DOCUMENT RESUME Yearman, Andrew R. J., Ed. INSTITUTIONDOCUMENT RESUME. ED 409 883 IR 018 505. AUTHOR...

DOCUMENT RESUME

ED 409 883 IR 018 505

AUTHOR Yearman, Andrew R. J., Ed.TITLE ITED Newsletter, 1991-1997.INSTITUTION Association for Educational Communications and Technology,

Washington, D.C.PUB DATE 97

NOTE 66p.; Published irregularly.PUB TYPE Collected Works Serials (022) Reports Descriptive

(141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Computer Interfaces; Conferences; Continuing Education;

Distance Education; *Educational Technology; Focus Groups;Human Factors Engineering; *Industrial Training;*Instructional Design; Internship Programs; Job Skills;*Newsletters; *Professional Associations; ProfessionalDevelopment; Professional Training

IDENTIFIERS *Association for Educational Communications Tech; IndustrialTrainers

ABSTRACTThis document consists of 6 years of newsletters (eight

issues) of the Industrial Training and Education Division (ITED) of theAssociation for Educational Communications and Technology (AECT). The ITEDNewsletter maintains communication about professional matters within theIndustrial Training and Education Division. This document containsnewsletters for the following dates: Spring 1991, February 1992, March 1992,January 1993, March 1993, February 1994, January 1995, and January 1997.Topics covered include: awards to ITED interns; minutes of ITED boardmeetings; conference schedules; AECT issues; and articles on current topicsrelating to instructional design, distance education, information technology,focus groups, energy efficient computing, an addition to the AECT Code ofEthics, and the effect of computer use on eye health and vision. (SWC)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

********************************************************************************

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

ITED Newsletter 1991-1997

Andrew R.J. Yeaman, Ed.D.

BEST COPY AVAILA E

2

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Andrew R.J. Yeaman

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

ITED NEWSLETTERSpring 1991 Industrial Training and Education Division, Association for Educational Communications and Technology

Training Awards

Return In OctoberBy Chip IngramThe ITED Training Awards are back!

The ITED Training Awards Programhonors outstanding industrial trainingprograms. In the past, we have givenawards to exemplary technical andprofessional training programs in themilitary, finance, computer, andeducation fields.

An Awards Committee evaluates theentries according to criteria likefulfillment of stated objectives,sufficiency of primary and supportmaterials, language style and clarity,instructional design, production quality,and others. We will announce thewinners at the annual ITED BusinessMeeting at the Washington, DC AECTConference next winter, as well as in theITED Newsletter.

Instructions and materials for submittinga program for consideration will beavailable by mid-summer. If you wantto be sure of receiving them, contact

Dr. Albert L IngramInstructional and Training TechnologyGovernors State UniversityUniversity Park, IL 606466

Office: (708) 534-5000Fax: (708) 534-0054

Deadline for the submission of trainingmaterials for the Training AwardsProgram is October 15, 1991.Submission fee is $35 for ITED membersand $50 for nonmembers. All materialswill be returned after the committee hasmade its decisions.

Entries may be in the form of a mediaproduction or an effective curriculum orcourse. Plaques will be presented to thewinners of 1992 ITED Training Awardsat the February Business Meeting.

NSPI President ChallengesInstructional Design ProfsBy Robin Taylor

Marc Rosenberg, president of the National Society for Performance and Instruction(NSPI), gave the keynote speech at the annual DID Luncheon in Orlando. Anattentive group of over 50 instructional design professionals, including professors ingraduate ID programs, heard the appeal for radical changes in the preparation ofinstructional designers.

The commentary also reflects on ID roles in business and an edited version appearshere in the TIED Newsletter with thepermission of Marc Rosenburg.

Job Aid for ITEDNewsletter Writers

The purpose of the TIED Newsletteris

to maintain communication about pro-fessional matters within the IndustrialTraining and Education Division.

Send articles and announcements tothe editor: Dr. Andrew R. J. Yeaman,Yeaman & Associates, 601 WestEleventh Avenue #1103, Denver,CO 80204.

Telephone: (303) 534-5749.

Fall issue deadline: September 23.

Submit articles as hard copy and textfile. The preferred file format is the800K double density Macintosh disk.

Building Bridges to Business:Opportunities and Challengesfor Academia

As NSPI President, I have traveledacross the country and spoken to manystudent interns, practitioners andtraining managers. Because I considera strong academy vital to the future ofthe field, I am alarmed by the lack ofinfluence the academic community ishaving on business leaders.

