Presents strategies for making instructional technology more emotionally sound. Discusses fear, envy, anger, sympathy, and pleasure, and describes 20 instructional strategies that can be used to decrease negative emotions and increase positive emotions including computer-assisted instruction, multimedia, linked information, social networks on the…

Discusses the growing importance of the World Wide Web as a delivery method in higher education and offers guidelines to faculty and designers regarding transitioning from face-to-face classroom instruction to Web-based instruction. Highlights include managerial considerations; pedagogical considerations; designing Web-based instruction; social…

Designing the instructional interface is a challenging endeavor requiring knowledge and skills in instructional and visual design, psychology, human-factors, ergonomic research, computer science, and editorial design. This paper describes the instructional interface, the challenges of its development, and an instructional systems approach to its…

Presents a method for flexible instructional development which aims at assisting the educational designers in the development of modules that are easily adaptable to different learners' needs and allow learners' choices and different delivery platforms, including distance education. (AEF)

This study compared the instructional contexts of 15 students with severe disabilities educated in general education elementary classrooms and 15 general education students in those same classrooms. Different instructional contexts existed for students with severe disabilities and more individualized instructional supports were provided,…

Explores the significance of concept mapping for education and curriculum development. Discusses two main streams in curriculum paradigms and important processes, and the functions which concept mapping can have in education and curriculum development. Examines why students in educational institutions don't yet make systematic use of concept maps,…

Explores changing curricular designs and the differences between traditional and authentic learning. Identifies significant design features of authentic design, and provides examples of these features with instructional units. (AEF)

Examines the past and projects the future path of instructional design (ID). Discusses teacher cognition; common elements in instructional activities and teachers and designers; ID models and teacher planning; instructional design perspectives; and the need to bridge the gap between instructional design theory and the practice of teaching.…

First discusses the philosophy, structure, and content of instruction for students with severe disabilities and then presents procedures to define and incorporate strategies to meet the unique needs of students with visual and multiple impairments. A five-step analysis process is suggested for modifying a core curriculum to individualize…

This second of a two-part article focuses on the history of instructional design in the United States. Starting with its origins during World War II, major events in the development of instructional design are described. Factors affecting the field over the last two decades, including increasing interest in cognitive psychology, microcomputers,…

Describes an experiment that looked at how adult learners made use of their Myers-Briggs Type Indicator (MBTI[R]), a personality assessment tool, type to cope with the challenges of learning in an online environment. Presents results of the experiment, and draws tentative conclusions. Provides notes related to the four psychological dimensions of…

Provides an introduction to this special issue on distance education and e-learning. Several questions related to these topics are presented, and the articles contained in the issue are summarized. (MES)

Provides one perspective on the design elements incorporated into the Pennsylvania State University World Campus Educational Technology Integration Certification courses and a brief overview of the authors' experiences facilitating these courses, including their opinions about theoretical and practical implications of different instructional…

Describes strategies used to teach mathematics to engineering students at Loughborough University (United Kingdom). Explains a combination of traditional instruction with computer assisted learning in an open learning environment that motivates students by providing a more flexible approach to be responsive to individual needs. (LRW)

Students ages 11-16 using 4 different educational multimedia packages were observed to determine how children make sense of interactive media. Design implications include the need to create a dynamic narrative which is motivating and absorbing by integrating the rhetoric with strong mythical elements. The interrelationship of narrative, linearity,…