Discusses the role of algorithms in the design of computer-assisted instruction (CAI). Structural and processing characteristics of algorithms are analyzed, instructional algorithms are explained, empirically based design rules are presented, and the use of instructional algorithms in artificial intelligence is described. (44 references) (LRW)

Discusses a research program at Utah State University that is developing an advanced instructional design theory to help produce an integrated computer-based system. Highlights include a theoretical base that organizes knowledge about instructional design, a methodology for representing domain knowledge; miniexpert systems; instructional…

Addresses the relationship that exists between the fields of educational technology, which stresses a performance problem-solving methodology, and distance education, which provides a context within which these methodologies may be employed. A definition of educational technology is discussed, and methodologies of instructional design and…

Discusses two controversies regarding instruction in critical-thinking: (1) definitions of critical-thinking skills; and (2) the design of instructional delivery systems that promote the generalized use of these skills. Suggests that teachers select specific skills to teach and define those skills with clear, objective descriptions based on overt…

Examines the evolving formulation of ethics within a feminist critique of educational equity. Topics discussed include the development of feminist ethical and educational concerns from the consciousness-raising movement of the 1970s; deconstruction; the feminist ethic of care and implications for educational technology; and ethical caring and…

Reviews the key aspects of each stage of working with a subject matter expert (SME) for an instructional design project. Highlights include planning prior to collaborating with the SME, defining roles and responsibilities, the importance of good communication, and the importance of good management. (LRW)

Proposes an instructional design model for the production of courseware and combines this model with software engineering principles to specify project management responsibilities and procedures. Describes the roles of team members involved in the project and offers a project template to manage production activities to ensure that end products…

Describes the difference between systemic and systematic as they relate to school reform and instructional design. Highlights include a history of systems theory; systems engineering; instructional systems design; systemic versus reductionist thinking; social systems; and systemic change in education, including power relationships. (LRW)

Workplace demands for networked thinking, communication and cooperation skills, creativity, and innovation require new methods of vocational education and training: closer links between work and learning, integration of theoretical and practical learning, cooperative learning in teams, and active involvement of learners in the design of learning…

Half of the $50 billion spent on training each year is wasted. The training industry is responsible for at least half of that waste because the field is not fully professionalized and too many programs are not based on research on human psychology and behavior. The training industry must improve both the quality of its product and the quality of…

Presents an overview of principles and heuristics for designing minimalist instruction, with examples and theoretical or empirical arguments. Provides a starting point from which to create minimalist instruction to suit a variety of uses. (SR)

Reviews types of learning styles and criteria for choosing an appropriate assessment instrument. Describes four generations of distance learning and suggests ways to enhance distance education instructional design for different learning styles. (SK)

Responds to criticisms of author's work on instructional design and creativity. Clarifies three points from the criticized article: (1) the role of the Dick and Carey model; (2) the role of the client in the design process; and (3) the importance of performance analysis of ill-defined problems. (JMV)

Defines and discusses task analysis and presents a method by which goals can be achieved with the integration of task analysis and design. Highlights include the fact that prerequisites must be kept in mind during the development process. (JKP)

Presents a model for instructional design that highlights formative evaluation as the central process. Other models of instructional design are discussed; data collection methods are examined; the evaluator's role is considered; and the recursive nature of the design process is emphasized. (seven references) (LRW)