Examines teletraining as a cost-effective, high quality alternative in distance education. Teletraining methods include: audio-only, audio-graphic, computer-conferencing, one-way video broadcast, one- or two-way video with audio interaction, and desktop videoconferencing. (AEF)

Proposes an instructional transaction class hierarchy and describes capability, knowledge, interactions, and associated transactions for three classes of transactions: (1) component transactions (identify, execute, and interpret); (2) abstraction transactions (judge, classify, decide, generalize, and transfer); and (3) association transactions…

Explores aspects of conducting management simulations in a corporate environment, based on the experiences of a facilitator for 15 classes that used a total enterprise game. Observations regarding simulation value, team size and selection, number of sessions, the role of the facilitator, and model design are offered. (36 references) (MES)

Presents an introduction to the ARCS Model of Motivational Design which identifies four motivational factors required for increasing the appeal of instructional presentation: gaining and sustaining attention; providing relevance; building confidence; and promoting satisfaction. Instructional strategies and ideas for applying the model to…

Addresses concerns of both facilities planners and instructional designers in planning for the audio component of group presentations. Factors in the architectural design of enclosures for the reproduction of sound are described, including frequency, amplitude, and reverberation; and a case study for creating an acceptable enclosure is presented.…

Summarizes the implications of constructivism for instructional systems design in five principles that integrate the affective and cognitive domains of learning. Distinguishing characteristics of the two approaches are described based on a review of recent literature, and examples are offered that discuss learner controlled computer-based…

Considers patterns of possible relationships between phonological recoding skill and three conceptually distinct aspects of reading. Finds that systematic instruction is more effective than incidental instruction; inclusion of direct instruction in phonological recoding skill yields better results than relying primarily on writing activities; and…

Discussion of instructional design in distance education focuses on a collaborative process of preparing course materials for a distance education course on curriculum at Queensland University (Australia). The viewpoints of the instructional designer and the teacher are examined throughout the course development process. (Contains 31 references.)…

Describes a study that addressed three issues in the provision of distance education at the University of Tasmania: the nature of the instructional designer/academic author relationship; perceptions of the role of the instructional designer; and institutional factors perceived by authors as impeding the development of quality instructional…

Examines the roles of subject matter experts (SMEs) and instructional designers and discusses distinctions between the two. Three reasons to distinguish SMEs from instructional designers are explained: the learning process, knowing versus communicating, and allocation of resources. (LRW)

Describes instructional transactions as patterns of learner interactions designed to enable learners to acquire certain kinds of knowledge or skill and identifies four primary components of an interaction shell: interactions and an interaction manager, instructional parameters, a knowledge base, and a resource database. Transaction shell authoring…

Discussion of three basic goals of education--retention, understanding, and active use of knowledge and skills--focuses on information processing technologies and educational practices surrounding the idea of constructivism. Highlights include the five facets of a learning environment and the relationship of constructivism and technology,…

Discussion of the case study method focuses on its use to improve human performance. Critical and variable attributes of case studies are described, guidelines for creating a case are suggested, case study method types and formats are discussed, and criteria for evaluating the quality of a case study are presented. (18 references) (LRW)

Discusses the use of interactive design principles for case materials. Topics discussed include the functions of case materials, including bridging theory and practice, problem solving, and motivation; the potential for interaction; considering instructional needs; elements of interaction, including responding, feedback, and branching; and levels…

Discusses limitations of current instructional design theory and suggests new approaches that should be emphasized. Constructivist theories of learning in cognitive psychology are described, research into student learning is reviewed, and the systems approach is discussed in conjunction with the use of objectives. (47 references) (LRW)