I am beginning to see the trivializationof instructional design, when strategicexpansion is called for. I am concernedthat instructional designers are notconsidered serious players in thecorporate game.Continues inside on page 4

In this issue

Intern receives $1,000 ITED award 2Florida makes AECT '91 a grand conference

Paraguayan bank uses distance training 2Consultant describes success

Board acts after the Orlando Kaffee Klatsch 3Election results and new plans announced

BErc"1-4,0t ,tftiJ, i i4V

ITED NEWSLETTER, Spring 1991 2

Paraguayan BankChooses DistanceEducation For StaffBy Mary C. Muller

Consultancy opportunities forinstructional technologists often arise inThird World technical assistance projectsbut usually the consultant has to convincethe client that innovation and change arenecessary.

This was not the case with the NationalDevelopment Bank of Paraguay wherethe bank president specifically statedthat his organization needed distancetraining. As the consultant called uponfor this assignment I was particularlypleased to discover this insight.

Training programs designed for largescale organizations are fast becomingthe latest professional challenge ofinstructional technologists not only inindustry here but also internationally.

The National Development Bank ofParaguay initiated a full scale trainingprogram for all professional employeesin 1981. Since then they have dividedtheir staff development needs into threelevels: the entry level, the middlemanagement level and the advancedlevel.

The growth of the bank and theproliferation of information technologymade it urgent for the planners in thebank to look for innovative training.With 50 branch offices throughout acountry with underdevelopedtransportation it was becomingincreasingly difficult and expensive tomeet training needs.

In 1988 the bank president decided touse an instructional design which couldaddress the needs of cost containmentand continuous updating of staff with adistance training system. The bank choseto experiment with a three componentsystem:

1) training materials designed for selfinstruction2) use of bank mail delivery3) use of branch managers as trainingsupervisors.

The training materials included audiocassettes and print materials.

During the feasibility phase theparticipants in the development of thetraining system learned that selfinstruction demands a strict disciplineand that instructional technologydemands rigorous work.

The distance training was evaluated bythe bank directors and managers as viableand worthwhile.

Wisconsin-Stout Stu-dent Thanks ITEDFor Her $1,000 Intern-ship "My Mid WinterWeek's Dream"By Peggy CordellGraduate Student, Media TechnologyUniversity of WisconsinStout

After winding down from myprofessional "high" and returning to thedoldrums of graduate life, I have givenconsiderable thought to the experienceextended to me through ITED.

Attending the AECT conference inOrlando is a memory I will cherish.

I sincerely hope to be at future AECTannual conferences in the years to come.

The internship gave me opportunitiesthat wereindeed learning experiences.These opportunities seemed veryappropriate for an internship. Theyincluded chairing sessions, attendingdivision and council meetings, hostingthe ITED booth, and attending socialevents.

The most important lesson learned wasthat AECT is a body of professionalsdedicated to the expansion of theirknowledge base by relying onthemselves, as resources, to share theirexpertise with others.

That kind of networking takescommitment on the part of the presentersand officers and allows other membersthe opportunity to gain first-handknowledge about new developments inour field.

Attending the convention in Orlandohas prompted me to consider severalfuture alternatives.

First, it has given me incentive to applyfor a scholarship to attend the AECTLeadership Conference this summer inScottsdale, Arizona, where I will havethe opportunity to sharpen myorganizational skills.

Second, if (or when) I return to Montana,I may pursue the formation of a localAECT chapter to afford professionalsthere the same opportunities to shareinformation as the more denselypopulated states.

Third, my options remain open in respectto choice of careers when I finish mymaster's degree in August of this year.

There are so many different and variedopportunities to pursue within thisdiverse field; to follow a preselectedcareer path seems self limiting.

As far as IIEL) is concerned, the division,although small in number, is big in termsof quality. The officers and membersare well organized and well informedtightly woven group; yet welcoming ofnew faces and new ideas.

My thanks go out to the members ofITED, with special thanks to Joanne,Robin and Len.

You made possible my midwinter week'sdream and for that I am eternally grateful.

4


Minutes Of TheITED Board MeetingIn Orlando, FloridaBy Helena DeLeeuw

The Industrial Training and EducationalDivision Annual Meeting was held atthe Orlando Marriot Hotel on Sunday,February 12, 1991 at 10:00 am.

President Robin Taylor called themeeting to order and introduced the ITEDexecutives.

Incoming PresidentLen ArychukPresident ElectJoanne Willard

The state of the Division was disclosed:

Based on April 1, 1990, there are 286members.

As of January 31, 1991 this fiscal year,there are 133 credited members.

$2,286 is left in the budget. Thesemonies will be used for program planningin Washington, DC this year, along withother general operational expenses

Joanne reported that ITED sponsoredthree workshops, 13 sessions and oneinternship at this year's AECTConference.

