Instructional Design literature provides descriptions of established models that are particularly helpful for novices learning the patterns and approaches that have historically proven successful. However, it does not provide as much information about the design process in its largest sense. The popularity of established ID models may cause…

The ability of novice instructional designers to become skilled problem-solvers, who select and apply appropriate instructional design (ID) models in their work environments, are key competencies generally sought after in introductory ID courses. Yet, the proliferation of ID models, coupled with varied philosophies and practices about how ID is…

As a multidimensional construct which requires multiple competencies, online teaching is forcing universities to rethink traditional faculty roles and competencies. With this consideration in mind, this paper presents a process-oriented framework structured around three sequential non-linear phases: (1) "before": preparing, planning, and…

Delivering a successful instructional technology (IT) product depends on more than just having an extremely creative instructional solution or following an instructional systems design (ISD) model. Proper planning, direction, and execution of the project are require, as well. We present a model of management that encompasses the ISD process. Five…

Describes a conceptual framework that can be used to guide the design of distributed learning environments, particularly those that use the capabilities of computer and Internet technology. Discusses implications for improving online collaboration among learners and for informing future designs of computer-supported collaborative learning…