http://tc.eserver.org/dir/Instructional-Design A listing of the most recently indexed works about Instructional Design in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/Instructional-Design http://tc.eserver.org/34445.html http://tc.eserver.org/34445.html The Systematic Design of Instruction is a book on Instructional Design written by Walter Dick, Lou Carey, and James O. Carey. The book introduces the fundamentals of instructional design and explains the concepts and procedures for designing, developing, and evaluating instruction. http://tc.eserver.org/34136.html http://tc.eserver.org/34136.html Discusses the intricacies of burnout and how to recognize, prevent, and cure it. http://tc.eserver.org/34008.html http://tc.eserver.org/34008.html The difference between training and teaching is that teaching encourages reflection, and therefore self improvement. A teacher aims to create students who are better then themselves. A trainer is looking for a human robot. http://tc.eserver.org/34009.html http://tc.eserver.org/34009.html Teachers are a very pragmatic lot and love to borrow good stuff. Give’em a good one in Moodle and they will come! If a science teacher has a great solution using Moodle for a problem or idea her class and say, an English teacher sees it and ‘gets it’ - you can bet the English teacher will at least try or ask how to go about it. And coming from a colleague and a fellow ’struggler’ is a much more powerful thing than coming from the school’s main Moodle peddler like me. http://tc.eserver.org/33650.html http://tc.eserver.org/33650.html In any field of applied studies such as technical communication, you have to be aware of industry changes. Keeping current with research and academic journals is important, but so is keeping current with what is going on in your industry, particularly in your own city. If you are educating people to get jobs as technical communicators, then you need to be sure you are giving them the right training for the markets they are entering. http://tc.eserver.org/31352.html http://tc.eserver.org/31352.html What would you do if you had to develop and deliver personalized training to 900,000 employees, located in 34,000 different locations globally with a complex set of variables that changes training on a location-by-location basis? The key is reusability 2.0. While technology-delivered training has become mainstream in many organizations, most are still not fully leveraging the power of reusable learning content to meet their instructional needs. http://tc.eserver.org/31265.html http://tc.eserver.org/31265.html 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. http://tc.eserver.org/31267.html http://tc.eserver.org/31267.html This site is designed to provide information about instructional design principles and how they relate to teaching and learning. Instructional design, also know as instructional systems design, is the is the analysis of learning needs and systematic development of instruction. Instructional designers often use instructional technology or educational technology as tools for developing instruction http://tc.eserver.org/31266.html http://tc.eserver.org/31266.html The idea of rapid prototyping as it applies to instructional design, is to develop learning experiences in a continual design-evaluation cycle that continues throughout the life of the project. This cycle, known as the spiral cycle or layered approach, is considered to be iterative, meaning that products are continually improved as they cycle continues. http://tc.eserver.org/30698.html http://tc.eserver.org/30698.html 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. http://tc.eserver.org/30692.html http://tc.eserver.org/30692.html 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. http://tc.eserver.org/30506.html http://tc.eserver.org/30506.html It is important to recognize that because we all differ in our experience and background the learning process is different for each of us. Consequently, in our documentation we should by to put users on an equal footing by, for example, clearly and exactly defining terms we use and including a glossary. We can also put everyone on an equal footing by using 'bridges to understanding,' from analogies, examples, and metaphors to mnemonic strategies. For overall comprehension, we can employ 'frameworks,' from conceptual maps to road maps, that give patterns of meaning to what we say. http://tc.eserver.org/30524.html http://tc.eserver.org/30524.html Information theory began as a mathematical study of the process of communication. Originally associated with telecommunications, information theory proposes that information is the number of messages required to completely reduce the uncertainty of the situation. To apply this postulate to telecommunications, Shannon and Weaver developed a model which describes the communication system as a source formulating a message consisting of signals to be transmitted over a channel (where they are distorted by noise) to a receiver. http://tc.eserver.org/30466.html http://tc.eserver.org/30466.html This process provides a means for sound decision making to determine the who, what, when, where, why, and how of training. The concept of a system approach to training is based on obtaining an overall view of the training process. It is characterized by an orderly process for gathering and analyzing collective and individual performance requirements, and by the ability to respond to identified training needs. The application of a systems approach to training insures that training programs and the required support materials are continually developed in an effective and efficient manner to match the variety of needs in an ever rapidly changing environment. http://tc.eserver.org/30382.html http://tc.eserver.org/30382.html Recent research focusing on a minimalist approach to computer software documentation has explored ways to design computer software tutorials and workbooks for users with an active learning style. The principles of minimalism and active learning styles, however, are less frequently applied to traditional reference manuals. This paper reviews several elements of minimalism and suggests ways to apply strategies for active learners to traditional reference manuals. http://tc.eserver.org/30352.html http://tc.eserver.org/30352.html Structure is a fundamental construct of mathematics. The field of discrete mathematics, in fact, is the foundation of data structures, upon which computer science is built. http://tc.eserver.org/30160.html http://tc.eserver.org/30160.html A qualitative study using reading protocols suggests that when readers of informative documents understand conveyed information satisfactorily, they make direct confirmations and positive comprehension evaluations. When readers are uncertain about the accuracy of their understanding, they guess, make assumptions, or render the text's language into their own words. When readers' understanding is impaired, they ask for more clearly established links or relationships in the text, or they pinpoint some ambiguity or lack of resolution. When readers' understanding is unsatisfactory but not impaired, they request additional information. In addition, readers make evaluative suggestions that introduce, focus, emphasize, or reiterate their other comprehension-related responses. The response patterns isolated in this qualitative study indicate the need for specific quantitative research and suggest some directions for developing reader-based heuristics for informative writing. http://tc.eserver.org/30149.html http://tc.eserver.org/30149.html The results of a Motorola