Peggy Cordell, 1990 intern, wasintroduced. She is studying in MediaTechnology at the University ofWisconsin.

Peggy chaired three sessions andattended assembly and business meetingsand general interest sessions. Her dutiesincluded observing AECT operations.Originally she had taken out a loan tocome to this convention and was verypleased to be chosen as our intern toenhance the study of leadership skills.

Joanne noted that Peggy was selectedfrom four applicants.

A review of the bylaws on September 4,1989 by the members of the ITED Boardgenerated these suggested revisions:

The President is responsible for thebudget.

All executives are elected for a two yearperiod. The Board of Directors serves aone year term.

A procedure for the removal ofnonperforming officers was carried lastSeptember 1989.

A proposal was given by the President toput together a revisal of these bylawsand explanations. Unanimous.

Kurt had done some of these revisionsand they were presented to the President.

It was noted that there is a lack ofguidance for people representing thedivision in AECT assembly/conventionplanning/divisions/bylaws/otheractivities. Robin announced that she isworking on a management handbook toassist in communicating procedures andexpectations to current executives,directors and future officers.Outstanding acceptance. This handbookwill be transferred from year to year toeach set of officers.

The assembly delegates for next yearwill be Robin, Joanne and Len. Thealternates will be Chip Ingram and Kurt.

Concerns for future AECT conventions:

A decision has been made by the nationaloffice to pull out of Infocomm and doour conventions alone or join withanother group or groups.

It is in our best interest to consider input,approval and funding for conventionattendance.

The AECT Conference must have morethan K-12 content to adequatelyrepresent the field of educationalcommunications and technology.

AECT has 37 resolutions of which 17are related to convention issues.

Joanne reported that she would be goingto Washington this year for the planningmeeting. The theme is Capture theVision. Proposals have to be filled incompletely before April 12, 1991. Threecopies will have to be submitted.Workshop proposals will have to beapproved.

New President Len Arychuk reportedthe 1991 election results and named thenew Board:

Past PresidentRobin TaylorPresidentLen ArychukPresident ElectJoanne WillardSecretaryGerry StoloffMembers at LargeChip Ingram andJim StongeAppointment:Newsletter EditorAndrew Yeaman

A special activity for 1991 will becreating a new image for the ITED booth.

The $1,000 convention internship willcontinue in 1992 . The exemplary trainingawards will be organized by ChipIngram.

Meeting adjourned.

Quote Of The Month'Trust in what you love, continueto do it, and it will take you where

you need to go. And don't worrytoo much about security. You willeventually have a deep securitywhen you begin to do what youwant. How many of us with ourbig salaries are actually secureanyway?"

Natalie Goldberg (1986, p. 2)

Writing Down The Bones:Freeing The Miter Within.Boston: Shambhala.


Marc Rosenberg Speaks AtAECT Orlando ConventionContinued from page 1

SuccessesInstructional design has come a longway in the past two decades. ID is beingembraced in organizations throughoutthe world. The "technology" of ID hasbecome universally accepted, and thereis less argument around the basic con-cepts of the field. The field is maturing.Through internships, most students whoget jobs in business have some practicalbackground. The employability of yourgraduates is high. However, the currentrecession may slow the growth some-what; there is already a decline in thenumber of internships being offered.

Corporate training managers are gettingmore involved in the profession. Forexample, the NSPI Advocates programprovides opportunities for essential part-nerships between the two groups.

Opportunities and ChallengesWe are characterized, for the most part,as a tactical, overhead, and service-ori-ented function within business organi-zations. The opportunity is for currentalumni and future graduates to become amore strategic, business investment-ori-ented force within the organization. Thechallenge for us is how to get there.

And the time is now. Human capital,performance, productivity and competi-tiveness are at the top of the businessagenda. More attention than ever isbeing given to people: employees, ex-ecutives, and customers.

This is the key: To prepare your gradu-ates to contribute in this environment,the academic community must be pre-pared to consider some important chal-lenges.

The Demand for Flexibility and Re-sponsivenessGraduates tend to stick to "the" ID modelthey were taught. They lack flexibility,especially in improving efficiency and

working under constraints. They do notknow what to skip and what not to skip.Thus, the ID process takes too long andfrustrates management.

"Training is importantonly as it contributesto business results."The opportunity here is to teach a moreflexible approach to ID, including rapidprototyping and concurrent design. Fur-ther, we as a profession must do more toeducate management about the benefitsof our technology and get them involvedas our partners in preparing future pro-fessionals.

