Discusses the use of hypertext as an instructional tool and compares hypertext instruction with traditional instructional formats. Instructional design guidelines for hypertext are presented that focus on learner control, multiuser management, user interface, knowledge organization, and content representation. Limitations of learner control as an…

Describes basic concepts in the field of general systems theory (GST) and identifies commonalities that exist between GST and instructional systems design (ISD). Models and diagrams that depict system elements in ISD are presented, and two matrices that show how GST has been used in ISD literature are included. (11 references) (LRW)

Provides an overview of the use of models in instructional design. Highlights include a definition of the term model; types of models, including conceptual, procedural, mathematical, and prescriptive; procedures for model development; classification of models in the literature; and alternative techniques for model validation. (Contains 38…

Explains postmodernism and discusses the role of postmodernism as it relates to educational technology and various paradigms for educational technology. Highlights include the systems approach to instructional design and the relationship between the psychological paradigm of constructivism and the aesthetic paradigm of poststructuralism. (15…

Discusses the relationship between instruction and motivation, describes Keller's ARCS model of motivational design and Gagne's instructional design theory, and explains how they can be integrated and used by instructional developers and designers. An example is given where motivational strategies are matched with appropriate instructional events.…

Discussion of constructivism that is based on concerns raised in an earlier issue focuses on demands placed on the learners. Three areas are explored: (1) cognitive complexity; (2) task management, to help sequence students through a learning experience; and (3) learners "buying in" to the constructivist agenda of the instruction. (10…

Discusses three assumptions that relate to constructivism and instructional design which are based on articles in an earlier issue: (1) an emphasis on learning rather than on performance and instruction; (2) the changing role of technology for promoting learning rather than to teach content; and (3) the changing roles of instructional designers.…

Discusses the instructional systems development (ISD) model which consists of analysis, design, development, implementation, and evaluation; and concludes that a precontract phase should be included where standards can be specified. The need for this initial phase is considered in light of commercial vendors and the need to bid competitively. (LRW)

Discusses the contributions to this special issue within an instructional design framework; examines three major trends that indicate a shift in focus; and concludes that software training is at an end since it is no longer fundamentally different from regular professional skills training. (Author/LRW)

Considers similarities and examples of collaboration between the disciplines of instructional design and technical communication. Topics include productivity measures; job titles; interactive communication programs; and examples from the corporate world and from the academic world. (LRW)

Evaluated a peer review process in a graduate instructional design course. Discusses influences on the effectiveness of peer review and proposes peer review as an authentic and efficient means to introduce graduate students to the strategic knowledge needed to apply instructional design skills. (Author/LRW)

Discusses how universities can close the gap between the rate of change via technology and the rate of learning in a distance learning environment and describes knowledge management tools that deliver distance learning and can close the gap. Highlights include instructional design plans; paradigm shifts in methodology and collaborative strategies;…

Discusses problem solving and why employees need to be trained and educated to solve problems. Highlights include domain knowledge and its role in problem solving; instructional design issues; types of problems; discrete problems versus metaproblems; and the need to prescribe instructional design processes for each type of problem. (LRW)

Presents a cognitive theory of multimedia learning that draws on dual coding theory, cognitive load theory, and constructivist learning theory and derives some principles of instructional design for fostering multimedia learning. These include principles of multiple representation, contiguity, coherence, modality, and redundancy. (SLD)

Examines instructional computer simulation from a Heideggerian point of view, claiming that traditional conceptions of simulation do not account for important characteristics of existence, namely anxiety and waiting. Discusses Heidegger's conception of Bestand, or standing reserve, and suggests implications for instruction. (Author/LRW)