Explains chaos theory; compares a conventional instructional systems design (ISD) approach with chaos theory and dynamic nonlinear systems, including deterministic predictability and indeterministic unpredictability and negative and positive feedback; explores theoretical implications for developing an alternative ISD model; and recommends future…

Discusses the use of expert systems for the development of instructional design and recommends instead the cognitive approach of an instructional design workbench. Distinctions between expert systems and advisory systems are examined, the problem-solving process of instructional design is described, and design requirements for an instructional…

Describes a basic development model for an intelligent tutoring system that includes the interface, the expert and learner models, and the pedagogical model. Possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI) are illustrated, and two examples of CBI designed from this perspective are…

Discusses elaboration theory, an instructional design model for sequencing and organizing courses that is based on cognitive research, and offers suggestions for updating the model to reflect new knowledge. Topics addressed include knowledge representation, including content structure; sequencing issues, including microworld design and cognitive…

Provides suggestions for designing customized basic skills instruction using work-related reading needs. Highlights opportunities for adult educators in workplace literacy. (SK)

The new focus of technology education emphasizes explanations of how entire systems of technology operate and interrelate. Instructional designs based on schema theory can help organize the teaching of concepts, theories, procedures, and tasks. (Author)

Discussion of learning how to solve problems focuses on instructional design models and how students construct their knowledge and learn skills. Topics discussed include conceptual knowledge; procedural knowledge and skills; knowledge representation; causal knowledge; types of knowledge and relevant skills; knowledge acquisition; prediction and…

In two studies, physicians who viewed pharmaceutical ads enhanced with a Clinical Challenge (CC) (problem, solution, prescribing information) had greater knowledge gains than those viewing ads alone. Doctors needed no coaching on how to learn from CCs; increased knowledge was limited to information highlighted in them. (SK)

Implementing project-based curricula requires simultaneous changes in curriculum, instruction, and assessment practices. Four design principles appear to be important: defining learning-appropriate goals, providing scaffolds, ensuring multiple opportunities for formative self-assessment, and developing social structures. Findings indicate positive…

Discusses a cognitive approach to instructional design (ID) and how practitioners can design training differently using this approach; explains how the behavioral approach is different from the cognitive approach; describes how learning occurs and various categories of knowledge; and presents a model for a well-designed lesson based on cognitive…

Addresses psychological and anthropological views of situated learning by focusing on the concept of a learning relationship and uses it in a conceptual framework for designing learning technology. Discusses communities of practice, and emphasizes social identification as a central aspect of learning which should influence the design of learning…

Emphasizes the need to focus educational technology (ET) research on design as well as on technology. Suggests that what should distinguish the field of educational technology is designing with technology, and conducting research that examines the relationship between design and technology. Discusses technology as enabling new designs, not driving…

Analyzes claims with regard to GTE's (Generic Tutoring Environment) epistemological foundations and suggests that GTE's assumptions reveal a reductionist bias through the use of formalism. Implications for courseware design and instructional modeling are discussed. (Author/LRW)

Discusses GTE (Generic Tutoring Environment) and courseware engineering and argues that GTE's theoretical knowledge base focuses on teaching as a good model for any kind of instruction and thus reduces its generic nature. Two examples of weak automation for instructional design are described that have broader knowledge bases. (Author/LRW)

Describes an instructional design process, the Gagne, Briggs, and Wager (1992) Events of Instruction, and applies it to a topic to demonstrate its utility. Suggests that directors of graduate teaching assistant programs can use the information to integrate instructional design training into existing programs for teaching assistants. (EV)