Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

Analytic (field independent) and global (field dependent) styles of learning in 96 sixth graders were tested using two instructional design techniques. Results indicate incorporation of attention directing techniques into an audio lesson will significantly enhance learning for analytic individuals. (Author/JEG)

A short review of research on the effects of using inserted questions in instructional media and prose.

The results from a survey of the support staff in 17 universities in the United Kingdom are described. From the data some simple generalizations are deduced. The paucity of support staff in many universities is abundantly clear. (Author)

J. W. Atkinson expectancy-value theory of motivation is discussed and embellished. Possible ways to enhance student motivation through instructional design are proposed for further study. (BD)

New perspectives on the time-honored technique of workshops have identified two major concerns: the context of workshops and the diverse potential of this format for adult learning. (SK)

Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments.…

Proposes a framework for the design of computer-mediated communication (CMC) environments that combines constructivist learning environments (CLEs) and dynamic learning environments (DLEs). Highlights include learner involvement in the problem authenticity; computer-supported collaborative learning; goal-based scenarios; integrating CLEs and DLEs;…

Discusses learning objects that encompass a learning activity so they are more than just a digital resource. Reports on a feasibility study for metadata to record process-oriented information about instructional approaches for learning objects, through a set of Educational Rationale tags which would allow authors to describe their design intent.…

Presents a case for viewing instructional design as a moral endeavor; offers a framework for discussing the moral dimensions of the profession, including conscience formation and competency development; and discusses ways the framework can be used to improve the practice of instructional design. (LRW)

Discusses the origin of the ADDIE model of instructional design and concludes that the term came into use by word of mouth as a label for the whole family of systematic instructional development models. Examines the underlying ideas behind the acronym analysis, design, development, implementation, and evaluation. (Author/LRW)

Discusses the instructional design process when an additional need is identified in the middle of a project that has already been geared to another need. Topics include determining how critical the additional need is; resources available, including budget impact; time factors; and client satisfaction. (LRW)

Summarizes a 1964 book on programmed instruction, "Good Frames and Bad" by Susan Meyer Markle, which presents still-valid principles for instructional programmers: subject matter sophistication; communication, behavior analysis, and diagnostic skills; and commonsense rules for writing good instructional frames (today's computer screens). (SK)

A job standard contains criteria for performing a task in actual work conditions. A training standard takes into consideration the training conditions (resources, equipment, instructor) and may be less rigorous. Trainers should understand the difference and know when to use each. (SK)

Although technical developments have occurred in the design and use of business simulations for management training, other changes are needed to keep them relevant. Design of simulations should address current and future trends in the workplace and skills that will be needed by managers. (SK)