Discusses the conversion of existing instructional materials for electronic learning and describes a retooled instructional systems design (ISD) model that assumes the Web is the primary delivery media while still considering analysis, design, development, implementation, evaluation, and revision. (Author/LRW)

Discusses issues concerning the formative evaluation process in instructional design models. Distinctions between formative and summative evaluation are described; expert evaluation and student evaluation techniques are explained; the status of formative evaluation is examined; and connoisseurship as evaluation is considered, including the…

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)

Results-based management (RBM) is an approach to programme planning and management that integrates strategy, people, resources, processes and measurements to improve decision-making, transparency and accountability. The Commonwealth of Learning (COL) began the adoption of a RBM model with its 2003-2006 Three-Year Plan. This led to a significantly…

To assist the Division of Vocational Education (DVE) of the Florida State Department of Education, the author conducted a cost analysis of state-level models for acquiring competency-based instructional materials in vocational education. Two DVE-developed models of materials acquisition were examined: a centralized, single-option model in which…

This first in a series of articles on an instructional development project management model discusses the role of the project manager, and outlines the phases of the model that is used to meet training needs. Highlights include project planning, instructional development (including creating the materials), and followup (including evaluation). (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)

Discusses a prototype system used at the Massachusetts Institute of Technology (MIT) to produce an interactive videodisc program for instruction. The interactive tutorial which is used with MIT's Architecture Machine Group is described as an example of techniques that can be used to produce similar videodisc programs. (MER)

Presents a literature review of research concerned with the production of learning resources in higher education. Identifies and discusses six models which may be used to understand the development and reuse of learning resources; considers staff time in the production of resources, and recommends a phenomenographic approach. (Contains 52…

Discusses why new systems and processes are needed in the development of multimedia training products. Highlights include: benefits of object-oriented design; the new system of development based on models, databases, and tools; a comparison of the craft process and the new process of development; and the transition to better quality, faster, more…

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

Describes the Accomplishment-Based Curriculum Development model, which provide a cohesive framework for the processes of human performance technology and instructional design. Topics include front-end analysis; behavior characteristics; information storage and retrieval; materials development; and the contributions of Joe Harless to the field.…

This paper introduces a hardware and software independent model for producing educational computer simulation environments. The model, which is based on the results of 32 studies of educational computer simulations program production, implies that educational computer simulation environments are specified, constructed, tested, implemented, and…

THE LANGUAGE LABORATORY IS ESSENTIALLY AN AUDIOVISUAL AID WHICH NOT ONLY STORES INFORMATION, BUT ALLOWS THE STUDENT TO CONTROL RATE OF PRESENTATION, CONTINUALLY EVALUATES THE STUDENT'S PERFORMANCE, AND APPRAISES HIS ACHIEVEMENT. THE EFFECTIVE PERFORMANCE OF A TEACHING MACHINE DEPENDS HEAVILY ON THE ORGANIZATION OF MATERIAL STORED IN IT, WHICH IN…

An instructional development model is described that provides for evaluation of the feasibility of a project, evaluation during the formative design and development phases, summative evaluation prior to dissemination, and continued evaluation after implementation. These guidelines view evaluation as an integral part of development; before the…