This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development…

Offers a response to Kozma's article and his views on educational technology. Maintains that Kozma focuses too much on technology-driven instruction and learning and over-emphasizes the role of media research. Discusses the role of technology and considers the future of academic programs in the field, particularly doctoral programs. (LRW)

Investigated the use of rapid prototyping methodologies in two projects conducted in a natural work setting to determine the nature of its use by designers and customers and the extent to which its use enhances traditional instructional design. Discusses design and development cycle-time reduction, product quality, and customer and designer…

Explores dimensions of relevance with respect to research in instructional technology and suggests ways the research community can accommodate the needs and interests of practicing professionals. Topics include values; perceived credibility; perceptions of utility; expanding research topics and methodology; and the role of practitioners as…

Although context is a potent force in learning, instructional design models contain little guidance in accommodating contextual elements to improve learning and transfer. Defines context, outlines levels and types, specifies contextual factors within the types, suggests methods for conducting contextual analysis for instructional design, and…

Discussion of the appropriate direction of research in the field of instructional technology, and the relationship between research and practice, highlights two categories of developmental research. The promise of developmental research as a vehicle for creating sound methods for linking research and practice is discussed. (Author/LRW)