human resources survey revealed an inadequate procedure for selecting training programs pertinent to specific job functions and individual career aspirations. A cross-functional team was formed to remedy the situation within one division. The team selected skill and knowledge criteria for career paths (early, middle, and late) in specific technical disciplines, such as applications engineering, technical communications, applications support, etc. The new training database also includes training, book, and article evaluations that other employees can review. In addition, the database provides access to the Motorola University training catalog and the Motorola technical libraries. http://tc.eserver.org/30151.html http://tc.eserver.org/30151.html The evolving roles of technical communicators threaten the comfortable assumptions of many educators who see themselves as primarily writing teachers. These threats can become opportunities if we perceive ourselves as participants in the evolving paradigms. This new perception requires significant interaction with colleagues. As we start to see ourselves as collaborators at work, in education, across disciplines and boundaries, we can make larger contributions and can enjoy greater professional recognition. Technical communicators can be partners with engineering faculty in developing innovative curricula; can achieve educational objectives by becoming partners with industry and practitioners; and can lead the shift in education through instructional technology. http://tc.eserver.org/29370.html http://tc.eserver.org/29370.html You may think that because you're an expert, it will be easy for you to write training materials for your low-level user base. But it can be tough to think like a beginner. Use these tips to create appropriate instructions for newbies. http://tc.eserver.org/29261.html http://tc.eserver.org/29261.html Learning style refers to your natural preference for having new ideas and information conveyed to you. It does not mean that you can't learn in other ways, only that you have a particular manner that suits you best. When things are not presented in your preferred method, it can become frustrating for both you and your instructor as you struggle to understand concepts which seem to be clearly within your grasp. http://tc.eserver.org/29154.html http://tc.eserver.org/29154.html Finding itself at the center of highly publicized legal and political deliberations over fairness in testing, personnel credibility, and legal liability, the training department at a North American transit authority adopted a genre system that enabled the production of objective evidence of job competence, which was then used to make objective decisions about who passed and failed various training programs. The ongoing genre-structured activity of the department involved not only the regularization of organizational texts but also the regularization of social interaction mediated by those texts, which, while producing the types of interpretively stable documents required for successful public deliberation, led to a shift in authority and social relations within the department that instigated considerable resentment and loss of morale among many veteran instructors. http://tc.eserver.org/29097.html http://tc.eserver.org/29097.html This article explores the complexity in Rohan's observation that "although texts in progress create community, this function hasn't value; in the world of business works in progress must be free" [1, p. 130]. To do so, the article describes the history of the development of the paper sewing pattern, discusses the role personal communications with consumers played as the genre evolved, and offers observations on the kinds of instruction provided by sewing machine and pattern companies. The extent to which gender and authority are connected in communications between consumers and corporate authors is explored. The article concludes by observing that once a genre is sufficiently established to become a standard, two changes occur: industries adopt authority for only certain types of necessary information, and women's authorship becomes anonymous, corporate, and personal exchanges with consumers are curtailed to save the expense. http://tc.eserver.org/28638.html http://tc.eserver.org/28638.html If you have ever wondered why your eyes start glazing over as you read those dot points on the screen, as the same words are being spoken, take heart in knowing there is a scientific explanation. It is more difficult to process information if it is coming at you in the written and spoken form at the same time. http://tc.eserver.org/28370.html http://tc.eserver.org/28370.html Interested in making the transition from software documentation to e-learning? Read about some steps that will help you ease the switch and make the most of your new opportunity. http://tc.eserver.org/27960.html http://tc.eserver.org/27960.html Layout decisions like the course structure, navigation, media, etc., affect the experience of the product. For a learner, the ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? http://tc.eserver.org/27869.html http://tc.eserver.org/27869.html This paper draws inspiration from diverse media to understand what constitutes experience. In doing so, it seeks directions for building experience into design of elearning products. http://tc.eserver.org/27169.html http://tc.eserver.org/27169.html For the past year and half, Tom Klinkowstein has conducted workshops, called Horizon Projects, with design students in four countries using a methodology adapted from John Anderson, a NASA scientist. The workshops lasted from 1/2 a day in New York, to two days in Istanbul, Turkey, three days In Shanghai, China and five days in Mumbai, India. http://tc.eserver.org/27026.html http://tc.eserver.org/27026.html Modern Web technologies permit greater flexibility in navigation, search, retrieval, and display. At the same time, the quantity of information is growing exponentially, and users expect greater control over content. http://tc.eserver.org/26952.html http://tc.eserver.org/26952.html Internet Links for finding information about computer based and instructor-led Technical Training. http://tc.eserver.org/26917.html http://tc.eserver.org/26917.html Through years of suffering through the American education system, I was implicitly taught that learning, and therefore training, required large numbers of people sitting in neat little rows, listening to dispassionate people ramble away on mediocre and predictably boring lessons. http://tc.eserver.org/26574.html http://tc.eserver.org/26574.html 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. http://tc.eserver.org/26562.html http://tc.eserver.org/26562.html How does the pursuit of one man's interests result in the creation of kindergarten and timeless design principles? Bill Lucas shows us how Friedrich Fröbel took basic elements to create intricate, scalable systems that can serve as a model for creating new experiential systems today. http://tc.eserver.org/26469.html http://tc.eserver.org/26469.html Lectures play a vital role in teaching. There will always be a place for lectures in the curriculum -- to give technical material or factual information, to provide structure to material or an argument, to display a method or example of how one thinks in a given field, or even to inspire and motivate students to explore further. At the same time, it often enhances both your presentation of the material and students’ learning when students are able to participate in some way. When students engage actively with material, they generally understand