The Need for Strategic InvolvementID is a "tactical" process, designed todevelop effective and efficient learningprograms for which others often mustdevise the strategic implications. Thismeans fitting ID and its products into thelife of the business, and understandingits impact and contribution to organiza-tional effectiveness, competitiveness,productivity, earnings, etc.

CEOs care little, if at all, about ID. Theycare greatly about performance. In glo-bal business strategy, training is impor-tant only as it contributes to businessresults.

The opportunity lies in the interdepen-dence of training and performance im-provement on results, competitiveness,and productivity. This has implicationsfor the context in which ID is taught,specifically in getting students to con-sider the interrelationship between train-ing and other performance improvementand business interventions, and to inte-grate these interventions within ID.

The Movement from Learning to Per-formance and Business ResultsThe measurement of success of IDprojects based on learning gain is insuf-ficient. The opportunity is to re-centerour results orientation squarely onKirkpatrick's level three and four evalu-ations. Senior executives want perfor-mance and care far less than we'd like tothink about learning. When you teachstudents evaluation strategy based solelyon measurement of learning, you maybe instilling a results orientation that isinconsistent with the needs of business.

The Need for a Long Term Look atCareer sCareers in ID are, because of their tacti-cal nature, entry level. Some very goodID practitioners may become supervi-sors of their peers and an extraordinaryindividual may become a training man-ager. But business decisions dictate whattraining does, and rarely does a trainingperson rise to a business decision level.

Continues on page 5

IT stands for Information Technology

Much training should be eliminated.Much training is really information dissemination.

Training is expensive and ought to be a last resort.

Information technology is appropriate.

ITED NEWSLETTER. Spring 1991

Marc Rosenburg Speaks

Continued from page 4

The result is that IDers leave the field inorder to rise in the company, or leave thecompany to become consultants (usu-ally, tactical consultants). Before thisdecision is made though, the morale ofIDers can become very low.

The opportunity is here to help studentsunderstand typical career paths for them-selves by looking ten or more years intothe future. Teaching a business and stra-tegic orientation, perhaps through part-nerships with business schools, can bereally helpful.

The Rise of Information TechnologyIn more and more companies, especiallyoutside the training department, IT doesnot stand for Instructional Technologybut stands for Information Technology.More and more, we are asked to createinformation programs and systems, towrite documentation, and to create per-formance support systems.

MINNOMMENNOI"Senior executiveswant performance andcare far less than we'dlike to think aboutlearning."The opportunity here is fourfold: (1) toacknowledge that much training shouldbe eliminated; (2) to understand thatmuch training is really information dis-semination, and that the two are quitedifferent; (3) to recognize that training isexpensive and ought to be a last-resortintervention; and (4) to understand thatinformation technology is appropriatefor us to pursue.

Successful practitioners will be thosewho recognize these distinctions andcan affect results in either arena. Aca-demic programs must accept informa-

5

tion technology and be comfortable inteaching it.

Production versus DesignSince I have been at AT&T, I have neverdone media production. Yet my mediatraining has helped me communicatewith production people and evaluate theiroutputs. That training took almost one-half of my courses and we cannot affordall that time any more. Can you com-press it?

"Do faculty them-selves need intern-ships?"

Perhaps by limiting production experi-ences to computers and video, you canteach better design, selection and evalu-ation of media within shorter time frames.

The Need for Strengthening FacultyInfluence on BusinessThere isn't a business manager I know,and very few training managers, whoread the ID literature. The fact is, mostfaculty write to each other. Businesspeople make consultants rich becausetheycommunicate the advances to busi-ness in ways it can digest and apply.Why don't we get articles in the Har-vard Business Review'? Why aren't IDacademics cited in the myriad of articleson education and training that have ap-peared in Business Week over the lastyear?

As more and more students opt for busi-ness careers, you might ask how manyof you have worked extensively in thisenvironment. Do faculty themselvesneed internships?

ConclusionTo meet these challenges in a reasonabletime frame requires new thinking withinthe academic community. Can yourgraduates be more flexible in their pro-cesses? Can they become strategic part-ners with their business leaders? Can

they prove their worth? Are they gettinga long-term view of their careers?

"Business needs you,but they need you intheir world."

Can they work in information technol-ogy? Do they have the right balance ofproduction and design training? Are you,the ID faculty, making a serious effort tocommunicate to the people who employthe large majority of your graduates?

These are the challenges I believe youface in building bridges to business. Ican tell you that there are great opportu-nities there. Business needs you, butthey need you in their world. Successhere may be the biggest challenge of all.

