Discusses instructional strategies that can be used in any skill domain and uses Gagne's conditions of learning as a model to suggest internal and external conditions of expertise. Differences between experts and novices are examined, including the amount of information they can bring to a new situation, the organization of that information, and…

Describes environment analysis as the part of instructional design's front end analysis that looks at the context in which the instructional product will be used. Physical and use factors of the instructional environment and support environment are considered, and an environment analysis job aid is included. (three references) (LRW)

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)

Describes basic concepts in the field of general systems theory (GST) and identifies commonalities that exist between GST and instructional systems design (ISD). Models and diagrams that depict system elements in ISD are presented, and two matrices that show how GST has been used in ISD literature are included. (11 references) (LRW)

Discusses the instructional systems development (ISD) model which consists of analysis, design, development, implementation, and evaluation; and concludes that a precontract phase should be included where standards can be specified. The need for this initial phase is considered in light of commercial vendors and the need to bid competitively. (LRW)

Discussion of the roles of the instructional design specialist (IDS) and the subject matter expert (SME) in designing effective instruction for a training program focuses on the role of the SME. Characteristics of four consulting models are described, and stages of the SME/IDS relationship are summarized. (LRW)

Discusses the roles of visual thinking, visual rehearsal, and introspection in educational technology, and suggests that instructional designers should externalize their internal representations and involve the internal and external representations of content specialists and learners in the instructional design. Fifteen references are listed. (MBR)

Examines the consulting process and explains the roles of the client, the internal training and development consultant, and the external consultant. Topics include identifying the need; contracts; training program design and planning; delivery of the training; and evaluation. (LRW)

Discusses training costs and methods for evaluating the effectiveness of training. Topics addressed include tracking training investments; tracking individual and business performance, including measurement techniques; research designs for analyzing performance; demonstrating return on investment; reasons for low return on investment; and ways to…

Reviews the traditional formative evaluation model used by instructional designers; summarizes Kirkpatrick's model of evaluation; proposes the integration of part of Kirkpatrick's model with traditional formative evaluation; and discusses performance-context formative evaluation. (three references) (LRW)

Describes a submethodology for using information from the analysis phase during the design phase when developing technical training. The development of instructional materials is discussed; Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model and Gagne's events of instruction are compared; and the development and use…

A brief overview of research into learning and instruction is followed by a list of nine principles of learning and their implications for instruction. Four divergent examples of "reconceptualized content" are then presented as models to illustrate how individual content elements of instruction belong in a whole system. (EAO)

Describes the manner in which an analysis of Gagne's Domains of Learning will yield comprehensive behaviors that can serve as models for program and curriculum design. (Author/JJD)

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)

Presents a model for instructional design that highlights formative evaluation as the central process. Other models of instructional design are discussed; data collection methods are examined; the evaluator's role is considered; and the recursive nature of the design process is emphasized. (seven references) (LRW)