it better and remember it longer. http://tc.eserver.org/26412.html http://tc.eserver.org/26412.html Unlike lecturing and giving homework, these unorthodox techniques can also keep students attentive and target preferred learning styles. This article presents some experimental and anecdotal evidence to support the theory that the use of these techniques improves students' learning in an introductory Computer Science (CS) class. http://tc.eserver.org/26415.html http://tc.eserver.org/26415.html Educators have used toys in the classroom for as long as toys have been in existence, especially in the field of elementary education. Toys can provide motivation as well as keep the students focused on a particular area of study for longer periods of time - something students at the elementary level often struggle with. These students need to obtain fundamental skills for creating, disseminating, retrieving, and evaluating information from electronic media. Using robots as toys and teaching tools is a concept that has also been around for quite a while, and a great way to introduce these fundamental skills. http://tc.eserver.org/25473.html http://tc.eserver.org/25473.html An outline of various needs assessment/analysis plans and instruments for instructional designers. http://tc.eserver.org/25474.html http://tc.eserver.org/25474.html The World Wide Web (WWW) has opened up a whole new realm of communication opportunities. Never before have we had such an inexpensive, efficient means for accessing and delivering information that contains text, graphics, audio, and video throughout the world. http://tc.eserver.org/25472.html http://tc.eserver.org/25472.html Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. http://tc.eserver.org/25445.html http://tc.eserver.org/25445.html This is a course in the process and techniques used in the technical communication profession for developing and delivering instructional materials for software: computer applications programs. Instructional materials includes all forms of manuals, procedures, step-by-step, tutorials, getting started, booklets, online help, performance support, Wizards, and other methods of supporting the work of software end users. This course also represents a culmination of preparation for professional work. In this course we explore both professional issues and practical issues with the intention of giving you the chance to apply principles to representative projects. http://tc.eserver.org/25035.html http://tc.eserver.org/25035.html In this class you will learn the tools and design elements of multimedia for producing instruction on CD-ROM and the Internet. http://tc.eserver.org/24640.html http://tc.eserver.org/24640.html A comprehensive overview of computer-based training for technical communicators new to the subject. http://tc.eserver.org/24641.html http://tc.eserver.org/24641.html Searching for the right tool for your instructional design needs? Learn about your options through capsule reviews of instructional simulation programs and full-service authoring tools. http://tc.eserver.org/24530.html http://tc.eserver.org/24530.html Institutions familiar to the public are defined by master narratives that describe their activities and imply who is invited to take part. For art museums in this country, a master narrative of elitism was established in the last century, when museums organized and began building their collections. Because art museums were designed by the rich and subsequently forced to depend on the rich for financial support, the stories of elitism and exclusion have been perpetuated over the years. Whereas little narratives, or local stories, defining the daily operations of museums do not receive attention, stories of exclusive social events and obscure art exhibitions take prominence and discourage the participation of the general public. With diminished funding for museums and fewer courses devoted to art appreciation in public schools, museums will likely be unable to attract wider audiences to support them, and the master narrative will continue to define museums' image. http://tc.eserver.org/24542.html http://tc.eserver.org/24542.html This article explores the design choices for 'Network Earth,' a museum exhibit that introduced the general public to computer networks and related issues. The exhibit was one of three studied in a larger research project to develop a grounded model of design for learning in museums. Network Earth was developed by a team that had neither formal training nor academic credentials usually associated with museum exhibits. Although the design process and some of the general goals were similar to those at other sites studied and in the literature, certain practices differed. The team excluded historical objects, let donors influence content, and used different terminology. These differences appear to be cultural. With a limited affiliation with the occupational culture of museum exhibit design, the Network Earth team made choices that were more consistent with the culture of high technology, the subject of the museum and the industry that provided most of its financial support. http://tc.eserver.org/24457.html http://tc.eserver.org/24457.html The Education and Research Professional Interest Committee is sponsoring this day-long Train-the-Trainers post-conference workshop in response to the increasing emphasis that business and government are placing on lifelong learning and continuing education. The workshop explores the natural affinities that exist between the disciplines of adult education and technical communication, and offers technical communicators a unique professional development opportunity. The workshop demonstrates, through a mix of lecture, questionanswer sessions, and small group activities, that technical communicators can derive specific, tangible benefits from a grounding in the theory and practice of adult education. http://tc.eserver.org/24432.html http://tc.eserver.org/24432.html The question asked most often about storyboards, Wiens writes, is 'Why bother?' Wiens demonstrates the value of storyboards in creating online courses. http://tc.eserver.org/24356.html http://tc.eserver.org/24356.html Combining training and documentation departments was the first step in one organization's move to true support for its clients' performance. This paper explores some of the success factors of that move and examines briefly two projects that exemplify how successful performance-centered learning support can be developed. http://tc.eserver.org/24200.html http://tc.eserver.org/24200.html Students learn by actively interacting with the material, and by interacting with each other along the way. http://tc.eserver.org/24181.html http://tc.eserver.org/24181.html 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. http://tc.eserver.org/23796.html http://tc.eserver.org/23796.html 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. http://tc.eserver.org/23777.html http://tc.eserver.org/23777.html Practical techniques for organizing, delivering, and surviving your first-ever face-to-face training course. While the focus is on computer software training, the information can be readily adapted for other training situations. The first section deals with physical preparations such as setting up the room and checking equipment. The second offers practical tips for delivering the training, such as dealing with troublesome people, using various delivery methods, and getting feedback. Intended audience: For those who know their subject matter/product very well, but have no teaching or training experience – as the 'resident expert' they have