Gives a target population description which could be used in designing instructional materials for university faculty members. Included is a list of 32 characteristics which profile the population. (JEG)

The evolution of a Multi-Cultural Project using instructional television is traced over four years. (BD)

Examines how the field of educational technology has been defined by the mainstream position, considers alternative frameworks, and discusses the pressure for change. Topics include a history of the field; influences on instructional design; theoretical bases; and perspectives from other disciplines. (LRW)

Discusses elaboration theory (ET); its major components--epitomes and elaboration levels; its seven macro strategies--elaborative sequences (conceptual, procedural, or theoretical), within-lesson sequences, lesson summarizers, lesson synthesizers, analogies, cognitive strategy activators, and learner control; and its compatibility with hypermedia.…

Describes the work model construct for instructional design that is used to improve the designer's approach to curriculum or syllabus construction and as the basis for assessment systems that act in a complementary manner with instruction. Several examples of its use in syllabus construction are provided. (Author/LRW)

Learning and understanding of science instructional material was examined from a cognitive load perspective. Diagrams were expected to reduce cognitive load by allowing students to process information using fewer elements in working memory than an equivalent text-based format. Two experiments using different chemistry instructions confirmed these…

Guidelines for 4-H programs for 5-8 year olds are as follows: (1) activity based, short term; (2) cooperative learning; (3) noncompetitive; (4) safe; (5) developmentally appropriate; (6) focused on the age group; (7) success oriented; (8) fun and positive; and (9) consistent with the experiential learning cycle. (SK)

Provides definitions for the diversity-related terminology used in this issue that deals with diversity in instructional design. Topics include culture, cross cultural awareness or sensitivity, cultural pluralism, diversity, ethnic group, and race. (LRW)

Suggests ways in which the domains of instructional technology (design, development, evaluation, management, and diffusion), the systematic design of instruction, and the nine events of instruction can facilitate intentional learning episodes that are culturally sensitive. Discusses cultural pluralism and explains the use of pluralism rather than…

Investigated the collaborative efforts by way of desktop video conferencing between beginning instructional designers and intern teachers. Discusses the impact of a real-world context for designing instruction on beginning instructional designers and the opportunity for intern teachers to experiences the process of instructional design, and…

Discussion of distance learning focuses on access, legal, and policy issues for people with disabilities and presents an overview of design considerations for assuring that a distance learning course is accessible to potential instructors and students with a wide range of abilities and disabilities. Uses universal design as a framework.…

Discusses the use of mental models to build bridges between three models of instructional design that are described and thus provide a more powerful foundation: one that stresses learning outcomes in knowledge structures; one that focuses on learning processes; and one that focuses on real-life task performance and strategies for authentic…

Discusses the development of instructional technology standards. Topics include development efforts for electronic learning standards; SCORM (Sharable Content Object Reference Model), including accessibility, interoperability, durability, and reusability; electronic learning standards at Brigham Young University (Utah); instructional design and…

This fifth in a series of edited transcripts based on a conference at Utah State University compares elements in Gagne's Events of Instruction with Merrill's Component Display Theory (CDT). Topics discussed include presenting objectives to the student; prior learning; stimulus and guidance; and presentation forms. (six references) (LRW)

Discusses the integration of multiple learning goals, or objectives, into instructional design procedures. Models of instructional design are described with emphasis on human performance factors; categories of integrative goals are explained, including denoting, manifesting, and discovering; and implications for the transfer of training are…