Notes From The Editor'sElectronic Workstation

Marc Rosenburg's speech raisesimportant questions about ourfield. Not only are many organi-zations in the information busi-ness but also training and educa-tion are becoming commodities.Jean-Francois Lyotard's The Post-modern Condition describes fur-ther changes in knowledge.

Robin Taylor's report sets a highstandard for the ITED Newsletterand contributions of similar depthare invited. Also, an expansion ofmy piece on Human Factors fromthe last TIED Newsletter appearson pages 19-21 of the November1990 Training & DevelopmentJournal.

Here is a question for consider-ation. By what criteria would yourate theJTED Newsletter? SeeDonald L. Kirkpatrick's chapterin the 1987 Training and Devel-opment Handbook. Reaction?Learning? Behavior? Results?

7


Qualitative Studies Eligible For $500 Special Research AwardA special prize of $500 from the ECTFoundation will be awarded for the bestqualitative research report on educa-tional communications and technology.The Special Research Award is spon-sored by RTD and is open to qualitativestudies of all instructional areas includ-ing industrial training and education.

In addition to $500, the winner willreceive a certificate of achievement andpresent the paper at the 1992 AECTConvention.

Qualitative theories and methods maybe applied from areas such as culturalanthropology, history, social psychol-ogy and sociology.

Anyone may enter. Submitted papersmust report an original, unpublishedqualitative research investigation.

ITED NEWSLETTERDr. Andrew R. J. Yeaman, EditorYeaman & Associates601 West Eleventh Avenue #1103Denver, CO 80204

Applicants are encouraged to examinethese three books:

Jaeger, R. M. (Ed.) (1988). Complemen-tary methods for research in education.Washington, DC: American EducationalResearch Association.

Kirk, J. & Miller, M. L (1986). Reliabil-ity and validity in qualitative research.Beverly Hills, CA: Sage.

Miles, M. B. & Huberman, A. M. (1984).Qualitative data analysis: A sourcebookofnew methods. Beverly Hills, CA: Sage.

Manuscripts must be less than 35 doublespaced typed pages and prepared ac-cording to the Publication manual of theAmerican Psychological Association:Third edition. Manuscripts will undergoblind review. The author's name should

8

not appear anywhere in the manuscriptexcept on the cover sheet.

Entry formA completed entry form must accom-pany manuscript copies. Copies of thefull competition announcement with in-structions and an entry form may beobtained from:AECT, 1025 Vermont Avenue, N.W.#820, Washington, DC 20036, Atten-tion: Special Research Award.

SubmissionsEntries must be postmarked by Septem-ber 15, 1991. Send a completed entryform and six manuscript copies to:Dr. Landra L. Rezabek, Chair, SpecialResearch Award, Instructional Technol-ogy, College of Education, Box 3374,University of Wyoming, Laramie, WY82071.

ITED NEWSLETTERFebruary 1992 Industrial Training and Education Division, Association for Educational Communications and Technology

AECT Discusses Board Member Calls For ActionMerger With ISTEThe AECT Board of Directors has be-gun discussions with the InternationalSociety for Technology in Education(ISTE) Board of Directors on a varietyof topics that will make a stronger Asso-ciation in the future.

ISTE is the leading professional societyserving the educational computing fieldand was formed when the InternationalCouncil for Computers in Education andthe International Association for Com-puting in Education merged in 1989.ISTE is the administrative headquartersfor NECC, providing conference, man-agement, and coordination support.ISTE currently has approximately 6,700members.

Officers for ISTE met with the AECTBoard of Directors in August, and theAECT and ISTE Executive Committeesmet in October to establish the frame-work for future discussions on topicsincluding joint memberships, joint pub-lications, joint conventions, and othertypes of cooperative efforts.

The rapid merging of the educationalcomputing technologies ISTE memberswork with, into the instructional tech-nologies AECT members work with,provides the common ground betweenthe two associations.

Both AECT and ISTE have strengthsthat are complimentary to one another.Working together on joint activities andprojects, the two associations can have agreater impact and exert more influencethan either association can alone.

The AECT Board of Directors has sched-uled a special Board Hearing during the1992 convention to give members anopportunity to express their views con-cerning the relationship being devel-oped with ISTE.

by Jim Stonge ITED Board Member, AECT Board Member elected by theAECT Affiliated Organizations Council, FETA Chair and Past President.

This will be an extremely important convention for determining what happens toAECT. A merger may take place with ISTE, the International Society for Technologyin Education.

Industrial training and corporate education should be part of this future. The leadersof AECT and the division officers will listen to the members' voices to assist inmaking the best decisions. ITED members need to be sure their voices are heard sothat AECT continues to represent their interests.


