Comments on the preceding article which examined elaboration theory and offered suggestions for updating it to reflect new knowledge. Highlights include the simplifying conditions method; internal versus external knowledge structures; connectionism and authentic tasks; content structure as organizing structure; ill-structured domains; and…

Describes the impact of the tools being developed as part of the Second Generation Instructional Design (ID2) Research Program on the process of instructional design. Highlights include domain semantic meaning; instructional design expert systems; rapid prototyping; the instructional systems development process; and the ID2 rapid prototyping…

Describes a submethodology for using information from the analysis phase during the design phase when developing technical training. The development of instructional materials is discussed; Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model and Gagne's events of instruction are compared; and the development and use…

Describes a survey of 73 training professionals involved in course development that was conducted to determine whether and how they included instructional design activities in their projects. Factors influencing the selectivity of including instructional design activities are discussed; implications for practice are suggested; and future research…

Discusses theories of constructivism, educational technology, and instructional design that were raised in an earlier issue. Topics discussed include process versus content of learning; collaboration; prespecification of knowledge in building instruction; and the design of learning environments. Two examples contrasting objectivist and…

Seven crucial elements in planning training are (1) needs assessment; (2) behavioral objectives; (3) curriculum development; (4) methods selection; (5) agenda; (6) implementation; and (7) evaluation. (SK)

Describes how to write training case scenarios. Describes four types of cases: gateway, challenge, performance management, and role play and how to develop them. (JOW)

Reviews theories about factors affecting the transfer of training, including theories on motivation (expectancy, equity, goal setting), training transfer design (identical elements, principle, near and far), and transfer climate (organizational). (Contains 36 references.) (SK)

Reviews the philosophies of radical constructivism and semiotics and discusses the implications of semiotics for radical constructivist learning. Presents the design of a constructivist learning environment using the semiotic perspective of R. Stamper (1993). (SLD)

A model for the design and delivery of distance instruction is based on a systematic approach to distance learning that considers all stakeholders and is student centered. (SK)

Provides occupational information for instructional coordinators, those involved in instructional material development, educational consulting, instructional design, and staff development. Looks at the nature of the work, employment outlook, benefits and drawbacks, qualifications and training, and related occupations. Provides sources of…

Cognitive load (CL) theory suggests minimizing extraneous CL and maximizing germane CL in order not to overload working memory. Instructional design for older adults should therefore include goal-free problems, worked examples, and different modalities and avoid splitting attention and including redundant information. (SK)

Investigates undergraduate student preference for overt vs. covert responding in a Web-based tutorial using a within-subject design. Explains covert question format, which requires passive thinking, and overt format, which requires active responding; and discusses results which show a preference for the overt format. (Author/LRW)

Tables of specifications provide graphic representations of objectives and segments of instruction or test questions. Examines tables of specifications (use, significance of empty cells, traceability) and their application in instructional design, highlighting constructivism and microworlds, structural communication, computer mediated…

The purpose of this study is to discuss major issues in designing inquiries on the web. Instructional designers face a lot of difficulties and challenges to deal with in the course of designing inquiry experiences for learners in the online environment, a complex and ill-structured learning environment. Facilitating inquiry or using an…