Discusses the evaluation component of instructional design, suggests a performance technology approach to improve evaluation, and describes the Rummler-Brache Organizational Alignment Model that provides guidelines for systematically identifying the key variables when reorganizing training toward more appropriate evaluation. (LRW)

Discusses and defines participatory or user-design in the fields of instructional design and performance technology and describes systemic change as a context for user-design. Topics include stakeholder involvement, ethnographic field methods, cooperative design, action research-based user-design, user-design decision guidelines, and leadership.…

One way to avoid misunderstandings about the nature of training between corporate managers and training personnel is to relate instructional systems design (ISD) to a process with which managers are familiar. Proposes comparing the activities and outputs in ISD to new product development. Discusses steps in both models and includes a comparison…

Motivation is inseparable from culture. The Motivational Framework for Culturally Responsive Teaching uses four motivational conditions as guidelines for instructional planning: establishing inclusion, developing favorable dispositions to learning, enhancing meaning, and engendering competence. (SK)

Workshops for distance learners have unique design considerations regarding technical and learner support, media selection, and the nature of the learning activities. Program planners should consider who is being excluded by distance offerings and how important cost effectiveness is. (SK)

Discusses the appropriate use of the instructional systems design (ISD) process and compares it to the appropriate use of the dog-breeding process according to the AKC (American Kennel Club). Topics include constructivism and objectivism, or behaviorism; instructional effectiveness; and the use of design models. (Author/LRW)

Introduces general features of distance learning and examines essential aspects of instructional design for distance learning with special emphasis on instructional design methodologies and media selection. Discusses the ACTIONS Model (Access Costs Teaching Interaction Organization Novelty Speed). (56 references) (Author/JRH)

Stresses the importance of heeding the rules of basic instructional design when developing multimedia programs. Suggests that new media present unfamiliar and complex options that can distract from the design of effective instruction. Includes a checklist for designing new media training products. (JOW)

Suggests a concept framework for online learning based on collaborative/cooperative strategies and course designs that enhance creative and critical thinking. Urges a shift to project- and problem-based learning and action-reflection cycles. (Contains 30 references.) (SK)

Presents a model to help instructional designers ensure that an instructional Web site includes the necessary elements to support the desired learning. Highlights include goals for the instructional system and Web site; information presentation; interactions on the Web; and linked connections to other information. (LRW)

Discusses the layering of instructional designs and implications for teaching and practicing instructional design. Phases that students evolve through as they mature in their theoretic and practical knowledge are described, and the roots of this progression are explored. The following layers of an instructional design are summarized:…

Discusses the cognitive approach to instructional design (ID) and how ID practitioners can design training differently. Highlights include how learning occurs; categories of learning; a model that summarizes the components of a well-designed lesson; a framework for ID based on cognitive psychology; and a table to use as a job aid for designing…

Reports the results of an intervention program for students with difficulties learning mathematics. Compared two kinds of math intervention, guided versus structured instruction, to regular math instruction for students from regular and special education aged seven to thirteen and concludes that both forms of intervention were effective for low…

Examines the balance model and identifies the issues that divide scientists. Describes learning situations that were the subject of the empirical study which involved 40 students in two 8th-grade classes. Shows the presence of negative numbers gave rise to many errors. Discusses the relevance of the balance model and analyzes the arguments put…

Interviews were conducted before and after 10 trainers attended workshops on using an educational equity guide for nontraditional training. Pretraining resistance to equity gave way to new awareness of issues and learner concerns and willingness to change practice. Training modified male and female participants' discourses in different ways.…