Briefly discusses current views of the way anxiety decreases students' learning from instructional software and describes ways software designers might compensate for the learning problems of anxious students. (MBR)

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 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)

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)

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)

Identifies different types of statements that make up the structure of a lecture, including concepts, definitions, formulas, theories, models, and predictive statements. The selection of statements and their relationship to pedagogical processes is described, and the importance of knowledge of the abilities of the intended audience is discussed.…

Suggests ways for instructional design consultants to develop people skills and foster successful client relationships: take win-win approach; match consulting models; study clients as you study problems; build common ground; study organizations as you study clients; be respectful, trustworthy, informative, slow to judge; express your needs, and…

Describes performer-centric interface design and explains a model-based approach for conducting performer-centric analysis and design. Highlights include design methodology, including cognitive task analysis; creating task scenarios; creating the presentation model; creating storyboards; proof of concept screens; object models and icons;…

Discusses a shift in career paths from instructional technology to performance technology and describes steps to take to become more aware of the performance technology process. Differences in the design phase of the processes are described, and models that identify areas which can be affected by human performance problems are presented. (LRW)

Explains how to create job aids that employees will be motivated to use, based on a review of pertinent literature and interviews with professionals. Topics addressed include linking motivation with job aids; Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivation; and design strategies for job aids based on Keller's…

Describes methods for item construction for computer-based instruction (CBI). Use of a rational set generator (RSG) in presenting an adaptive sequence of items to the learner is described; a model matrix of a computer-based RSG is presented; concrete and defined concepts are discussed; and rule using is explained. (Four references) (LRW)