (behaviors, objectives, sequence), synthesis (competencies, materials, setting), and outcomes (evaluation, modification). (DAG)

Urges the explicit recognition of boundary conditions in instructional development. (DAG)

The author examines the role of educational technologists and proposes that evaluation is the unifying activity in which those in the field can join together.

Aspects of the artistry and knowledge involved in the videodisc design process are emphasized in a discussion of the intrinsic characteristics of the medium, the people involved, the traditions and conventions of the medium, and the expectations that people have regarding its use in the instructional process. Seven references are listed.…

Discusses instructional design using the unique features of the videodisc. Instructional and authoring strategies for linear motion, linear stills, instructional units, and integration of stills and motion, and interactive instruction (multiple-choice branching and branching from constructed responses) are offered. (RAO)

Describes the theory-base of the TICCIT system, summarizes some recent advances in instructional theory for sequencing and synthesizing related parts of a subject matter, and describes three major implications of those advances for the design of future theory-based CAI systems. (Author)

Describes some general characteristics of the deaf learner and discusses the videodisc as a means for marketing computer-based visual instructional materials, hardware functions, and possible design approaches using a variety of instructional techniques. (Author/JEG)

In the wake of reorganization, what course design problems face British colleges involved in teacher education? What is the role of educational technology in their solution? (BD)

Discusses the concept of a new paradigm for ISD (instructional systems design). Topics include characteristics of industrial-age versus information-age organizations; the current paradigm of education and training; implications for instructional theory, including learning-focused theory; and implications for the ISD process, including a sample…

Defines design languages as collections of terms that can be used as the primitive words for expressing design sentences. Explains the use of design languages in an instructional design context, including identifying design language terms, design language flexibility, and sharing design languages for cooperative dialogs. (Author/LRW)

Reviewed research on the design of multimedia explanations. Findings show these effects of multimedia instructional design: (1) a multimedia effect; (2) a coherence effect; (3) a spatial contiguity effect; and (4) a personalization effect. Discusses each of these effects and shows how the same instructional design can be effective across different…

Discusses the use of a design template for designing courses by instructors and subject matter experts with editing from an instructional designer. Highlights include where to look for design problems, how to coach the instructor or subject matter expert, and six elements in a design document that need to agree. (Author/LRW)