Lessons Learned From Instructional Design Theory: an Application in Management Education    

Given that many doctoral programs do not provide extensive training on how to present course information in the classroom, the current paper looks to educational psychology theory and research for guidance. Richard Mayer and others' copious empirical work on effective and ineffective instructional design, along with relevant research findings in cognitive science, are summarized and adapted to the management education context. The goal of this article is to enhance instructors' ability to effectively relay course material and to offer specific advice for how instructors can implement prior research findings.

Burke, Lisa A. Business Communication Quarterly (2007). Articles>Education>Instructional Design>Multimedia

Merging Business Communication with Technology: Developing Successful Multimedia Modes for Distance Delivery  

Learning no longer has to depend solely on text resources when learners have access to multimedia resources and developing technologies. The lecture is now encapsulated and available for replay and, like a novel, provides the user with direction not just destination. This paper highlights how technology adds value to the academic learning experience/environment for business communication with a focus upon televised courses, streaming videos, instant messaging and Web-based resources. Implications for the learning experience are: (1) oral and written language use become more dynamic; (2) learner outcomes are audience- and message-centered; and, (3) content instruction is analytical.

Fortune, Mary F. and John J. Staczek. Association for Business Communication (2004). Articles>Education>Instructional Design>Multimedia

Overview of a Distributed-Hard-Drive-Based Educational Plan  

Although empirical research indicates that media selection may not impact learning a great deal, results are inconsistent and sometimes contradictory. We have done recent studies indicating that inconsistent results may be caused by the extent to which educational developers are modifying the genres within which they typically teach – e.g., converting lectures to essays and converting demonstrations to posted instruction sets. Typically, the instructional developers who significantly modify their educational genres do so because digital media (usually designed for dissemination on the Internet, CD-ROM, or DVD) preclude the large format heuristics we accept as necessary in our traditional classes. New technologies, available this year, seem to provide a solution for this problem. In recent studies, we have successfully placed traditional educational genres on very large, external and/or removable hard drives which we combine with Internet technology to overcome the bandwidth problems we faced in the past. Because this involves a unique, step-by-step process of examining educational materials, re-combining them into external drive technlologies, and then developing new distribution methods, we call the process 'Distributed Hard Drive Protocol.' This paper describes six new, protocols we have developed for educators, trainers, and archivers.

Hailey, David E. and Christine E. Hailey. Utah State University (2000). Articles>Multimedia>Instructional Design>Education