The purpose of the ITED Newsletter isto maintain communication about pro-fessional matters within the IndustrialTraining and Education Division.

Send articles and announcements to:Dr. Andrew R. J. Yeaman,Yeaman & Associates,601 West Eleventh Avenue #1103Denver, CO 80204-3555

Telephone: (303) 534-5749

Spring issue deadline: March 13

Submit both hard copy and text file oncomputer disk. Call first to arrrangetransmission by fax or email.

A goal established by AECT last sum-mer was to not be a dying organiza-tion. Three alternatives seem possible.The first is to die. The second is to plodalong. The third is to grow.

The last choice is the preferred sce-nario. However, being viable requiresan involved membership.

This is your opportunity to get active.Serious work needs to be done that isdependent on members identifyingtheir concerns and acting.

The AECT organization is going tochange one way or another. The Asso-ciation will not exist in five years withthe structure that it has today. ITEDissues such as nontraditional learningare essential to our field but may onlybe included if we speak out. Our voicesmust be heard. If you speak loudenough, the change can be your change.

In this issue

Dick Cornell responds to Marc Rosenburg 4How to make your CEO realize your value

Division sponsors conference sessions 6Washington, DC is the site of this year's Kaffee Klatsch

New members invited to join RED 8Send in a membership form today

ITED NEWSLETTER, February 1992 2

Canadian Training Project Gives Technical Assistance To TanzaniaTechnical Training Associates Interna-tional and the British Columbia Instituteof Technology, Vancouver, British Co-lumbia, Canada is presently offeringtechnical assistance to the National In-stitute of Transport. The contract startdate, at the time of writing is pending.

The team members are specialists withexperience in a variety of developingcountries. In addition each member hassubstantial knowledge in skill based prac-tical training, and curriculum develop-ment. BCIT has been providing practi-cal training services for 25 years to thou-sands of Canadians including pedagogi-cal training of faculty in practical pro-duction-oriented training techniques,skills-based curriculum developmentand provision of customized pro-grammes for students from abroad.

Len Arychuk, ITED President, who hasbeen selected as the Automotive Engi-neering Specialist, is a qualified mastermechanic and pedagogue. His expertisewill blend with NIT faculty to developtheir practical teaching and skills-basedcurriculum development.

On a recent two-year assignment in In-donesia, Len's responsibilities were toimprove the quality of teaching of pro-grammes in automobile, commercialtransport, diesel engine and small en-gine mechanics.

Presently, Len is developing course linesfor apprenticeship training in Commer-cial Transport Mechanics and HeavyDuty Mechanics.

In addition to this, in the past, he hasdeveloped distant learning programmesfor the Open Learning Institute and theKnowledge TV Network for BritishColumbia and the Canadian North.

At BCIT, aside from his teaching load,Len has assisted instructors to developlearning objectives, design instructionalpackages, develop curricula, lessons

plans, training aids, and evaluationschemes. Developed, in co-operationwith local educators, practical and theo-retical training programmes capable ofbeing adapted to the requirements of thelocal work force. Assisted in the designof workshops, selection and installationof workshop equipment.

Dar es Salaam (meaning "Haven ofPeace") is located on the east coast ofAfrica in Tanzania. Dar is a beautifulcity, around one million and a half popu-lation with a rich cosmopolitan culture.The harbour is fringed with palms andmangroves and it is one of the few placesin the world where you can see Arabdhows and dugout canoes amongst oceanfreighters and liners.

Official languages are Swahili and En-glish. Zanzibar is only a few hours awayand so are safaris and botanical gardens.

Tanzania is comparable in size to theState of California. The climate variesfrom tropical to cool highlands, 98 to 70degrees F. It is recommended to wearlight tropical clothing all year round.Evenings can be cool so bring along alight jacket or sweater. The rainy seasonis March through May.

Currency is a Tanzanian shilling worthabout 90 per US Dollar or 175 per Brit-ish Pound.

The Tourist Industry has about 60,000visitors annually.

Sites to see are plentiful: Lakes Malawi,Manyara, Tanganyika and Victoria;Gombe and Serengeti National Parks;Mkomazi and Selous Game Reserves;and of course, Mt Kilimanjaro, 8904metres high and snow capped.

Food is great!!!! Traditional African,Chinese, Indian and many VegetarianRestaurants. Lots of seafood and a goodsteak is possible. Ideal for the enthusiastat heart.

Potentially, this will be a very interest-ing contract, with many learner and pre-senter views in a society different fromthe North American Continent. GoodInternational and 1TED future presenta-tion material.

