Describes results of a nationwide survey of libraries that was conducted to obtain an objective measure of the purpose and character of formal and informal library instruction. Responses from special libraries are emphasized, including library demographics, purpose and mechanics of instruction, conceptual aspects of instruction, and desired…

Discusses the role that technology must play in schools to be effective in changing the nature of students' learning. The relationship between schools, society, and technology is examined; the traditional research approach is described as inappropriate; and new design experiments that use successive refinement to improve innovative instructional…

When adult students in off-campus classes (n=192) completed the Myers Briggs Type Indicator, females were closer to the feeling type, males to the thinking type. Among these nontraditional students, females had distinct personality differences compared to a sample of traditional-age female students; male nontraditional students were relatively…

Discusses instructional design; examines various analyses which should be made as part of instructional development, including needs analysis, front-end analysis, job analysis, task analysis, training analysis, and learning analysis; and describes steps in a learning analysis that is less labor-intensive and time-consuming. A learning analysis…

This study examined effects of three increasing levels of curriculum compacting on the instructional practices of 470 elementary school teachers with gifted students in regular classes. Teachers were able to eliminate between 24% and 70% of the curriculum across content areas for more capable students but required assistance in designing…

Reviews articles in this issue that deal with theories of constructivism from the point of view of an instructional designer. Highlights include technology and constructivism; generative learning environments; learning processes; assessment; learning strategies; knowledge domains; learner control; and suggestions for both constructivists and…

A seven-step instructional modification process was devised to match adaptations to individual needs of students with mild disabilities. The steps include clarification of elements under teacher control; decision about whether or not a problem exists; selection and grouping of modifications; and selection of modification option and implementation.…

Defines performance technology, compares performance technology with instructional technology, and suggests ways to incorporate performance technology into graduate programs in instructional design and technology. Curriculum changes are discussed, similarities in analysis and needs assessment activities are highlighted, and the need for continuing…

Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the…

Discusses recent advances in cognitive theory and the design of computer-based instruction and suggests implications for the design of authoring tools and tutoring system shells. Highlights include the design of courseware; advanced organizers; knowledge representation; design evaluation; models of knowledge; models of errors; and models of…

North Carolina experiences serving homeless adults suggest four goals for adult basic education: rethinking the potential of literacy programs, reimaging the curriculum, redesigning teacher training, and reformulating funding. Practitioners should consider an expanded role in solving social problems. (SK)

Although computer-based training for adults has some disadvantages, it is useful for individuation, cost effectiveness, and interactivity. Computer instruction for adults must be designed carefully, considering content organization, learner control, practice, feedback, reinforcement, and assessment. (SK)

Focuses on implicit issues concerning the epistemological assumptions of traditional instructional design, curriculum planning, as well as constructivism. Discusses features and problems of constructivist instructional models, including problems of evaluation, of appropriate application, of the role of traditional schools and of new media, and of…

Discusses hypertext reading environments, focusing on a study of university students that examined the nature of a reader's representation of hypertext content in the presence or absence of a specified learning objective. Discusses concept maps and suggests implications for instructional design. (Author/LRW)

Relates differences between education and training to the difference between hunting and fishing. Discusses instructional methods and design, principles, objectives, and theories. (AEF)