#31265
The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.
InstructionalDesign.org. Articles>Education>Instructional Design>Methods
#10757
A brief overview of evolutionary theory and its application to knowledge and learning in the theory of memetics is presented. The knowledge and learning structures that exist within a modern company are examined and significant failures within them are identified. It is concluded that harnessing and exploiting evolutionary learning can resolve many of these failures. Evolutionary learning is a natural precursor for the transition from training to performance support. For this transition to happen successfully it is necessary that the right corporate culture and knowledge infrastructure are present.
O'Gorman, Adam. EPSS (2001). Articles>Education>Instructional Design>Online
#14798
Applying Audience Invoked Models to Instructional Design Methods
You should know what appeals to and motivates your audience before you approach them with a suggestion for action. The same point is also true for writers. The writer must have a good idea of who the audience is and what motivates them in order to create arguments that will convince his or her audience to not only to read the text, but also to behave in the desired fashion after they have read the text.
Cleman, Kelly A. Orange Journal, The (2001). Articles>Education>Instructional Design
#24200
Students learn by actively interacting with the material, and by interacting with each other along the way.
Doumont, Jean-luc. Intercom (2004). Articles>Education>Instructional Design
#30698
As college instructors endeavor to integrate technology into their classrooms, the crucial question is, 'How does this integration affect learning?' This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.
Katz, Susan M. Journal of Business and Technical Communication (2008). Articles>Education>Instructional Design>Online
#20493
The field of technical communication is in many ways inscribed by technology. As a result, technical communication programs not only must provide students with a foundation in the theory and practice of the field, but also must give students some level of proficiency in the technology tools they will need to put that knowledge into service in the workplace.
Brumberger, Eva R. CPTSC Proceedings (2003). Articles>Education>Instructional Design>Software
#20719
Build It Right And They Will Come 
Teaching through the Web requires instructors to reconsider their previous assumptions about the nature of teaching, lecture, testing, and student/teacher interaction. In online classrooms, instructors often serve many design and maintenance roles. Managing the time required for these roles is an inescapable part of online instruction. The simpler the overall course design, the less often the instructor has to shift from role to role. Online instructors must use textual, visual and interactive metaphors consistently to help guide students toward productive forms of interaction. Finally an equal mix of textual, visual and interactive rhetorics is vital for effective online course design.
Gillette, David. STC Proceedings (1999). Articles>Education>Instructional Design>Online
#14464
Building a Swan's Nest for Instruction in Rhetoric 
When a composition teacher incorporated community-based writing assignments into her course, she found that the curriculum did not support students’ transitions to nonacademic settings. Her success in transforming the curriculum suggests that the writing classroom can function not only as a site for “general writing skills in-struction” but also for analysis of rhetorical variation.
Bacon, Nora. CCC (2000). Articles>Education>Instructional Design>Rhetoric
#19706
Technical communication courses and training programs often benefit from peer review or group critique. To encourage learning, these activities require a constructive climate: Students must listen to one another, be receptive to feedback, and refrain from reproaches, interpretations, and judgments. Such a positive group spirit is not a given, especially if the school or corporate environment encourages competition more than collaboration. Teachers must foster an appropriate environment if they want their collaborative learning activities to be successful.
Doumont, Jean-luc. Intercom (2003). Articles>Education>Instructional Design>Collaboration
#23796
The Changing and Emerging Role of the Instructional Developer
Today's instructional developer is required to know much more than the Instructional Systems Design methodology. He/she must know a multitude of authoring tools, and must also know the storyboarding and development process for designing technology-based learning programs. Technology-based learning presents four unique challenges for instructional developers. These are: accommodating different learning styles; addressing differing technologies in learners’ computers; developing training packages for mass quantities of learners; and acquiring new skill sets. Technology-based learning also presents many new opportunities for instructional developers, including the chance to develop exciting tools such as wizards, coaches, and computer-based training programs.
Levin, Marissa. STC Proceedings (1999). Articles>Education>Instructional Design
#14217
Commentary on International Learning
This article, subtitled “Audience Analysis and Instructional System Design for Successful Learning and Performance,” by Margaret Martinez is a must-read for all committed to seeing to it that technologies keep their promises and achieve their potential. There is a propensity among technology proponents to disregard, or at least to minimize the importance of, individual differences among learners and the impact of differences in learning. While the research design, execution, and fi ndings are significant it is important to recognize this work for what it is—a meaningful addition to a less-than-adequate body of knowledge. In our (still) instruction-centered educational environment it is still frustratingly diffi cult to elicit recognition that we are all different in many ways and that includes how we learn. Ms. Martinez has provided us with a contemporary update on individual difference data which flows well from her excellent historical review.