been asked to train others. http://tc.eserver.org/23747.html http://tc.eserver.org/23747.html A leading manufacturer of medical diagnostics products contracted with the consulting group, iDesign & Delivery to develop an e-Learning program for laboratory specialists. The medical diagnostic company is moving to e-Learning programs as a way to reduce expenses associated with classroom training such as development costs, travel expenses, and instructor-led training costs. The e-Learning site needed to provide all of the required training for the laboratory specialists. This training was previously delivered as instructor-led, classroom training, or ad hoc mentor-guided training. Additionally, the requirement of the e-Learning site to be a portal to other sources of knowledge was also part of the client’s vision. A rapid instructional design process was employed by the iDesign development team to meet the aggressive schedule outlined by the client during the proposal phase. http://tc.eserver.org/23659.html http://tc.eserver.org/23659.html In order to better prepare engineers for business and industry, the Department of Bioengineering at the University of Michigan is running a three year pilot project. The purpose of this project is to design a seamless course that integrates the engineering and technical communication components. One way that this is being achieved is through interactive learning modules. These modules supplement course lectures. In addition, the process of designing them helps to foster conversation between faculty members—important for uncovering assumptions about teaching, engineering, and communication. http://tc.eserver.org/23573.html http://tc.eserver.org/23573.html The time-compressed training development methodology involves putting together a team of subject matter experts (SMEs), a designer/facilitator, and one or two scribes, then giving them the time and space required for focused effort in a three-phase approach. The three phases are: prework; development sessions; and, postwork. During the prework phase, a preliminary course outline and formats for the materials are developed. In the development sessions, the outline is refined, objectives are defined, and the content is developed. And, in the postwork phase, the materials are reviewed, refined, published, and distributed. http://tc.eserver.org/23572.html http://tc.eserver.org/23572.html After instituting training programs requiring 10 to 20 percent of every person's work week, Motorola reported that plants reinforcing the training received a $33 dollar return on investment for every dollar spent. The demand for training in new computer applications is growing. Selecting computer training options requires (1) an analysis of cost to benefits and (2) teamwork for preparing the materials and delivering the training. Some training techniques that work include knowledge mapping, pilot testing, and team training. http://tc.eserver.org/23563.html http://tc.eserver.org/23563.html There is a substantial market for technical communicators in the field of occupationally-based curriculum development. Both educational institutions and in-house industry training programs create instructional materials for preparing new workers and upgrading the skills of incumbent workers. Technical communicators with the right skills and experience can increase their earnings and expand their job horizons by joining this educational market. This workshop acquaints participants with the curriculum-writing market and its requirements and gives them an opportunity to develop an Action Plan for breaking into the freelance market or for expanding their opportunities in their workplace. http://tc.eserver.org/23298.html http://tc.eserver.org/23298.html A bibliography of writings about online education. http://tc.eserver.org/23038.html http://tc.eserver.org/23038.html As information architects we all know how important it is to keep the user in mind. The same is true in teaching IA: we must keep the learner in mind. Learning objectives are one tool to help keep your classes focused on the student. They will also help you develop the syllabus, lesson plans, and assessment methods. http://tc.eserver.org/22367.html http://tc.eserver.org/22367.html An article on writing course evaluations that measure the effectiveness of training courses, in relation to business objectives and return on investment. http://tc.eserver.org/22266.html http://tc.eserver.org/22266.html Feared by learners, discounted by educational pundits, short-changed by instructional designers, tests are, nevertheless, an essential element of learning. We may call them quizzes, drills, examinations, assessments, competence monitors, or demonstrations of mastery. We may cloak them as games or puzzles. Yet, they remain an essential ingredient for gauging a learner’s progress. Tests, along with other kinds of activities, give learners an opportunity to apply the concepts, skills, and attitudes they have learned. Well designed tests provide a reliable way to measure progress objectively. http://tc.eserver.org/22193.html http://tc.eserver.org/22193.html Discusses eight conditions for technological change that can support innovation in educational settings. These conditions, which were first directed toward library contexts and then studied in a variety of education-related contexts, encapsulate the majority of sustainability issues associated with distance education. These eight conditions are not exhaustive, but programs that achieve many of them will probably experience a high degree of sustained success. http://tc.eserver.org/21888.html http://tc.eserver.org/21888.html Students with disabilities are increasingly placed in inclusive classrooms where they learn alongside their peers. This poses a challenge to teachers and students because instructional materials may not be available in a form that is accessible to the disabled student. Inaccessible materials stigmatize students with disabilities by preventing them from using the same materials as their peers and can limit their educational opportunities. As technology becomes more prevalent in classrooms, students with disabilities face even more challenges in keeping pace with their classmates. http://tc.eserver.org/21819.html http://tc.eserver.org/21819.html The role of the technical writer is expanding, partly in response to technological and societal changes; it is encompassing a broader variety of communication tasks and media. One individual, the technical communicator, often plays the roles of designer, writer, editor, and producer. As these rolesconverge, visual thinking and visual communication are becoming critical skills for many technical writers. http://tc.eserver.org/21544.html http://tc.eserver.org/21544.html Internet-based distance learning programs make it possible for technical communicators located anywhere in the world to participate in graduate courses in their field. But are these graduate programs as rigorous as those offered through traditional educational venues? Do they provide opportunities for participants to learn from professors and their fellow students that are as rewarding as those provided in traditional graduate seminars? This paper reports the responses of students in two such classes to a series of questions probing these issues, and offers conclusions and recommendations that may help others who plan such courses to structure them more effectively. http://tc.eserver.org/21281.html http://tc.eserver.org/21281.html Once upon a time, we were curious and everything we encountered was new. We were excited about discovering new things and the world