Examines three elements useful for solving problems revealed by data gathering and analysis in the context of performance technology: goals, standards, and feedback. Emphasis is on the need for performers of tasks, their supervisors, and the organization as a whole to have the same goals and expectations, and how this is achieved through…

Describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and describes instructional systems that can support constructive learning at a distance. Highlights include paradigm shifts in learning and instructional design theory; computer-mediated communication; computer-supported collaborative work;…

Presents a model of information processing that demonstrates how to facilitate knowledge acquisition. Various instructional strategies designed to reduce the effect of impositions are described, such as use of novelty, mystery, and questioning techniques; reducing complexity of instructional messages; and the automaticity of secondary skills. (JKP)

Discusses how those who learn basic human performance technology (HPT) skills can expand expertise in three directions: extended HPT (including generalist, project manager/integrator, and implementation specialist); specialized HPT; and HPT linked to related fields. Presents examples of applications of each alternative. (JKP)

Discusses instructional design and the integration of computer-assisted learning (CAL) into corporate training. Topics include the social context of learning in models of instructional design, and CAL as a substitute for other instructional media, as an enrichment, and as an organizational innovation. (LRW)

Guidelines for the integration of effective and efficient practice into the lecture format of higher education curricula are outlined and discussed. An algorithm for incorporating active learning into lecture courses is provided, with examples and discussion of possible constraints. (four references) (EA)

An integrated approach to developing incidental trainers and teachers teaches learning-centered decision making for planning training and setting objectives. The learning model used for instructional design has five steps: be introduced to topic/skill, get to know it, try it, get feedback, apply it. (SK)

Educational and political issues involved in the design, implementation, and evaluation of a social/behavioral component are discussed, and a model for instructional design using a systems approach is outlined. The system model is applied specifically to the pharmacy school structure, resources, and curriculum. (MSE)

This paper, on the potential contributions of performance science to education, defines performance and performance science, distinguishes between behavior and performance, presents tactics for presenting instruction, presents tactics for designing training, and outlines how to decide which accomplishments are valuable enough to include in a…

Discusses skills development and presents a matrix that combines two skills classifications: closed and open skills, and discrete and continuous skills. Examples of each type of skill are given, implications for instructional design are considered, and the creation of a museum of examples of open-skilled products and performances for instructional…

Instructional design for older adult programs must emphasize relevance to personal goals, account for learning style differences, minimize time requirements, avoid stressful evaluation techniques, include practice and participation, have appropriately paced sequence, and involve a comfortable, well-lit environment. (SK)

This report outlines corporate instructional design and performance technology (ID/PT) standards, including what they are; how they help an organization; advantages and disadvantages of having standards; types of standards (focus, approach, and scope); content; and formats. A worksheet for determining ID/PT standards is included. (DB)

An instructional design model defining instruction as creation of a learning environment that supports learners' construction of knowledge was tested with 32 learners. Findings suggested that the learning environment was effective in supporting learners' construction of complex knowledge structures. (SK)

A progressive time delay procedure in individual instructional sessions using massed-trial presentation was compared to distributed trials presented during transitions from one activity to another. Results with four preschool children with developmental delays indicated that both procedures were implemented reliably, were comparable in efficiency,…

Documents the process used to construct the definition of the field of instructional technology. A chronology of the development and the key factors that influenced the construction process are described. Issues confronted, including acceptable definition characteristics and the scope and nature of the domains, are covered. (13 references) (KRN)