In from three to eight years, we will have

a machine with the general intelligence of

an average human being. I mean a machine

that will be able to read Shakespeare,

grease a car, play office politics, tell a

joke, have a fight. At that point, themachine will begin to educate itself with

fantastic speed. In a few months, it will be

at genius level, and a few months after

that, its power will be incalculable.Marvin Minsky (1970) quoted by

Theodore Roszak in The Cult ofInformation (1986, p. 122)

A technology is a design for instrumental

action that reduces the uncertainty in the

cause-effect relationships involved in

achieving a desired outcome.Everett M. Rogers, Diffusion of

Innovations (1983, p. 12)

The night manager came back, holding

the check as he might a used disposable

diaper. "They stopped payment on this."

"The banks are closed, how'd they do

that?"

He spent his work life here explaining

reality to the herds of computer-illiterate

who crowded in and out of the store. "The

computer," he began gently, once again,

"never has to sleep, or even go take a

break. It's like it's open 24 hours a day...."Thomas Pynchon, Vineland (1990,

p. 91)

10


A Letter To The Members From The ITED PresidentDear ITED Colleagues

In early February '92, the AECTNational Conference will take placein Washington, D. C., one of thecities that I have always wanted tovisit.

Please join us at the Conference andat this year's Annual MembershipMeeting. Watch for the announc e-ment at the Conference for the exactdate and time.

A Hearty WELCOME to New Mem-bers for joini ng a group of very dedi-cated people striving for a commongoal in the Educational and Indus-trial Community.

Through the efforts of Chip Ingram,Gerry Stoloff, Jim Stonge , RobinTaylor, Joanne Willard and AndrewYeaman we will be sponsoring manymeetings and presentations.

THANKS to all of you! !!

Dick Cornell, past President of In-ternational Division, has an inte rest-ing article in this Newsletter, makesure that you read it.

Thanks, Dick.

Many other people have also con-tribute d to this ITED Newsletter.Andrew, of course is responsible forassembling it.

Thanks, again to all of you! !!

My year has been a very hectic oneand I had to depend a lot on myexecutive to carry the load. This hasbeen a n example of teamwork.Workload was a little heavier thanexpected.

Atthe time of writing, I should be atthe Conference and am looking for-ward to meeting you.

Sometime in early 92, my job, takesme to Dar es Salaam, Tanzania, inthe central East Africa coastline towork towards setting up training forthe Transportation i ndus try, similarto what was done in Indone sia, a fewyears ago.

More about that in an article in thisNewsletter.

During the conference, we will needyour help to staff the ITED informa-tion booth.

If you can spare an hour, come andmeet us and volunteer. Indicate thatyou w oul d like to be involved!

Wishing you a Prosperous Year.

Len Arychuk,President, ITED

5109 Dominion Street,Burnaby/Vancouve r,British Columbia,V5G 1C8,Canada.

Instructional Technology Well RepresentedIn San Francisco At The ASTD Conference

By Mary C. Muller

At the American Society for Trainingand Development conference held inSan Francisco, the Instructional Tech-nology matrix offered 16 sessions.

Hardware topics included expert sys-tems, computer disks and interactivevideodiscs.

Many of the sessions stressed an align-ment of the principles of instructionalsystem design with corporate strategies.

Among the industries which identifiedtheir AS 1'U topics to be in the instruc-tional technology matrix were North-west Airlines, Merck and Co., Shell Oiland Federal Express.

In the session presented by Federal Ex-press self-directed training of geographi-cally dispersed employees through main-frame applications was presented as anexample of employee empowerment.Because Federal Express has won theprestigious Malcomb Baldridge QualityAward this session was regarded as oneof particular significance for those inter-ested in systematic training.

Throughout the conference various in-dustry groups gave presentations whichdemonstrated the importance of appliedinstructional technology.

Jack Bowsher, former director of edu-cation for IBM, has written in "Educat-ing America", that the systematic ap-proach to education, that is, appliedinstructional systems design, will domore to improve the quality of educa-tion in the United States than any otherremedial strategy.

It is obvious that the exponential growthof two global industries, telecommuni-cations and information technology,demands cost/effective educationalmanagement.

This cost/effective educational man-agement can only be achieved througha systematic approach.

Linkages and partnerships between theacademic and business communities arebeing established and at the ASTD con-ference many success stories emerged.

Instructional technology was well rep-resented at ASTD's convention.


Performance May Be Where It's At...ButIt's ATechnology BaseThat Undergirds It!By Richard A. Cornell

If CEO's do not value our expertise thenit is we who have to educate them as towhy they need us! When training is thefirst to go in times of fiscal cutbacks, whydoes this seem to happen with such fre-quency? We've failed to communicate tothem how absolutely critical we are totheir continued survival! How to do this,I ask, in response to Marc Rosenberg(Spring 1991, ITED Newsletter).