offered unlimited possibilities. Then we went to school and were taught to color inside the lines, that everything had its place and the world was ordered. http://tc.eserver.org/21238.html http://tc.eserver.org/21238.html You spend six months working side by side with the designers and engineers, learning every nuance of the new system. You then spend another six months writing a complete set of training and reference manuals. Face it, you know this system inside and out. So it should come as no surprise when your boss decides you are the perfect person to conduct the training class. http://tc.eserver.org/20970.html http://tc.eserver.org/20970.html 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. http://tc.eserver.org/20966.html http://tc.eserver.org/20966.html How do you develop effective online learning? This interactive half-day workshop introduces you to 18 techniques, including the must-ask questions of a needs analysis, the must-consider issues for writing objectives, different learning models you can incorporate into courses, ways to keep learners' attention, and tips for designing screens and writing for online presentation. http://tc.eserver.org/20959.html http://tc.eserver.org/20959.html 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. http://tc.eserver.org/20774.html http://tc.eserver.org/20774.html elearningpost is a digest of daily links to articles and news stories about Corporate Learning, Community Building, Instructional Design, Knowledge Management, Personalization and more. Besides the daily links, elearningpost brings out feature articles and related special reports on the above topics. elearningpost's mission is to provide quality e-learning content that attracts a diverse and emerging audience. http://tc.eserver.org/20719.html http://tc.eserver.org/20719.html 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. http://tc.eserver.org/20493.html http://tc.eserver.org/20493.html 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. http://tc.eserver.org/20292.html http://tc.eserver.org/20292.html 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. http://tc.eserver.org/20121.html http://tc.eserver.org/20121.html 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. http://tc.eserver.org/20079.html http://tc.eserver.org/20079.html Many of the limitations inherent in technical-writing instruction on the World Wide Web can be overcome by intelligently designed web sites. Web-based instruction here refers to courses, in either the corporate or academic setting, where most ofthe instructional materials are supplied over the WorId Wide Web and where students and instructors communicate and exchange writing projects through e-mail. Acknowledging that few instructors have the expertise or technical support to create such web facilities, this paper makes available annotated Per1 source code for instructors ’ use or customization. http://tc.eserver.org/19962.html http://tc.eserver.org/19962.html Because online technical communication classes, as well as classes with several online components, are no longer a novelty, teachers must plan coursework and technology use to better meet students’ needs. To improve my online teaching methods and plan future courses, I follow these guidelines: 1. Prepare students to use e-mail efficiently; 2. Prepare students to use the class chat room for meetings, office hours, and required discussions; 3. Maintain a flexible assignment schedule while enforcing the final deadline; 4. Help students gain access to computers; 5. Develop pleasant working relationships with technical support personnel; and 6. Develop course information for students with different learning styles. http://tc.eserver.org/19964.html http://tc.eserver.org/19964.html These days, the buzzwords of our industry revolve around E-commerce and E-business. At the same time, we have also seen major shifts in the required focus of our training offerings – from Tool/Task-Based to Business Process/Role-Based. Finally, we can no longer demand that the students come to us for what they need. They are demanding that we take it to them. But how do you turn your training organization on a dime to respond to the changing needs? This paper discusses how you can transition from standup/ manual-based instruction to a WBT/online documentation method of training. http://tc.eserver.org/19920.html http://tc.eserver.org/19920.html 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. http://tc.eserver.org/19721.html http://tc.eserver.org/19721.html The purpose of computer-based training (CBT) is to motivate students to reach clearly defined objectives, so CBT design elements should help learners reach those goals. The interface design results from a complex interrelationship among these primary factors. http://tc.eserver.org/19706.html http://tc.eserver.org/19706.html 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. http://tc.eserver.org/19664.html http://tc.eserver.org/19664.html Feedback is central to learning. Practice makes perfect, as the saying goes, but practice without feedback does not allow students or training participants to improve. http://tc.eserver.org/19637.html http://tc.eserver.org/19637.html In today’s global economy, knowing how to communicate in an international environment is more important than ever. The United States leads the world in the number of foreign students attending its educational institutions. The student body is becoming increasingly diverse. Instructors can no longer assume that all students have had the same experiences. Often, in an attempt to treat all students equally, instructors overlook or misunderstand the needs of international students. But if the teachers acknowledge and welcome cultural diversity in the classroom, students can become more aware of the varied audiences they will encounter in their future careers. http://tc.eserver.org/19546.html http://tc.eserver.org/19546.html Gender has become a significant issue in the various discussions related to the use of computers and instructional technologies (IT) in higher education. Are gender differences relevant in the students' learning process and their use of technological components in their courses? Is gender significant in determining the use of IT by students in colleges and universities? Does the study of how gender influences students' use of software and presentation formats, throw light on other general behavioural aspects of academic computer-users? This study uses surveys, both direct and online, of students in universities and colleges to explore whether gender is a critical variable in understanding what is labelled as user-friendly computer instruction and learning, Internet searches, and presentation software tools. It also seeks to explore whether and if so why, women students, as distinct from the men, do or do not embrace IT in their learning endeavors or use the new technological tools in handling their courses. http://tc.eserver.org/19498.html http://tc.eserver.org/19498.html This case study is based on the process that one team of technical communicators used to create an online science course—for a company that had not previously offered online courses. The team developed, created, and implemented the course, Language and the Brain, in just two and a half months. http://tc.eserver.org/19390.html http://tc.eserver.org/19390.html 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/). http://tc.eserver.org/19377.html http://tc.eserver.org/19377.html Distance education (DE) is a growing national trend, with courses and enrollments nearly doubling between 1994-5 and 1997-8. Technical communication