This chapter considers the professional status of instructional developers, the skills they need, and how those skills should be taught. Three differing approaches are discussed and critiqued: the specific skills approach; an approach which advocates the addition of "higher level" skills to the list of specific skills; and an "underlying skills"…

Examines major trends for changes related to e-learning in several sectors (i.e., corporate training, postsecondary education, K-12 education, and non-traditional K-12 settings) and describes how these trends are affecting the development and dissemination of instructional design theory and methodology. (MES)

Forty-seven findings present generalities about (1) instructional analysis; (2) instructional design and development; (3) instructional presentation; (4) exploitation of educational technology; (5) evaluation of instruction; and (6) instructional management. Related comments provide explanations and reference information about each finding,…

This paper summarizes major research findings related to educational technology use and draws out implications for how to make the most of technology resources, focusing on pedagogical and policy issues. The paper begins by describing research on the relation between technology and student learning, addressing the question of what kinds of impact…

Trends in using computer technology for career development and human resources development in companies in the United States and worldwide were reviewed, and the possibilities of adapting the latest advances in digital technology-based training delivery systems in school-based contexts were explored. A model was proposed that entailed having chief…