Examines 40 models of instructional design, identifying which of 14 common tasks in model development each includes and categorizing them by origins, theoretical underpinnings, purposes and uses, and documentation. General purposes and uses of systematic instructional design models are discussed, and an explanation for the variety of models is…

Describes the elaboration model of instruction and the six major steps for implementing it. (JEG)

This article contrasts instructional science with instructional technology, defines empirical research as it relates to instruction, and provides an example of this science-technology continuum. (Author)

Reviews research and theories in the area of motivation, and develops a model for a systematic approach to designing motivating instruction. (Author/JEG)

Thinking and doing are both necessary to prepare technological problem solvers. The key is designing learning that will result in creative, functional, and open-ended technological thinkers. (JOW)

A three-dimensional, question-based approach to educational design involves technical, sociopolitical, and ethical dimensions. It combines enduring principles from classical planning models with newer contributions from varieties of feminism, postmodernism, critical theory, and multiculturalism. (SK)

Discusses the lack of progress in creating valuable electronic learning (e-leaning) experiences and considers reasons for it, including the lack of incorporating appropriate media. Explains the need to focus on learner-centric instructional design rather than content-centric design and considers good interactions, challenging the learner, and…

Offers a critique of the articles in this issue. Examines the four basic instructional design tools that are described, including tool functions, tool characteristics, and tool evaluation; compares the tools with earlier models; and suggests the need for future instructional design tool research and development. (LRW)

Describes a systematic approach for the design of training that supports large software implementation projects. Addresses the diverse combination of users, with different needs and time requirements, and outlines how a systematic design approach can be applied to the design and delivery of complex training solutions related to performance…

This theoretical paper uses cybernetic-based approaches and communications theory to advance knowledge of constructivist learning. Explores a cyber-constructivist perspective (CCP) as a tool for increasing awareness of factors that may contribute to effective constructivist educational design within learning communities, and discusses advantages…

Reviews two books that are representative of the substantive books aimed at those who wish to design effective distance learning. Together these books provide a reasonably complete perspective on how to design effective distance learning. They have many strengths, and few weaknesses. (SLD)

Explores the current merger between the domains of education and instructional design and what it means for instructional design, for higher education, and for society as a whole. Reviews the history of the emergence of instructional design; how boundaries were formed between education and instructional design; and recommendations for bridging the…

Explains experience design as an emerging multidisciplinary approach to design and considers implications for the design of instruction and learning experiences. Discusses experience design applications in education; what experience is and how people experience things; the role of stories and drama; boundaries and constraints; and implications for…

Describes how the Alexandria Digital Earth Prototype (ADEPT), a large-scale digital library project, can be used to assist college instructors in designing lessons. Examines two instructional aspects of digital libraries: personalized knowledge bases (the knowledge of any domain), and structured views of the knowledge base (a subset of the…

Presents aspects of the traditional ISD (Instructional Systems Design) process that may change when moving a learning object strategy. Compares a traditional ISD process to a process that has been customized to fit the design, development, implementation, and evaluation of learning objects, regardless of how they are used as a performance…