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)

This third in a series of edited transcripts based on a conference at Utah State University describes Merrill's Component Design Theory (CDT) and compares it to his earlier Component Display Theory. Topics discussed include concept structures, knowledge acquisition, components of an instructional design system, and a new CDT matrix. (10…

Addresses problems in evaluation that are raised by constructivism. Highlights include a comparison of objectivism and constructivism; constructivistic criteria, including goal-free evaluation, which focus on authentic tasks, knowledge construction, context-driven evaluation, the appropriate stages of knowledge acquisition, and multiple…

Provides a summary of research on the effectiveness of animation in computer-assisted learning, suggests guidelines and strategies for implementing animation for specific materials in both educational and training environments to assist instructional designers and developers, and includes examples for the strategies. (Contains 17 references.) (LRW)

Describes a project that developed a multimedia prototype case study analysis tool for international executive education adapted and expanded from a print-based management case study. Highlights include content analysis; hardware and software decisions; design decisions; screen design; learner control; structure; consistency; navigation; and…

Describes some well-known theories and concepts of student motivation and how they relate to library and information skills instruction. Illustrations of the integration and application of motivation models to library and information skills instruction are given, and some relevant areas for future research on motivation in this context are…

Discusses the authors' successes and failures in their efforts to help faculty mount Web-based courses. Notes they found it helpful to divide course material into knowledge-based versus skill-based elements, and to develop activities that capitalize on the unique environment of the Web. Covers legal issues affecting how they use both preexisting…

Provides technical training managers with an overview of the range of Web-based training solutions available to their organizations. Defines four broad categories of web-based training programs and characterizes each. Analyzes the most popular type (Web/computer based), and presents four levels of such programs. (RS)

Discusses the time and expense required to create interactive multimedia courses, and describes the Synergy project that combines a performance support system with authoring systems to accelerate the design and development process. Examples of screen displays are included. (Author/LRW)