In this paper, the author presents his arguments to Fox's premise that functional contextualism has an implications for designing instruction. Fox argues that functional contextualism is an alternative to constructivism because constructivism has not empirically demonstrated its effectiveness. However, the author finds this assertion troubling for…

In this article, the author presents Fox (2005) argument on functional contextualism and his assessment of the current conceptual frameworks in the field of instructional design and technology. The often unquestioning espousal of constructivism in the field of instructional design and technology has caused problems for a number of reasons. Fox…

This literature review summarizes humor theory as an instructional strategy and provides examples of humor research. Discusses relationships between humor, affect, motivation, information processing, and learner characteristics. Provides six guidelines for incorporating humor in computer-based instruction (CBI) and proposes a research agenda for…

Addresses Clark's position that media do not influence learning (EJ 294 173). The need to consider the capabilities of media as they interact with the cognitive and social processes by which knowledge is constructed is posited. This approach is examined within the context of two major media-based projects. Implications for theory, research, and…

Discusses different points of view about the impact of media on learning, motivation, and efficiency gains from instruction. The author's arguments about research and theory of media effects are summarized; reactions to the claim that media do not influence learning are characterized; and responses are given to Robert Kozma's specific criticisms…

Argues that the debate about media attributes versus instructional methods should be shifted from instruction- and media-centered to a learner-centered conception of learning. Learning with media should be explored on the macro level (where learning is situationally dependent) and on the micro level (where design should support, instead of…

Critiques articles by Robert Kozma (IR 529 138) and Richard Clark (EJ 294 173) on the influence of media on learning. The author argues that Clark and Kozma are raising different questions and suggests that researchers focus on the effectiveness of whole units of instruction rather than on individual components. (Contains 14 references.) (KRN)

Provides an overview of the ongoing debate regarding media influences and the role of media in educational theory, research, and practice. Topics addressed include basic psychology fields versus educational technology, basic versus applied research, and internal versus external validity. (LRW)

Discussion of instructional systems design (ISD) focuses on reasons why ISD has not been widely accepted by public schools. Topics discussed include educational innovation; the role of the teacher in educational change; teachers' needs and attitudes; educational theories; and modifications to ISD that could make it more acceptable to teachers. (34…

Presents a response to David Solomon's paper "Toward a Post-Modern Agenda in Instructional Technology" (issue 48 number 4 page 5 of "Educational Technology Research and Development"), by offering an example of how postmodern perspectives can be used in instructional technology research and development. (Contains 43 references.) (AEF)

Responds to a reaction (issue 50 number 1 p5) to the author's original paper, "Toward a Post-Modern Agenda in Instructional Technology" (2000). Contributes to the dialogue about culture and learning in instructional technology (IT). Reviews opportunities. Suggests philosophical implications for IT, derived from the author's own research on…