This response to Leah A. Bricker and Phillip Bell's paper, "GodMode is his video game name", examines their assertion that the social nexus of gaming practices is an important factor to consider for those looking to design STEM video games. I propose that we need to go beyond the investigation into which aspects of games play a role in learning,…

Aspects of the artistry and knowledge involved in the videodisc design process are emphasized in a discussion of the intrinsic characteristics of the medium, the people involved, the traditions and conventions of the medium, and the expectations that people have regarding its use in the instructional process. Seven references are listed.…

The premise is advanced that a major weakness of the everyday generic instructional systems design model stems from a too modest traditional conception of the purpose and potential of formative evaluation. In the typical ISD (instructional systems design) model formative evaluation is shown not at all or as a single, product evaluation step. Yet…

Although technical developments have occurred in the design and use of business simulations for management training, other changes are needed to keep them relevant. Design of simulations should address current and future trends in the workplace and skills that will be needed by managers. (SK)

Storyboarding, the process of sketching visual and narrative information to plan media productions, can be an effective tool for designing instructional materials. Storyboarding enables organization and sequencing, expansion and reduction of content, text development, selection of production medium, and formulation of sensitive evaluation…

Discusses the contributions of cognitive theory to continued progress in the field of instructional design, and, correspondingly, what designers can do in the coming decade to facilitate the growth and development of the understanding of human cognition. Forty references are appended. (Author/LLS)

Ways to redesign training material using truly new multimedia capabilities include integrated formats; user-oriented flexibility; reality-based interactivity; and making connections among text to text, graphics, audio, and video to create more lively instruction. (JOW)

Discusses the need for improved methodologies and tools to guide the design and development of interactive technology-based instructional materials. Topics discussed include mental models; knowledge representation; knowledge analysis and acquisition systems; the effectiveness of instructional transactions; strategy analysis systems for…

Describes a method for videodisc courseware development utilized by the University of Notre Dame Interactive Videodisc Laboratory staff, which includes production of a storyboard as the final component of the design phase. The three steps of group storyboarding, formative evaluation, and generation of production documents are discussed in detail.…

Encourages teachers and trainers to investigate instructional design alternatives in order to find approaches that fit varied student learning needs and constraints. The Instructional Design Library, a series of 40 guides to different types of designs, is recommended as one avenue for exploring a systematic approach to instruction. (MER)

Describes a number of different frames of reference through which educators can look at the opportunity presented by compact-disc interactive (CD-I) technology, and proposes general guidelines to help them begin thinking about a more creative role as prospective authors of CD-I materials. (MES)

Reviews relevant features for interactive video images of the four primary technologies that merge to intertwine themselves in interactive video (computers, television, instructional design, visual design); outlines critical structural elements of interactive video; and presents guidelines for creating interactive video images. (MBR)

Discusses three issues related to the use of positive and negative examples during instruction: sequence, quality, and quantity of examples. Some possible resolutions based on available research evidence and theoretical work in the field are suggested. Twenty-eight references are listed. (Author/LLS)

Provides a summary of research on the benefits and uses of subject-matter-related humor in instructional materials, and cites comments of five experts on how to use humor in the design of instruction. Thirteen references are listed. (MER)

Stresses the importance of heeding the rules of basic instructional design when developing multimedia programs. Suggests that new media present unfamiliar and complex options that can distract from the design of effective instruction. Includes a checklist for designing new media training products. (JOW)