Presents a framework for examining the consulting relationship which includes four consultation models; and identifies and discusses two dimensions of the instructional developer's task environment that may influence the use of these models. Results and implications of a study using the framework are reported. (Author/JEG)

Describes a cost analysis model and procedures which permit the realignment of costs and outcomes. Full cost v direct costs, alternative approaches, accuracy of the selected approach, and the cost analysis report are also briefly discussed. (Author/JEG)

A brief introduction to the nature of cost-effectiveness analysis is followed by a review of the history and problems encountered in its use in education. A six-phase phase model is presented for applying the methods of cost-effectiveness analysis to instructional technology. (Author/JEG)

Examines 40 models of instructional design, identifying which of 14 common tasks in model development each includes and categorizing them by origins, theoretical underpinnings, purposes and uses, and documentation. General purposes and uses of systematic instructional design models are discussed, and an explanation for the variety of models is…

Includes a review of the elements of ideal project contracts, some suggestions concerning contract negotiation, and a sample contract from a recent development project. (Author/JEG)

Describes the elaboration model of instruction and the six major steps for implementing it. (JEG)

Reviews research and theories in the area of motivation, and develops a model for a systematic approach to designing motivating instruction. (Author/JEG)

Presents a decision model for selecting media based on cost and benefit factors. Cost variables that should be considered, how to calculate those costs, the benefits that should be considered, how to assess the benefits, and the limitations of their model are all discussed. (Author/JEG)

The Outcome Consequence Model (OCM) emphasizes the importance of evaluating instructional products and systems using a broadened perspective of the intent of learning from instruction. OCM emphasizes systematic and empirical evaluation procedures, establishes bases for comparison of instructional effectiveness, and evaluates learning beyond the…

This critical analysis of Merrill and Reigeluth's "elaboration model of instruction" briefly describes the theory, emphasizing sequencing and synthesizing; discusses its positive features; makes critical comments; and explores the relation between the elaboration model and cognitive theories of human learning and memory. Thirteen…

Discusses the adoption of a notation system that is generalizable to all instructional designers and will allow and encourage a common communication base. Ten instructional design models are discussed as systems approaches to instructional design. (JEG)

Suggests a variety of techniques for the instructional designer to implement and develop materials, and curricula that will be used and benefit all involved. (JEG)

Defines instructional development, describes the scope of the research and knowledge base upon which its practice is built, comments upon the sufficiency of the investigation into the components of that knowledge base, and poses questions for future research. (Author)

Describes, justifies, and illustrates a process for analyzing and comparing instructional development (ID) models at the task and subtask levels. ID tasks and subtasks are identified, weights are assigned to the subtasks, and various instructional design and instructional development models are compared, as to both comprehensiveness and…

Discusses a four-phase development model which was deliberately constructed to eliminate the boxes and arrows commonly used to illustrate how development works. A well organized development system would be too complex to diagram, and if it were diagrammed, no one could follow it. (Author/JEG)