Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational landscape. Building on the original game object model (GOM) a new more detailed model is developed to support concepts that educational computer games should: be relevant, explorative, emotive, engaging, and include…

Discussion of research problems in instructional technology emphasizes two main needs: (1) development of a prescriptive research methodology; and (2) more front end analysis that produces a distinction between instructional design research and instructional development research. Two examples of research using the prescriptive technology approach…

Offers a critique of the articles in this issue. Examines the four basic instructional design tools that are described, including tool functions, tool characteristics, and tool evaluation; compares the tools with earlier models; and suggests the need for future instructional design tool research and development. (LRW)

Addresses the importance of research and development in the field of educational technology, based on reflections of previous articles and a symposium. Highlights include the centrality of design; the enabling capabilities of technology; collaboration; scaling up of projects; the use of alternative research methodologies; and instructional systems…

In this paper, the author presents his arguments to Fox's premise that functional contextualism has an implications for designing instruction. Fox argues that functional contextualism is an alternative to constructivism because constructivism has not empirically demonstrated its effectiveness. However, the author finds this assertion troubling for…

The contributions to this issue share a focus on design of e-learning environments. Instructional designers stand at very early stages of knowledge in this area, but with great potential for growth and progress. This commentary offers an activity-based perspective on e-learning environments, resulting in a flexible stance toward instructional…

In this article, the authors comment on Eric Fox's description of functional contextualism which makes several contributions to instructional design and technology (IDT). They agree that functional contextualism does indeed provide some "theoretical clarity and philosophical cohesion," not just for constructivism, but also for understanding…

Discussion of constructivism focuses on instructional systems design (ISD) and how it can help develop constructivist instruction. Highlights include ISD limitations; objectives and learning analysis, including Competency-Based Teacher Education and levels of learning; task analysis; and formative evaluation processes. (23 references) (LRW)

Instructional design may help make educational research more useful and influential. In this discussion, I argue that instructional design anchor points (IDAPs) are the basis for this kind of research. In short, IDAPs are educational tools or approaches that can be studied to generate design guidelines. The study of IDAPs may become more useful…

In this article, the author describes how Eric Fox presents an interesting case for applying functional contextualism (FC) constructs and principles to learning and instruction. He draws several well-debated issues related to the instructional design and technology (IDT) field's shifting philosophical-epistemological roots and pedagogical…

In this article, the author, who wrote "Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism," feels honored that his article received commentary from several distinguished scholars in the field of instructional design and technology (IDT). In response to their comments, the author briefly discusses some of…

This article proposes a model that integrates the traditionally conflicting objectivist and constructivist approaches to instructional design. I argue that these two approaches are complementary rather than oppositional. I present and analyze two learning programs in order to show how learning events can contain both objectivist and constructivist…

Object-oriented instructional design (OOID) offers the promise of universal access to online instructional materials, increased productivity among trainers and educators, and solutions for individualizing learning. However, it is unclear whether it can fulfill these promises to the degree many envision. As with every new instructional technology,…

Discusses the relationship between theory and application in the field of educational technology. The relationship of technology to education is examined, including the role of the teacher; the theory and practice of instructional design is discussed; and the importance of integrating design with instructional implementation is emphasized. (60…

Considers the question of whether instructional methods are replaceable or interchangeable. Topics discussed include the influence of external events on learning and cognitive processes, media variables, linking instructional design to research on learning from instruction, construct validity, and an example of adequate instructional design and…