Russell, Thomas L. Journal of Computer Documentation (2000). Articles>Education>Instructional Design>International
#13833
Communication as the Foundation of Distance Education
Communication plays a vital role in learning, not only with respect to expository and discussion methods of instruction, but at a more consequential level in the development of higher mental processes through acquiring and learning to manipulate symbols. This has been so at least since the early days of Greek society where education of the citizen primarily was concerned with the ability to express oneself in a thoughtful manner in order to develop a better society. Isocrates, one of the first Western educators, stressed the relevance of speech in sharpening thought and judgment; his emphasis on the relationship between education and speaking well became the standard throughout the ancient Western world.
Brooks, Robert F. Kairos (2002). Articles>Education>Instructional Design>Online
#25473
An Competencies and Skills for Instructional Designers 
An outline of various needs assessment/analysis plans and instruments for instructional designers.
University of South Florida (1995). Articles>Education>Instructional Design
#20121
Computer-Mediated Conferencing: Teaching in a Virtual Classroom
Asynchronous desktop conferencing, or computer-mediated interaction, is one of the new technologies in education. A videocourse with an interactive conferencing component was used successfully in a distance course for graduate students in technical communication. The technology allowed students to collaborate, peer review, and conference at their own pace without coming to campus. Computermediated conferencing has promise as a teaching tool for technical communication.
Coppola, Nancy W. STC Proceedings (1996). Articles>Education>Instructional Design>Online
#24181
Perhaps the most overlooked teaching principle is the one stating that we learn by linking new material to known material. If we cannot connect what we must learn to what we already know, we can hardly anchor it in our mental schemata and thus make it our own, at least durably. Moreover, our motivation for learning would at best be extrinsic (some sort of obligation, perhaps): Why would we want to learn material to which we cannot relate? Even if we could learn the material without context—by memorization, for instance—we could not recognize situations where this unconnected knowledge applies. For all practical purposes, it would be useless.
Codone, Susan K. Intercom (2004). Articles>Education>Instructional Design
#13753
Corporate Software Training: Is Web-Based Training as Effective as Instructor-Led Training? 
Web-based training has been both acclaimed as a self-paced, consistent, stand-alone alternative to traditional instructor-led training and disparaged for its high development costs and dearth of qualified trainers. Critics especially question its effectiveness. This case study tests the effectiveness of a stand-alone web-based training program and compares the results to that of an identical instructor-led course. The course provides highly task-oriented instruction for a computer software package and was developed using a proven instructional design methodology. The data from this study show that web-based training is as effective as instructor-led training for stand-alone software application training in a corporation.
Coppola, Nancy W. and Robert Myre. IEEE Transactions on Professional Communication (2002). Articles>Education>Instructional Design>Online
#14984
Course Authoring Systems: A Review
Many instructor-led courses are being considered for conversion to electronic or distance delivery. A recent HRD survey by the American Society for Training and Development predicts that by the year 2000 only an estimated 54.8% of training will be instructor-led, compared to 80% in 1996. By contrast, the market for training delivered via new technologies is expected to go from 10% in 1996 to over 35% by the year 2000. Web-Based Training (WBT) is expected to account for a sizable portion of these electronic course developments and conversions.
Phillips, Vicky. GetEducated.com (1998). Articles>Education>Instructional Design>Online
#19920
A Curriculum for the Research and Practice of International Technical Communication
It is no secret that businesses around the world need to compete globally in order to survive. What is a secret is that technical communicators in every county in the world are untrained to deal with the issues, deadlines, standards, and quality measures necessary to address the needs of global businesses. This paper offers some ideas and justification for a curriculum in international technical communication.
Hoft, Nancy L. STC Proceedings (1996). Articles>Education>Instructional Design>International
#20292
Design Once: Use Again and Again and Again…
You can either do it over and over again; or, you can design it once and use it again and again. The decision to create reusable learning modules need not be an expensive one. It just requires modular design.
Horton, William K. III. STC Proceedings (1998). Articles>Education>Instructional Design>Online
#19227
Designing Accessible Web Based Courseware with Authoring Tools
Creation of Web based courseware has become easier and quicker, particularly, for non-Web experts with the advent of authoring software which allows authors to put together resources without requiring to learn HTML. However, there are problems regarding the accessibility of resources produced by such software, and this article discusses the nature of these problems and how they can be overcome.
