Instructional Design, Development and Evaluation

This paper is intended to provide the instructional technologist already possessing some understanding of expert systems with some insight into two of the many steps involved in the design and production of such systems: knowledge acquisition and knowledge structuring or representation. It is also intended to help technologists to see how they might fit themselves into the knowledge engineering (i.e., expert systems building) paradigm. A generalized model for the design and production of an expert system is examined with particular emphasis on the first two steps-knowledge acquisition and knowledge representation-and the relationship between the instructional development process and the knowledge engineering process. Characteristics of the ideal knowledge acquisition engineer are compared to those of the ideal instructional developer, showing that the two processes are very similar and that a cross-fertilization of ideas and techniques between the two fields is both possible and profitable. (Contains 20 references.) (ALF)

This study explored the professional development experienc-es of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications (CMC) were featured as teacher communication tools of the project. The computer-mediated discourse produced by the teachers was compared with the discourse produced by teachers in face-to-face meet-ings. Research methods

This paper describes a four-dimensional model for the science of knowledge acquisition and a classification system in terms of these dimensions. A summary of the state of the art in terms of the cells generated in a four-dimensional representation of this classification system is presented. The need for better tools for conducting knowledge classification efforts in many of these cells is shown. One such tool, derived from a teaching model called Structural Communication, is described. It is argued that this tool would be useful in many of the cells for which no tools currently are available. An experiment using the Structural Communication approach to knowledge acquisition at the inter-cultural le "el is described. The resulting knowledge (i.e., data) is anlayzed using a method called Pattern Noting. The results from the data analysis are discussed in terms of what they show concerning the usefulness of the approach to knowledge acquisition, and recommendations for further research and application are made. (Contains 47 references.) (ALF)

This paper describes a new instructional development model, the INTERACT model, for use in instructional design of interactive instruction, especially interactive computer-delivered instruction such as intelligent tutors and videodisc-based computer-based instruction (CBI). The model is derived largely from current practice in instruct_ al development and from work in intelligent tutors, and was motivated by the current need for intelligent CBI authoring systems. The model involves a few novel assumptions, including: (1) in practice, projects do not usually begin with a task or needs analysis, but with goals usually derived from corporate assumptions about the existing problems and solutions; and (2) media selection should not be driven solely by .:he behavioral objectives, but by the nature of the learning experience. Six figures illustrate the INTERACT model and various concepts presented in the paper. (Contains 5 references.) (Author/ALF)

Advice Conselho Na educação a distância, o sistema de apoio do aluno deve poder fornecer conselhos. Affective domain Dominio afetivo Uma sub-categoria de aprendizagem que se refere à formação de atitudes e hábitos. Aid to learning Apoio à aprendizagem Material de apoio (summary ou índex) ou atividades que apóiam a aprendizagem (veja 'concept map' como exemplo). Aid to teaching Apoio ao ensino Geralmente significa apoio visual ou audiovisual usado pelo professor. Na EAD pode significar o 'hardware' usado para comunicar determinado conteudo ao aluno. Audiocassette Áudio-cassete Refere-se especificamente ao dispositivo de armazenagem e distribuição de fitas áudio. Intrinsic motivation Motivação intrínseca Estudo motivado por fatores internos ao estudante, tais como curiosidade, interesse pelo assunto ou vontade de estudar.

A professional society of educational technologists with more than 2,000 members. A law which permits companies to deduct from their corporate taxes double what they spend on training programs. The development of a national center which provides technical assistance in management to small and medium sized businesses. The growth of consulting companies in the training and development areas. Degree programs in Educational Technology at the Masters level. Large scale use of distance learning systems, especially television, radio and correspondence teaching. These are examples of some of the developments in the field of instructional and performance technology in Brazil during the past several years. This article will attempt to describe the status and trends, the achievements and the problems in the area of Performance and Instruction in this diversified and rapidly developing country.

Material de Consulta (“Job-Aid”) baseado em textos originais de J.G. Bennett, A.M.Hodgson e K.Egan. A presente ajuda de trabalho é um pouco diferente da maioria das ajudas que foram publicadas nas edições anteriores da Revista. Na realidade é uma ajuda à compreensão de um conjunto específico de conceitos e princípios, ao invés de uma ajuda de execução de um conjunto específico de tarefas ou procedimentos. A primeira seção apresenta um resumo das orígens da metodologia de Comunicação Estrutural, dos seus princípios básicos como foram concebidos e apresentados em trabalhos originais de J.G. Bennett e A.M. Hodgson. A segunda seção apresenta uma amostra de uma unidade de estudo sobre Comunicação Estrutural, organizada segundo os princípios de design instrucional da Comunicação Estrutural. Esta “simulação” de uma experiência de aprendizagem foi adaptada de uma versão mais completa do exercício originalmente apresentada por K. Egan (1972) no seu livro, apropriadamente entitulado “Comunica...