practitioners and departments should take advantage of the benefits DE offers, including geographical and chronological access, integration of learning space and working space, and less time spent in lecture and more time responding to work or more time studying. Currently, technical communication education departments offer classes, certificates, and degrees via distance, varying from one undergraduate introductory class to 36-credit Master’s degrees. Future directions might include more programs to accommodate students, concentrations such as cross-cultural communication, and shorter courses to accommodate specific needs. http://tc.eserver.org/19227.html http://tc.eserver.org/19227.html 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. http://tc.eserver.org/19235.html http://tc.eserver.org/19235.html 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. http://tc.eserver.org/19250.html http://tc.eserver.org/19250.html Several researchers have discussed the important role of interactivity in promoting student learning and socialization, especially in online courses. Facilitating interactivity in an asynchronous, web-based course, however, presents a number of challenges. Such a course, in technical communication, was developed at Florida State University incorporating three interactive components: threaded class discussions, peer editing groups, and collaboration on a group project. Lessons learned from the development and implementation of this course may assist other instructors in developing and teaching online technical communication courses. http://tc.eserver.org/19108.html http://tc.eserver.org/19108.html In a recent round of discussion on an American Society for Training and Development chat list, corporate trainers discussed the diverse skills they needed to do their jobs well. Requests for assistance and advice evidenced the trainers’ concerns about their writing skill levels. In my own position as a corporate trainer I found myself training in classrooms three days a week and writing the other two. Handling new projects meant not only training the participants but also developing the materials that would be used. At the same time, existing materials needed updates or corrections to remain current with policies, procedures, and technology. The reliability of such information professionally affected the training department to a large degree. Consequently, writing and updating training-related documentation became the primary responsibility of the training department. Our role as trainers had expanded to include information management. http://tc.eserver.org/19102.html http://tc.eserver.org/19102.html Unless the professional lives of my former students are unaccountably unique, I expect you will confirm that many of your own former students find themselves developing materials that will be used in workplace training situations. You are undoubtedly aware that a number of technical communicators not only develop such materials but serve as trainers, themselves. The other side of the coin is that full-time professional trainers commonly have to develop their own training documents. Indeed, the majority of students in our Advanced Technical Writing course at Illinois State University are Industrial Technology majors, whose professional goals are to work as industry trainers or as teachers of industrial technology in secondary and postsecondary education programs. http://tc.eserver.org/18999.html http://tc.eserver.org/18999.html The process of revising an English Communications emphasis proceeded smoothly for the most part because of good planning by a Curriculum Committee. However, unseen pitfalls and departmental politics hindered some aspects of the experience. It will be necessary to apply lessons learned to continue the revision process and create a successful emphasis. http://tc.eserver.org/18905.html http://tc.eserver.org/18905.html The high dropout rate for many online college courses is due in part to a failure to adapt teaching materials and methods to the medium and to user needs. The author joined an intensive instructional design project and developed an online college course using WebCT with courseware development software. Constructivist pedagogy and today’s instructional technology are a good match, giving online instructors the conceptual and practical tools they need to construct a rich learning environment. The emphasis on user analysis and meeting users at the point of need inherent in technical communication is also vital to the success of online learning. http://tc.eserver.org/18844.html http://tc.eserver.org/18844.html Practical techniques for organizing, delivering, and surviving your first-ever face-to-face training course. While the focus is on computer software training, the information can be readily adapted for other training situations. BEFORE THE BIG DAY It is useful to know what goes into a training session even if you're not responsible for all the preparations. If http://tc.eserver.org/18777.html http://tc.eserver.org/18777.html 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. http://tc.eserver.org/18776.html http://tc.eserver.org/18776.html The paper reports an ongoing project aimed at providing an exemplary architecture for an electronic dissemination environment for scientific handbooks. It focuses on a way of facilitating navigation through and access to electronic handbooks by using a WordNet-like concept hierarchy consisting of synsets (sets of synonyms) that are connected to each other and to external sources by semantic relations for navigational purposes. http://tc.eserver.org/18779.html http://tc.eserver.org/18779.html The term Learning Object, first popularized by Wayne Hodgins in 1994 when he named the CedMA working group 'Learning Architectures, APIs and Learning Objects,' has become the Holy Grail of content creation and aggregation in the computer-mediated learning field. The terms Learning Objects (LOs) and Reusable Learning Objects are frequently employed in uncritical ways, thereby reducing them to mere slogans. The serious lack of conceptual clarity and reflection is evident in the multitude of definitions and uses of LOs. The objectives of this paper are to assess current definitions of the term Learning Object, to articulate the foundational principles for developing a concept of LOs, and to provide a methodology and broad set of guidelines for creating LOs. http://tc.eserver.org/18583.html http://tc.eserver.org/18583.html It's interesting to watch people using a Web site or online course you've built. When they click on the wrong button or mutter about not being able to find something, your instinct is to jump in to show them what to do. Or you may silently ridicule them for not understanding the obvious. But if we blame the user, we miss the point entirely. Navigating an online course should be easy. If the user is making lots of mistakes, it's probably the designer — not the user — who's dense. That's why it's so important to focus on usability when you're building an online course. http://tc.eserver.org/18478.html http://tc.eserver.org/18478.html Web-based instruction is often valued because of the way hypertext and dynamic visual media may enhance course content. The advantages of virtual space are framed in terms of 'access' - access to broader dimensions of ideas, access to academic and non-academic databases and information, access to diverse learning communities. http://tc.eserver.org/18469.html http://tc.eserver.org/18469.html With the continued development of the Internet, distance learning initiatives and Web-based mechanisms designed to support