Discussion of instructional design (ID) focuses on design processes in other fields. Topics addressed include a definition of design; the relationship of design to other processes; ID as a type of designing; two views of ID; and how ID processes occur, based on a review of the literature. (49 references) (LRW)

Compares hypertext with instructional design and development principles and processes. Theoretical foundations for hypertext are discussed, including knowledge acquisition, schema theory, and active structural networks; mapping instructional designs onto hypertext is explained; and hypertext systems are described both as instructional design…

Comments on the preceding article which examined elaboration theory and offered suggestions for updating it to reflect new knowledge. Highlights include the simplifying conditions method; internal versus external knowledge structures; connectionism and authentic tasks; content structure as organizing structure; ill-structured domains; and…

Describes the impact of the tools being developed as part of the Second Generation Instructional Design (ID2) Research Program on the process of instructional design. Highlights include domain semantic meaning; instructional design expert systems; rapid prototyping; the instructional systems development process; and the ID2 rapid prototyping…

Discusses the integration of multiple learning goals, or objectives, into instructional design procedures. Models of instructional design are described with emphasis on human performance factors; categories of integrative goals are explained, including denoting, manifesting, and discovering; and implications for the transfer of training are…

Explains the use of learning-hierarchy analysis in inferring hierarchical structures in expert performance, gives an example of a modified learning-hierarchy analysis of expert performance in teacher planning, and recommends that advice-strategies be derived from hierarchical analyses of expertise to provide instructional guidance to novices. (29…

Discusses the nature of instructional design and describes rapid prototyping as a feasible model for instructional system design (ISD). The use of prototyping in software engineering is described, similarities between software design and instructional design are discussed, and an example is given which uses rapid prototyping in designing a…

Explains chaos theory; compares a conventional instructional systems design (ISD) approach with chaos theory and dynamic nonlinear systems, including deterministic predictability and indeterministic unpredictability and negative and positive feedback; explores theoretical implications for developing an alternative ISD model; and recommends future…

Describes a basic development model for an intelligent tutoring system that includes the interface, the expert and learner models, and the pedagogical model. Possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI) are illustrated, and two examples of CBI designed from this perspective are…

Discusses elaboration theory, an instructional design model for sequencing and organizing courses that is based on cognitive research, and offers suggestions for updating the model to reflect new knowledge. Topics addressed include knowledge representation, including content structure; sequencing issues, including microworld design and cognitive…

Analyzes the philosophical assumptions underlying instructional systems technology (IST). Cognitive and behavioral learning theories are discussed, their effects on IST are considered, the philosophical paradigms of objectivism and constructivism are compared, applications of constructivism are described, and implications of constructivism for IST…

Discusses concept learning research and theory, and examines the relationship with models of instructional design. Topics discussed include how concepts are learned; how concepts are measured; instructional design for concept learning; inferences; teaching with analogies; use of learning strategies; and new strategies for classification…

Describes a study that was conducted with graduate students to verify empirically that the conventional spatial arrangements of diagrams illustrating relationships among concepts are interpreted consistently and to examine the role of spatial arrangements in establishing meaning. Implications of results for graphic and instructional designers are…

Summarizes data on doctoral dissertations completed in instructional design and technology programs from 1977-88, including the number of dissertations completed at each of 46 universities and faculty members who chaired the dissertations. Results indicate large numbers of students are concentrated at a few institutions with a relatively small…

Discusses the link between testing and the content of instruction and proposes a method for generating large numbers of objective-relevant test items for instructional programs in high schools, higher education, and training situations. Higher level thinking outcomes are discussed, item sets are described, and generic scenarios and questioning are…