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…

Discusses the need for and use of models in the design and development of instructional materials, providing an overview of the main characteristics of a unit model and three course models: a simple linear model, a refined linear model, and a branched model. (RAO)

Reviews the basic assumptions of two paradigms of inquiry, the rationalist and the naturalist, to determine which one provides the best fit for one-to-one formative evaluation of instructional materials focusing on learnability issues. Conclusions suggest the naturalistic assumptions are more suitable. (13 references) (LRW)

The first in a series of three, this article argues that the transfer of educational models and innovations from developed nations is not sufficient for developing countries. Recommended instead are bold approaches to education which can demonstrate direct application and benefits for meeting local and national goals. (MER)

Offers techniques to elicit information from subject matter experts when developing instructional systems. (JOW)

Suggests the relative importance of the mediating and rhetorical roles of verbal language whch may be associated with nonverbal information in multimedia instructional materials, and looks to an interactional model such as Burke's pentad for an explanation of the hortatory nature of interactional communication. Thirteen references are listed.…

Describes an approach to the design of interactive multimedia materials being developed in a European Community project called ILDIC (Integrated Learning Design in Interactive Compact Disc). The dialog that is needed between technologists and teachers is discussed; and the generic model for learning design used in the project is explained. (11…

This chapter examines the roles of the instructional developer and the media production specialist in the development of instructional projects in the context of a six step development process. These steps include pre-assessment, establishing goals, identifying and specifying objectives, designing strategies, selecting and/or producing resources,…

Presents an instructional development model that incorporates formative evaluation techniques, and explores the possible application of the model in developing computer-assisted instruction courseware. Advantages and disadvantages of this approach are identified and implications for research on formative evaluation are discussed. (31 references)…

Presents a decision model for multimedia design that includes eight components: needs and goals, learner characteristics, topics/tasks, objectives, performance assessment, instructional activities, media/delivery systems, and resources. A checklist for multimedia design and a project task timeline are included. Potential impacts of multimedia on…

Reviews common approaches to instructional materials development used at distance education institutions with the team approach considered in some detail. Management of the team is emphasized, the process of change is discussed, and a model for adopting educational innovations--the Concerns Based Adoption Model--is explained. (12 references)…

Reviews research on how geographic maps influence the recall of associated text and describes a theoretical model of map-text learning based on dual-coding theory and working memory operations. Instructional implications are explained, and recommendations for instructional applications are given. (Contains 84 references.) (LRW)

Several models exist for production methods that can be used in the development of instructional materials for use in television- or computer-based instructional programs. These models include the established audiovisual industry that currently produces educational films and similar materials; consortia of educational institutions sharing in the…

The development of curriculum and instructional materials for competency-based education (CBE) is a costly and complex process involving many critical tasks. Failure to carry out any of these tasks can jeopardize the entire instructional development effort. The importance of the process demands that appropriate and effective procedures be used so…

Describes the production of master instructional materials as one step in a project management model for instructional development. Maintaining a balance between instructional integrity and production values is discussed; the manager's role is described; and guidelines for involving subject matter experts and the sponsors in production are…