This serious look at humor for the practicing performance technologist reviews reasons for using humor in instruction, summarizes existing theories of humor, and outlines some steps toward a method for adding humor to instruction. Three tables illustrating heuristic approaches to humorous instruction are included. (Author/JL)

Analyzes courses offered in various educational technology programs in terms of the focus of each on one of five organizational elements, and recommends an expansion of current curricula to include not only input, process, and product-oriented learning experiences, but also to include outcome related experiences. (MER)

This first in a projected series of four articles on the continuing development of the field of instructional technology, or performance technology, focuses on how to better label and define professionals in the field. Organizational communication is suggested as a better term, and communication and organizational development are discussed.…

Three models have been developed to provide a framework for describing range of delivery technologies available that are consistent with missions of training organizations. Performance support model presents a strategy for applying solutions to performance problems; knowledge transfer model depicts combinations of communication media; and…

Defines and discusses task analysis and presents a method by which goals can be achieved with the integration of task analysis and design. Highlights include the fact that prerequisites must be kept in mind during the development process. (JKP)

Discusses the working relationship between an instructional technologist and a subject matter expert (SME). Highlights include characteristics of a good relationship; the context for working with a SME; and a model for SME interactions, including checklists for various phases. (five references) (LRW)

Considers three powerful techniques--heuristics, context trees, and search via backward chaining--that a knowledge engineer might employ to develop an expert system to automate performance engineering, i.e., the branch of instructional technology that focuses on the problems of business and industry. (MBR)

Provides an overview of modern instructional technology including the characteristics of cost effective instructional programs and the principal features, stages, applications, and expectations of modern instructional technology. (CHC)

The Bell System Center for Technical Education uses a program which trains the subject matter expert (SME) in instructional technology (IT) and the instructional technologist in subject matter understanding. This cross-training is provided in order to encourage effective teamwork between development personnel. (MER)

Examines the proclaimed dichotomy between real and unreal, theory and practice, actual and idealized notions of community needs and university attitudes with regard to training, and describes how San Diego State University's Educational Technology program attempts simultaneously to educate graduate students and serve its community. (Author/MER)

Discusses a shift in career paths from instructional technology to performance technology and describes steps to take to become more aware of the performance technology process. Differences in the design phase of the processes are described, and models that identify areas which can be affected by human performance problems are presented. (LRW)

Introduces a new department within the National Society for Performance and Instruction which will examine applications of performance technologies in the nonindustrialized areas of the world, including different subject areas and techniques. Reports on the experiences of different performance technologists will be presented each month. (MBR)

Presents results of a survey concerning peer perceptions of influence and prestige in instructional technology. Members of the Association for Educational Communications and Technology (AECT) and the National Society for Performance and Instruction (NSPI) completed questionnaires to determine the most influential people, positions, training…

Describes the status and trends, achievements, and problems in the development of educational technology (ET) in Brazil. Areas examined include tax incentives for training programs, graduate programs in ET, teleducation and correspondence teaching, and government support of ET programs. Five references are listed. (MER)

Challenges the tendency of instructional developers to dwell upon systematic processes of Instructional Development (ID) and argues that ID is more an art in which the end results must be worthwhile, relevant, and capable of justification. Sixteen references are listed. (MER)