Sloan, David. TechDis (2000). Articles>Education>Instructional Design>Online
#13082
Designers today are involved in the development and design of new products and their interactions, software, virtual identities, web sites, strategic plans, wearable computers, digital libraries, games, and interactive exhibitions. The old monikers of graphic and industrial design aren't descriptive of the new fields of practice and research that are being explored today. These disciplines in fact have come to realize that they do not own the word `design.' The activity of design, as described by Simon (1969), is being practiced by a host of disciplines that include engineering, computer science, information systems, professional writing, and business. We encounter job titles such as software design, engineering design, human-computer interaction design, and systems design, to name a few. If design is so pervasive, who, then, is a designer and how is s/he educated?
Boyarski, Daniel. SIGCHI Bulletin (1998). Articles>Education>Instructional Design>Assessment
#19390
Designing for Motivation and Usability in a Museum-Based Multi-User Virtual Environment
This National Science Foundation (NSF) funded research project is creating and evaluating graphical multi-user virtual environments (MUVEs) that use digitized museum resources to enhance middle school students' motivation and learning about science and its impacts on society. MUVEs enable multiple simultaneous participants to access virtual contexts, to interact with digital artifacts, to represent themselves through “avatars,” to communicate with other participants and with computer-based agents, and to enact collaborative learning activities of various types. Initially, MUVEs were based only on textual descriptions); now, many MUVEs are graphical in nature, or use graphics to enhance textual descriptions. Our project's educational environments are extending current MUVE capabilities in order to study the science learning potential of immersive simulations, interactive virtual museum exhibits, and 'participatory' historical situations (http://www.virtual.gmu.edu/muvees/). To accomplish this, we have built our own MUVE shell based on the Sense8 WorldToolKit (http://www.sense8.com/).
Dede, Chris, Diane Ketelhut and Kevin Ruess. Harvard University (2000). Articles>Education>Instructional Design>Usability
#20970
Determining Constraints for e-Learning
One of the challenges of starting an e-learning are the constraints. If you don’t uncover them before you begin a project and choose software, the issues can come back to haunt you. Following are questions you can ask to determine the constraints you'll need to address when implementing e-learning in your organization. You might need to ask additional questions, but these should give you a good start.
Carliner, Saul. Saul Carliner Studio (2003). Articles>Education>Instructional Design>Online
#19235
Using electronic media for learning and teaching is widespread. E-Learning offers opportunities for staff to convey material in a variety of ways and ultimately on 'anytime, anyplace' basis. E-learning materials can range from the simple act of putting lecture notes on line to simulations of real life. This means that distance learning (both off and on campus) is a realistic possibility, with students able to take part in class discussions via email and online discussion forums, and at the same time being able to remotely access materials and information. These materials do not need to be static web pages, as technologies such as broadband improve audio and video may be made available on a faculty Intranet allowing students to review material already covered, or prepare for lectures and tutorials. For example, medical students may review a video of clinical procedures 'streamed' over the intranet and then discuss them in a tutorial, the flexibility of streaming would allow the students to view the video at the their own pace and at times which suit them.
Sloan, Martin. TechDis (2002). Articles>Education>Instructional Design>Online
#18777
Ever more lecturers find themselves forced to Web-enhance their courses out of economic pressure or prestige. Universities trapped between rising student numbers and decreasing budgets are turning to e-learning as the one-stop solution, with little concern for student or teacher needs. An e-(nhanced) learning environment can only be successful if it fulfils students' and lecturers' needs alike. The student needs to be supported in various stages of learning, whereas the lecturer cannot afford to spend more time on generating lecture support materials. Investigation of lecturers' and students' requirements resulted in the concept and design of e-ULE (e-Usable Learning Environment), a university-level teaching and learning environment with a strong focus on usability. To ensure learning materials are helpful for students in any learning situation, from gaining an overview to providing reference, an equally usable authoring tool is required: e-ULE's authoring system is geared towards a typical lecturer, without requiring an undue amount of IT or pedagogical skills, but offers support for academic workflow by supporting tasks like literature research and integration, and collaborative editing in large groups (e.g. with students). Following a usability engineering approach, all features of the e-ULE learning environment are derived from user requirements and usability tests. The main parts of the environment are currently at 'proof of concept' stage. The system is open source and relies on several prominent open source projects.
Naber, Larissa and Monika Kohle. Journal of Digital Information (2003). Articles>Education>Instructional Design
