As indicated in the Introduction, in order to make sure that this is a practically useful book the authors wish to use the metaphor of preparing guidance for the instructional user.

As training or educational developers, we should start out with asking ourselves some questions: (a) what are the dishes we are trying to make? and (b) how big or ambitious a feast are we attempting to prepare? Translation: Can we identify what we expect the student to be able to do after he or she has digested my meal? We need to be specific. For example: is our goal to help the student acquire the ability to “appreciate a good piece of literature?” What does that mean in terms of measurement? How will we know that the student will be able to do this? How do we define the words operationally: appreciate, good, piece, and literature? The way in which we as developers answer these questions determine the content (and possibly the approach).


Instructional Design Functional Context Educational Technology Research Term Transfer Instructional Theory 


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© Springer Science+Business Media, LLC 2007

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