traditional classroom pedagogies are here to stay, and traditional notions of teaching are forever changed. Online colleges and universities like the University of Phoenix already boast burgeoning enrollments, as students flock to a curriculum that will gladly meet them on their own terms and in their own homes and offices. On the Web, teaching moves from brick and mortar classrooms with thirty students entering and leaving every hour, on the hour, to a compendium of synchronous and asynchronous experiences characterized by bulletin board posts, downloads, real-time chats, file transfers, and video and audio files. Web-based approaches to teaching writing and rhetoric are, generally speaking, multivalent, offering new and important capacities that surpass some of the dimensional and practical constraints of the traditional written page. Moreover, many of the practices common in Web-based pedagogy are well supported by theories of dialogism and negotiated learning, and those in the computers and composition community have long trumpeted these benefits. http://tc.eserver.org/18405.html http://tc.eserver.org/18405.html I am not in favor of deception, trickery, fraud, or swindle. What I wish to change are the curriculum and examination practices of our school systems that insist on unaided work, arbitrary learning of irrelevant and uninteresting facts. I'd like to move them toward an emphasis on understanding, on knowing how to get to an answer rather than knowing the answer, and on cooperation rather than isolation. Cheating that involves deceit is, of course wrong, but we should examine the school practices that lead to cheating: change the practices, and the deceit will naturally diminish. http://tc.eserver.org/18212.html http://tc.eserver.org/18212.html With books and manuals, users decide what information 1. they want and when they will acquire it. With training materials, however the writer/instructional designer controls the flow of information and the way in which it is presented. To write training materials requires careful consideration of adult learning principles, the possibilities and limitations of presentation media and, for classroom training, the difference between written and spoken language. A training writer also needs to distill from complex concepts the main points that participants will remember after the training. http://tc.eserver.org/18159.html http://tc.eserver.org/18159.html Although eBooks have not gained the consumer popularity expected by their developers and supporters, they still have a small base. This article explores their use in the education environment. http://tc.eserver.org/15146.html http://tc.eserver.org/15146.html Describes how instructional design principles can improve documentation. http://tc.eserver.org/14984.html http://tc.eserver.org/14984.html 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. http://tc.eserver.org/14985.html http://tc.eserver.org/14985.html A bibliography of works from instructional design and educational theory for cross-cultural and multicultural students. http://tc.eserver.org/14989.html http://tc.eserver.org/14989.html Hybrid courses are courses in which significant portions of the learning activities have been moved online, a combination of traditional classroom and Internet instruction. Time traditionally spent in the classroom is reduced but not eliminated. The goal of hybrid courses is to join the best features of in-class teaching with the best features of online learning to promote active independent learning and reduce class seat time. Using computer-based technologies, instructors use the hybrid model to redesign some lecture or lab content into new online learning activities, such as case studies, tutorials, self-testing exercises, simulations, and online group collaborations. http://tc.eserver.org/14798.html http://tc.eserver.org/14798.html 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. http://tc.eserver.org/14737.html http://tc.eserver.org/14737.html In the second article of his two-part series on the application of principles of instructional design to quality assurance processes, Nayar discusses how these principles affect document development. http://tc.eserver.org/14623.html http://tc.eserver.org/14623.html In this article, the authors describe the student management team (SMT) teaching concept, used to build appropriate teamwork competencies, and explain how they implemented an SMT in their technical writing course. http://tc.eserver.org/14706.html http://tc.eserver.org/14706.html Clark assesses the effects of virtual classrooms on teachers of distance-learning courses. http://tc.eserver.org/14556.html http://tc.eserver.org/14556.html Teaching professional writing courses from a social perspective enables instructors to recognize students’ own diversity and encourage students to consider cultural and gender diversity in designing effective communications Several teaching strategies will and instructors in their curriculum integration projects Revising courses to focus on diversity presents challenges which the instructor can meet by monitoring students’ response to the material and adapting teaching strategies as needed. http://tc.eserver.org/14464.html http://tc.eserver.org/14464.html 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. http://tc.eserver.org/14406.html http://tc.eserver.org/14406.html For primarily practical reasons, professional writing courses are increasingly being taught totally or partly online. These practical reasons concern me because I do not believe that a pedagogical practice whose benefits are being actively debated by scholars, such as online education, should be utilized only or primarily because it is seen as a way of saving or making money. However, online education is one pedagogical practice that, I believe, has great potential to improve writing. A year-and-a-half ago, I taught several partly online sections of my professional writing course, and I discovered that a strategy valuable in my traditional sections became invaluable in my online sections: electronic peer response. http://tc.eserver.org/14399.html http://tc.eserver.org/14399.html We can borrow teaching techniques from older instructional media. Research on educational television and computer-based training can strengthen web-based technical communication instruction. http://tc.eserver.org/14352.html http://tc.eserver.org/14352.html One of the ironic things about online help systems is that they are very often not helpful and even increase the user's frustration and stress level. A consequence of this increased frustration sometimes results in the rejection of the software. One solution is to increase the effectiveness of online help systems by designing them from an instructional design perspective. Some of the things we can provide users include: imperative, task-focused procedures; graphic feedback; access to redundant instructions; links to tutorial practice; philosophical and conceptual explanations for “why” they are completing specific tasks. http://tc.eserver.org/14217.html http://tc.eserver.org/14217.html 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. http://tc.eserver.org/14214.html http://tc.eserver.org/14214.html How do we support successful, lifelong learners and performers and help them competently respond to rapidly changing opportunities in the 21st century. The answer to this question lies in how well we understand audiences differentiated by key learning differences and consider how these differentiations influence winning learning and performance. Historically, cognitive-rich explanations have tended to underplay