Describes a 24-month self-assessment of the Instructional Design, Development and Evaluation (IDDE) graduate program at Syracuse University, which included reviews of training and educational needs, curriculum analyses, and critiques by past graduates. The rationale for change is discussed, as well as implications for the future. Five references…

Presents a case study that illustrates what can happen if the developer is not aware of how the copyright law affects him/her, discusses some key elements of the new copyright law, and concludes with some practical suggestions for instructional developers pertaining to procedures they can follow to protect themselves by copyright. (JEG)

Definitions of terms and an explanation of the concept of transfer of technology are provided as background for this examination of some critical issues in the introduction of such process technologies as instructional development and evaluation into the rapidly changing milieu of a developing nation. (JEG)

Reviews survey of graduate programs in instructional technology which was conducted to determine (1) the similarities and differences among programs, and (2) their involvement in teacher education and school systems. Faculty specialization is discussed, placement of graduates is examined, and future research possibilities are suggested. (LRW)

The purpose of this study was to develop models that could demonstrate those relationships between factors in the instructional development process that affect the success of the overall project; however, the data generated cannot support such models at this time. Implications for developers are discussed. (Author/JEG)

Describes the extensiveness and characteristics of instructional development activities in higher education as derived from the author's dissertation research, the purpose of which was to develop several models for describing and defining instructional materials production within an instructional development framework. The questionnaire used is…

Discusses difficulties in defining instructional systems design (ISD) and presents five ways the field is viewed, ranging from a narrow view emphasizing media selection to a complete ISD view. The ISD view emphasizes five main components: educational theory and research, system analysis, diffusion, consulting/interpersonal relations, and project…

Identifies topics discussed by educational technology professors in the curriculum group at the University Consortium for Instructional Development and Technology (UCIDT) Conference in April 1985: skills and knowledges taught in instructional technology programs; impact of new technology; job market influence; role of programs in teacher training;…

Status, issues, and future of research in instructional design and technology are described. Several steps are recommended to encourage, improve, and expand collaborative research which fall into four general needs: identifying topics and methods; improving quality and quantity; providing greater opportunities; and increasing dissemination. (MBR)

Reflects upon opportunities for research in instructional technology provided by present state of media hardware technology and educational requirements. Prospects for research in incidental learning, including learning from television, are discussed, as well as traditional learning research on intentional learning, including possibilities for…