Presents a model for course development which utilizes a behavioral approach to instruction within the context of instructional systems design (ISD). An overview of the ISD process is given, and an introductory college psychology course is described which was prepared by modifying Keller's Personalized System of Instruction (PSI). (LRW)

Curriculum management stresses the identification of purpose and content involving essentially what'' questions; instructional development deals with strategies and techniques of teaching that attend basically to questions of how.'' This article deals with a description of an appropriate instructional development system. (Authors/CB)

Discusses the need for and use of models in the design and development of instructional materials, providing an overview of the main characteristics of a unit model and three course models: a simple linear model, a refined linear model, and a branched model. (RAO)

Defines instructional development, describes the scope of the research and knowledge base upon which its practice is built, comments upon the sufficiency of the investigation into the components of that knowledge base, and poses questions for future research. (Author)

Describes, justifies, and illustrates a process for analyzing and comparing instructional development (ID) models at the task and subtask levels. ID tasks and subtasks are identified, weights are assigned to the subtasks, and various instructional design and instructional development models are compared, as to both comprehensiveness and…

Compares and contrasts the current development of needs analysis and needs assessment through a review of the literature, and offers recommendations designed to restore systems thinking to front-end analysis in organizational and instructional development. The roles of needs assessment and needs analysis in a performance technology model are…

Discussion of claims of constructivism and educational technology that were raised in an earlier issue is presented in the form of a philosophical dialogue. Topics discussed include instructional development; knowledge acquisition; constructivist theories and educational psychology; objectivists versus constructivists; subjectivism; and…

Discusses the need to reengineer performance development in light of new technologies, concepts, and tools. Topics addressed include current performance development strategies; new models; learning strategies versus training strategies; electronic performance support and software; and the role of the instructional developer. (LRW)

Describes a fourth-generation ISD (instructional systems development) model, an integrative problem solving system that dynamically adjusts the authoring activities of instructional development by direct reference to a specific learning problem or need. Includes case studies that illustrate the three model components: situational evaluation,…

Over the years, many authors have tried to describe, conceptualize, and visualize the instructional design or development processes via a variety of process models. Most descriptions imply a rather homogeneous view of design, depicting it as an overall problem-solving process following general phases such as analysis, design and development,…

Information skills instruction is a fundamental and vital part of K-12 education in the 21st century. "The Handy 5", a proven effective model for planning, teaching, and assessing information skills instruction, was written to help library media specialists and teachers to collaborate more effectively in the teaching of information skills. This…

Based on a survey of 83 instructional developers, this chapter considers whether the instructional developer/client relationship is a consulting relationship and, if so, whether consultants employ a specific consulting model. Four models of consultation are considered--the Product Model, the Prescription Model, the Collaborative/Process Model, and…

This text, now in its fourth edition, provides an understanding of the diversity and use of models used to portray the instructional development (ID) process, while reflecting the many changes in the field that have occurred since publication of the last edition in 1997. Beginning with the belief that an ID model should be selected based on the…

This research assumes that systematic and systemic change are two components in instructional design (ID)--not dichotomous terms, but two sides of an interconnected dual structured system. Specifically, this paper examines the difference between systemic thinking and systematic thinking, the ideal mental model (dual structured systems) for ID, and…

Describes the process by which Learner Verification and Revision (LVR) transforms information gathered during learner verification into revision prescriptions for the development of instructional materials. Robinson's and Gropper's procedural models for formative evaluation are also discussed and a study comparing the effectiveness of materials…