Design of an advanced diploma course for adult educators illustrates that learning is taught by constructing a sustained, varied task through which the capacity to perceive and interpret learning processes is challenged, expanded, and articulated. (SK)

Explores training transfer issues through the following questions: Why should transfer be measured? When? Who should measure it? How? and Which instructional and performance technology techniques can enhance transfer? (SK)

Provides an overview of blended science instruction. Discusses central rationales, the historical development of blended instructional plans, and a review of the current proponents and forms of such instruction. Compares and contrasts primary varieties. Explores some of the challenges facing those who plan on an integrated teaching focus. (SJR)

Describes some of the training and development jobs most in demand in today's labor market, including instructional designers, multimedia developers, change agents, and executive job coaches. (SK)

Twelve graduate students in an instructional-design course completed guided reflections on seven course components. Regression analysis of pre/posttests showed that reflection had no significant impact on performance. However, 83% felt it helped them recall, understand, and apply principles. (SK)

Presents strategies for making instruction more emotionally sound based on the FEASP (fear, envy, anger, sympathy, pleasure) approach. Highlights include the roles of emotions in cognitive instructional design, in motivational design of instruction, in affective education, and in emotional education; and a framework for Emotional Design of…

Examines the critical components of effective "practice" in the fields of instructional technology and human performance technology, as well as barriers to successful practice. Describes how to cope with these obstacles and ensure inclusion of relevant practice in instructional programs. Concludes with a true story that illustrates how…

Examines the effect of group size in problem-based learning on the problem-solving skill, self-directedness, and technical knowledge of 72 students in a dental education program. Discusses results of pretests and posttests, students' reactions, and implications for instructional design. (Contains 34 references.) (Author/LRW)

Describes the author's research to identify and describe effective and satisfying pedagogical designs to provide guidance in making technological delivery choices for professional communication distance education. Reviews research questions asked and describes her use of both qualitative and quantitative methodologies to compare two Internet-based…

The success of corporate instructional design projects depends on how well the practitioner performs in the field under specific circumstances. Benchmarking is one of the major business strategies for continuous improvement. A thorough inquiry into how exceptional corporate instructional designers function lends insights into the instructional…

Discussion of effective computer-based training (CBT), or computer-assisted instruction, emphasizes that the media used should be selected to support and deliver the message, not overpower it with unnecessary elements. Topics include computer as tutor; design and authoring tools; interaction; procedural versus principled tasks; and information and…

Describes the Accomplishment-Based Curriculum Development model, which provide a cohesive framework for the processes of human performance technology and instructional design. Topics include front-end analysis; behavior characteristics; information storage and retrieval; materials development; and the contributions of Joe Harless to the field.…

Korean human resource development practitioners (n=10) attended a training program on performance improvement technology. All showed a high perceived degree of learning, but more in skill than conceptual areas. There were different degrees of transfer, some due to lack of opportunities or lack of relevance to the job. (SK)

Discusses the construct of learning community for educators and examines issues concerning the theory and practice of constructing learning communities using communication technologies (virtual learning communities). Topics include possible future scenarios and implications for rural educators and distance education. (Author/LRW)

Discusses the history of the field of instructional design and technology in the United States. Includes a definition, major features, rational for using instructional design and technology as the label for the field, history of instructional media from 1900 to the present, effects media have had on instructional practices, and the effect…