Este artigo apresenta uma revisão inicial da literatura de fatores críticos para o sucesso e fracasso de iniciativas de E-learning segundo o revelado pela experiência de pesquisadores e praticantes no EUA. Também apresenta uma análise breve do relativo sucesso de inovações tecnológicas educativas, vistas de uma perspectiva das teorias aceitas sobre a difusão de inovações na sociedade. Em alguns aspectos, muitas inovações tecnológicas anteriores seguiram uma trajetória não característica de aceitação, seguida por rejeição geral. Será este o futuro cenário para o E-learning como inovação? E se tais tendências aparecem no país pioneiro, como outros países que adotam um pouco mais tarde os processos de E-learning, como o Brasil, evitam estes erros?

Este artigo apresenta uma revisão inicial da literatura de fatores críticos para o sucesso e fracasso de iniciativas de E-learning segundo o revelado pela experiência de pesquisadores e praticantes no EUA. Também apresenta uma análise breve do relativo sucesso de inovações tecnológicas educativas, vistas de uma perspectiva das teorias aceitas sobre a difusão de inovações na sociedade. Em alguns aspectos, muitas inovações tecnológicas anteriores seguiram uma trajetória não característica de aceitação, seguida por rejeição geral. Será este o futuro cenário para o E-learning como inovação? E se tais tendências aparecem no país pioneiro, como outros países que adotam um pouco mais tarde os processos de E-learning, como o Brasil, evitam estes erros? This paper presents a short literature review on critical factors for the success and failure of E-Learning initiatives, as revealed by the experience of researchers and practitioners in the USA. It also presents a brief analysis of the relat...

Why This Article? At a recent conference, a lunchtime discussion was held to brainstorm some ideas on "books worth writing" in the field of educational/instructional technology. In order to stimulate our brain cells, the discussion leader suggested: "Think of the books you would probably be reading, or would like to be reading, in about three years' time." In a rather feeble attempt at a joke, but also stimulated by some conference sessions I had just attended, I suggested the title: "Why Did the E-learning Bubble Burst?" Nobody laughed. On the contrary, the idea was taken quite seriously. We were all aware of ambitious projects, such as NYU Online, that had recently folded, and some of us had horror stories to tell from the corporate world as well. Someone made the counter-suggestion: "Why don't you write the book? But better entitle it something like what to do in order to protect the bubble and prevent it from bursting." Someone else suggested: "The Care and Feeding of Your E-learning Project." While the "bursting bubble" metaphor was seen as appropriate for a "post-mortem" analysis, some other metaphors, like "baby" or "pet bird," appeared more apt for this pre-emptive title. We shall see, as this article progresses, that both the "baby" and the "bird" metaphors are apt, for more than one reason. The idea of the book germinated for a week or two and grew into an attempt to find out what had already been written on the topic. After all, why write a book if it's been written already? And, if there is no definitive book, is there a knowledge base of research and practice that can be drawn upon? My first actalmost a gut reaction in such cases-was to access ERIC. I used several combinations of search terms, such as "E-learning" and "failure," and came up with almost nothing-just a handful of documents that were not very enlightening. Then I tried the Web. Keying the above search terms into Yahoo produced a list of over two thousand hits. I analyzed the first two hundred or so. Apart from discovering such nuggets of information as where to find an E-learning course to teach me all about metal fatigue and resultant failure of aircraft wings and fuselages, I located over 30 articles addressing the topic of interest. Reading these and following up cross-references, I soon had a knowledge base of over one hundred articles, papers, and PowerPoint presentations that addressed different aspects of why E-learning projects sometimes fail or how, in general, to make sure that they succeed. It may be useful to review representative examples of the extant literature, as a step towards a more scientific and systemic view of what's happening and what to do about it. But first, let's define E-learning as the term is used in this article.

O presente artigo apresenta uma análise geral da atual uso da Educação a Distância no ensino superior da Malásia. Algimas partes deste trabalho são baseadas numa pesquisa realizada para apoiar um projeto do governo da África do Sul, na sua pretensão de rever e reorganizar suas leis de regulamentação e financiamento para a Educação a Distância no ensino superior. Outras partes são baseadas na experiência dos autores no uso da Educaçào a Distância em suas instituições de trabalho, e em estudos de casos de políticas e práticas em outras instituições de ensino superior. A análise cobre instituições dos setores público e privado no ensino supeior, uma vez que na Malásia, tal distinção está rapidamente perdendo sentido porque o ensino superior está caminhando para uma auto-sustentação e independência de financiamento público.