During the 1994-95 academic year, a research team at Indiana University expanded the faculty distance education training curriculum to include video vignettes that illustrate instructional techniques used in the regular classroom adapted for distance education settings. This paper summarizes the research literature supporting these efforts and the findings of the researchers. The theoretical basis for the paper is a model that views technological advancement as a series of substitution processes, with change occurring when the new technology is easily substituted for the old. The literature review and preliminary work resulted in informal guidelines for the production of training materials that suggest that a manual and live training can present the basics of technological"button pushing" and that vignettes should include examples of different perspectives and limitations of feedback, as well as examples of use of the document camera. Numerous examples of interaction between students and the instructor and classroom management issues should be given. (Contains 1 figure and 50 references.) (SLD)