Proposes a categorization scheme based on instructional design theory and empirical findings for employing various types of graphic/visual displays under specified conditions. (Author/CHC)

Uses the language and processes of instructional design and development to define relevance and to apply that definition to what is and isn't being done in instruction through a model that emphasizes time, instructor control, and location for practice opportunities as they relate to the objectives. (Author/CHC)

Determined the influence of two types of practice (microteaching and modeling) used during process skills instruction on 29 preservice elementary teachers' acquisition and classroom utilization of those skills. Results indicated significant gains in skill acquisition using both methods, although neither method was found to be superior. (DS)

Presents a model for the supervision of counselor training practica. The theoretical basis for the model is an instructional analysis of counseling effectiveness that borrows heavily from the discipline of instructional psychology, particularly in the areas of instructional theory and design, and the analysis of instructional skills and…

Focuses on two questions: Does the use of three-dimensional representation in audiovisual instructional materials increase learning of a psychomotor task in which depth perception is critical as compared with two-dimensional representations? Is there a relationship between the impact of three-dimensional representation and the level of complexity…

Discusses recent developments in instructional psychology relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision making, which use constructs developed within the field of cognitive/information processing psychology. (Author/WBC)

Both personal experience and the literature of gifted education suggest many ways in which the media center and media specialist may serve gifted and talented students. (Author)

Describes a study, conducted at the University of Michigan, that used two different computer-assisted instruction approaches--a linear, tutor program and a simulated library reference situation--with library school students to test learning effectiveness. Report includes 21 data tables, an interview schedule, and sample instructional materials…

Quick learning is possible, and material in sound and visual quick message format can be effective if handled well by the instructor. Short formats make excellent introductory units or can provide reviews of difficult areas since each area is broken into basic parts. (Author.CMV)

Design of student-centered instruction for telecourses must take into consideration the variables that contribute to meaningful and motivated student learning: clarity; connections; teacher immediacy behaviors; and active learning. Unlike much conventional instruction, telecourse teaching isn an intensive and demanding team process requiring…

Examines theoretical and methodological tools that can help college faculty design flexible learning environments that incorporate new technologies to meet individuals' needs and course or curriculum goals. Outlines principles from research in learning styles and strategies, comparing traditional in-class techniques and technology-enhanced…

Provides an overview of the potential of hypermedia as an instructional medium and discusses research that has investigated learning outcomes. Discusses instructional design considerations to guide developers and designers of hypermedia systems, including learner characteristics and elements of content presentation such as text structure,…

To determine how best to use the Internet as a constructivist environment for learning, graduate students in the University of Colorado at Denver's School of Education formed a task force that designed, developed, and implemented a learner support system, including connections to databases related to learning technologies, an online help desk and…

Outlines the design, objectives, and evaluation of an introductory Internet workshop offered with library instruction classes in an electronic classroom at Queens University (Kingston, Ontario, Canada). Presents teaching tips and frequently-asked questions. The Internet primer handouts are appended. (AEF)

Presents an instructional design framework that stresses the alignment of learning outcomes, learning activities, and evaluation and feedback. Focuses on student learning rather than instructional input; encourages faculty development to enable them to design their own courses; considers course resources, practice activities, and interaction; and…