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Tessmer, Martin; McCann, Daniel; Ludvigsen, Michael – Educational Technology Research and Development, 1999
Explains a needs-reassessment model used to reassess existing training called the CODE system; CODE stands for criticality, opportunity, difficulty, emphasis, the foci of this needs-reassessment process. Provides empirical data on the potential value of the CODE process for decisions about the reallocation of instructional resources in existing…
Descriptors: Decision Making, Educational Resources, Evaluation Methods, Models
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Tessmer, Martin – Educational Technology Research and Development, 1998
Outlines some tools and tactics for the knowledge-elicitation process in multimedia design by facilitating communication between the designer and subject matter expert (SME). Defines multimedia SME and exploratory multimedia, and discusses the role of the SME, stages of SME consultation, as well as problems and tips to optimize SME consultations.…
Descriptors: Communication (Thought Transfer), Computer Assisted Instruction, Designers, Discovery Learning
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Tessmer, Martin; Richey, Rita C. – Educational Technology Research and Development, 1997
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…
Descriptors: Context Effect, Futures (of Society), Instructional Design, Instructional Effectiveness
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Tessmer, Martin; And Others – Educational Technology, Research and Development, 1990
Discusses concept learning research and theory, and examines the relationship with models of instructional design. Topics discussed include how concepts are learned; how concepts are measured; instructional design for concept learning; inferences; teaching with analogies; use of learning strategies; and new strategies for classification…
Descriptors: Classification, Concept Formation, Concept Teaching, Inferences