Traditionally, learning is provided in a unidirectional manner from instructor to learner. This practice can be limiting to all individuals involved in the learning process. To develop quality instructional materials, the learning team can participate in instructional design and development (ID) as partners. This article discusses a proposed…

Explains the use of instant lessons to quickly create an instructional module. Highlights include content for each type of knowledge needed; what makes a lesson complete; how to develop lesson elements, including motivation; and how to effectively combine lesson elements. (LRW)

Discusses the conversion of existing instructional materials for electronic learning and describes a retooled instructional systems design (ISD) model that assumes the Web is the primary delivery media while still considering analysis, design, development, implementation, evaluation, and revision. (Author/LRW)

Discusses retention of learning; training methods; maintenance issues; the effect of punishment; reinforcement; the performance environment; transfer of training; forgetting; implications for designers of instructional materials or designers of training programs; and the division between training and on-the-job performance. (LRW)

Describes the stages of project management and instructional design. Outlines and compares the roles of project managers and instructional designers, and discusses how designers need to use a systematic approach which combines the stages of each process to remain detail-oriented while being cognizant of the entire project. (AEF)

Discusses when instructional designers, communicators, and learners should use multimedia. Outlines reasons for using sound in multimedia; discusses how to use music, voice, and animation; and describes how to reap the benefits of video for online documentation when the costs of the medium are justified. (AEF)