the dominant impact of affective and conative factors on thinking and learning. Recently, these dimensions have gained considerable importance as contemporary multidisciplinary research has begun to demonstrate how intentions and emotions can influence, guide, and, at times, override our thinking and other cognitive processes. More importantly, research suggests that intentions and emotions are a dominant, powerful influence on learner success. http://tc.eserver.org/14131.html http://tc.eserver.org/14131.html Multimedia cases allow novices and experts to explore issues and practice in instructional design. During the course of study in instructional design, often only a few design projects can be completed. Case studies serve as a valuable supplement, providing students with opportunities to experience and respond to complex practice issues in a variety of professional settings. In the process, students reflect on relevant theories and techniques as they attempt to understand a real problem, develop a response, and consider the potential consequences. Once each year, we sponsor a case event, and invite universities across the country to advance a team. Teams analyze the case, while experts pose probling questions, evaluate case responses, and contribute their own perspectives on the cases. http://tc.eserver.org/14129.html http://tc.eserver.org/14129.html To students of instructional design the introduction and subsequent 'sorting out' of the various learning theories and associated instructional design strategies can be somewhat confusing. It was out of this feeling of cognitive dissonance that this site was born. Why does it seem so difficult to differentiate between three basic theories of learning? Why do the names of theorists appear connected to more than one theory? Why do the terms and strategies of each theory overlap? The need for answers to these questions sparked my investigation into the available literature on learning theories and their implications for instructional design. I found many articles and internet sites that dealt with learning theory and ID, in fact, it was difficult to know when and where to draw the line. When I stopped finding new information, and the articles were reaffirming what I had already read, I began to write. http://tc.eserver.org/14130.html http://tc.eserver.org/14130.html Assembled with the advice of instructional designers from several universities, this bibliography provides citations to classics in instructional design along with recent articles tracking current trends. http://tc.eserver.org/14128.html http://tc.eserver.org/14128.html Models, like myths and metaphors, help us to make sense of our world. Whether it is derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. Models, like other tools, shape the consciousness of those who use them. The tool molds the wielder who molds the tool, ad infinitum. Our models frame the reality we impose on the world and the experience that is forged out of their use brings us to higher levels of understanding about the design problem, but only within the framework of the specific models we adopt. http://tc.eserver.org/14103.html http://tc.eserver.org/14103.html The Instructional Design & Learning (IDL) SIG helps STC members design, develop, and implement technical instruction in electronic and classroom settings. It promotes sound design practices and educates members about instructional theory, research, and tools. The IDL SIG provides resources to STC members interested in the intersection of technical communication and instructional design, especially in the following areas: Training development and delivery. Research and theory in instructional design and learning. Self-paced training development and delivery, including web-based training (WBT) and computer-based training (CBT). Tools for WBT and CBT. http://tc.eserver.org/14037.html http://tc.eserver.org/14037.html The following essay is a collaborative effort by a writing teacher and a writing student to make sense out of a situation we experienced together when Sandy Moore, the writer, responded to an assignment given by Michael Kleine, the teacher. In an advanced persuasive writing course, Michael asked students to experiment with the major Aristotelian categories of persuasion: ceremonial, forensic, and deliberative discourse. For the ceremonial assignment, Sandy chose to write an essay of blame about patrons of her workplace, a restaurant/bar. Though ceremonial discourse aims to praise or blame its subject before a public audience, Sandy did not intend to publish the essay outside the context of the classroom. Aware of the charged nature of her essay, Sandy wanted to use the university classroom not as a place from which to launch a public attack on a private workplace; instead, she hoped that the classroom would provide a safe place in which to practice persuasive discourse and to develop her rhetorical skills. http://tc.eserver.org/13927.html http://tc.eserver.org/13927.html Educational institutions are employing a variety of processes to support Web-based courses.  In our efforts to help faculty mount such courses, we found it helpful to divide course material into knowledge-based versus skill-based elements, and to develop activities that capitalize on the unique environment of the Web.  In this article, we discuss our successes and failures, and cover some legal issues we discovered that affect how we use both preexisting and student-produced materials. http://tc.eserver.org/13917.html http://tc.eserver.org/13917.html The number and variety of distance education courses have increased dramatically in recent years with the advent of new delivery technologies. Third-generation distance delivery methods such as interactive, Web-based instruction also have led to new levels of access for students. This article presents demographic information about students taking online courses at two institutions. In addition, it discusses some of the changes in learning environments that may accompany the move to the virtual classroom. Finally, it points out some potential problems in delivering courses with new technologies. http://tc.eserver.org/13913.html http://tc.eserver.org/13913.html Initially, online courses were created by pioneers--self-taught Web site writers comfortable with uncertainty. As Internet-based instruction has become increasingly popular, others are less inclined to struggle with writing their own Web pages but are nonetheless interested in having an instructional Web site. A growing number of course-construction programs are becoming available which could make Internet-based instruction more accessible. Only by addressing both pedagogical and technical issues can evaluation of such course creation products provide information useful for thoughtful and appropriate use of that technology to support and extend traditional pedagogies. This article concludes that creating online instructional sites by hand with the help of an HTML editor is generally preferable to using course-in-a-box software because instructors can select the components needed to support their pedagogy and construct successful learning experiences for their students. On the other hand, the dilemma of faculty intimidated by the technical expertise needed to produce even a basic Web site can be ameliorated by the use of course-in-a-box software. However, that software should be seen only as a stepping stone. Instructional sites created by course-in-a-box software certainly are worthwhile, but the course or site produced by this software remains constrained by its box, even if that box is often commodious.