Defines the role of instructional developer and relates issues of research, certification, and evaluation as they influence the field. The future of instructional development in higher education, business, and industry and the eventual merger of faculty, organizational, and instructional development are explored. (RAO)

Discusses the role and function of the instructional specialist, i.e., one who is trained to provide assistance and support in faculty and instructional development, and outlines model competencies for this position. (RAO)

Developing contact with faculty who have not been involved in instructional development, and the task of the developer in this process, are discussed. Five major outcomes that indicate successful instructional development are outlined: project completion, group dynamics, additional instructional development projects, formal evaluations of…

Analyzes instructional simulation games as systems of communication in which information is transmitted by game designers to players via channels such as scenarios, rules, and other players. Particular attention is given to the process whereby theoretical messages are encoded by game designers into game stories and then are decoded by players back…

Presents a case study that illustrates what can happen if the developer is not aware of how the copyright law affects him/her, discusses some key elements of the new copyright law, and concludes with some practical suggestions for instructional developers pertaining to procedures they can follow to protect themselves by copyright. (JEG)

Definitions of terms and an explanation of the concept of transfer of technology are provided as background for this examination of some critical issues in the introduction of such process technologies as instructional development and evaluation into the rapidly changing milieu of a developing nation. (JEG)

A plan for using slides and audio tapes to teach nurses how to assess the respiratory systems of patients. (LS)

Discusses the role of instructional design practitioners in the corporate world. Topics include changing roles; human resources management; human performance problems; helping clients overcome organizational difficulties; education and training for instructional design practitioners; life-long learning; and a paradigm shift from traditional to…

Examines the motivations behind proponents of distance education, as well as the potential impact of distance learning upon instructors and students. Curricular subjects and pedagogical styles that may not be appropriate for distance education are considered, and non-monetary costs of distance education are discussed. (Author/LRW)

Describes the content and use of the AECT (Association for Educational Communications and Technology) Archives, housed with the National Public Broadcasting Archives at the University of Maryland, College Park. Highlights include materials from audiovisual education, instructional technology, and educational technology; motivation for historical…

Formative evaluation is a means of improving instructional materials through tryouts and revision. An investigation to determine the influence of learners and experts on the improvement of written instructional materials determined that revised versions incorporating learner feedback had the most impact on improving learning and that revisers have…

Examines issues related to theory and instructional systems design: the utility of theory; differences between descriptive (scientific) and design (goal-oriented) theories; the value of multiple theoretical perspectives; the inadequacy of current instructional design theories; and new directions needed in instructional theory, emphasizing the…

Design of work-related learning must consider the following: flexibility, learning to learn in changing contexts, social participation, and different types of work-related knowledge. New approaches to acquiring skills and knowledge are needed. Trends influencing these factors include change of focus from training to learning, increasing learner…

Discusses instructional design for computerized pedagogic materials and emphasizes the elements of activity and discovery in creating effective learning experiences. Describes a virtual learning environment designed in Brazil that is open to different forms of use so teachers and students can decide on the best ways of using it. (LRW)

Uses the metaphor of gardening in cyberspace as a guide to the creation of an environment that fosters learning and growth in online courses. Draws analogies between good gardening practices and online teaching practices, instructional design, and course management techniques. Contains 63 references. (SK)