We can lament the fact that CEO's don'tcare about learning models or this or thattechnology base but that won't cure theailment of poor communication. A CEOwants clear and direct language, devoid ofin-field jargon, and which clearly de-scribes the benefits of having us around.

CEO's, no matter if they are in industry,business, or education, all have a bottomline to which they must adhere. If not,their stockholders show them the door.That bottom line is profit and accountabil-ity reigns. Profit need not always take theform of dollars - it could well be increasedtest score levels, more widgets per hour,less on-the-job absence, or increased loy-alty to the company.

We know how to address these symp-toms, we have access to the tools andtechnologies which can confront the prob-lem and take corrective action. We can dothis because we have the education andbackground necessary to diagnose theillness, administer the medicine, and moni-tor the patient's road to recovery. It isencompassed within sound instructionaldesign practices.

When was the last time you asked yourboss, "Let's take a few minutes, I want toupdate you on some new ideas we'retrying, some really great results we hadlast week, and a complication in our ap-

proach where I know your insight wouldhelp us." When was the last time yourboss asked you to do that?

What might have been some of these"new ideas, really great results, or com-plications?"

"Instruction is impor-tant because it bringsresults. What we offeris, in fact, the wave ofthe next century."

Possibly, after conducting a needs assess-ment, you found that the problem relatednot to training but to communication.This finding just saved you and the firmmany dollars, hours, and talent which cannow be used to address other tasks.

Perhaps the results of a recent CAI appli-cation, originally developed for anotherpurpose, can be applied to other areaswithin the firm and, in making this factknown, you have once again, improvedthe fiscal picture.

CEO's and managers seldom see suchresults but, when they do, it validates youand the profession.

Complications with the project? Thank-fully, you discovered them early and com-municated them to management quickly.Your own vulnerability paid dividendsrather than losses because you had theforesight to recognize a potential problemand act on it immediately.

Strategic planning is the key. Instead ofcontinually putting out one fire after thenext, we need to get ourselves in a quietplace and plan! Plan for now, plan for the

future, and plan some more. Anticipatewhat could go wrong.

Given this solid planning within oneself,we can now step back and analyze, see thereality of the setting and find clarity indoing so. With clarity we remain objec-tive and can then envision what needsdoing. With clarity we can act on thosetasks which need doing and interact withthe boss to open the communication links.

Aside from clarity of who we are and whatwe do, having communicated all of this tothe CEO, we need specific strategies toconvince both the CEO and the stock-holders, that what we do has comparableworth. In short we need to justify ourexistence.

Let's take a phrase from Marc. "Businessneeds you but they need you in theirworld." Take advantage of this need, it'salready there and we have but to capital-ize upon it!

Can you, as director of training or trainer,or instructional designer, articulate whybusiness needs you? Can you track therelationship of the training materials de-veloped to successful task performance?Can you point to increased safety recordsof a given airline or trucking firm to aspecific training program you or yourteam developed?

That's your very bread and butter truck-ing down the highway or flying aboveyou. If you don't know the results of whatyou've done, who does?

This is a common criticism of our field.There is always funding to design anddevelop but not for evaluation!

Find the funds, track the results, convincethe CEO that, without your talent, suchresults would have been long in arriving.

12


PerformanceTechnology


Part of the problem, of course, is that wefmd ourselves having to compare techno-logical apples with traditional oranges.There is the compulsion to measure out-comes using tradition-bound paper andpencil response systems when the deliv-ery mechanism was one of a non-tradi-tional format.

If we fail to rigorously document causeand effect results, we are dooming our-selves to defeat. We know that interactiv-ity yields results, good ones. We knowthat students like being involved, as longas the involvement has clearly definedobjectives and equally defined and mea-surable outcomes.

If we know where we're supposed to goand have a clear picture of the road we'lltravel enroute, then we will really lookforward to the trip. Conversely, if the pathto be taken is filled with ambiguity anduncertainty, confusion, despair, and dis-gruntlement result. As instructors or thedesigners of instruction, this is our re-sponsibility.

A clear instructional road will result inclear and positive outputs by our students.Such outputs, if sufficiently ingrained,will in turn, result in appropriate perfor-mance. It might even result in good,better, or best performance! Now that'show we need to measure what we do andthen make sure the boss knows it as well.

Instruction is important because it bringsresults. What we offer is, in fact, the waveof the next century.

If we are left behind we'll have none otherthan ourselves to blame.

We have the tools, we have the know-how, we have the talent to effect change,be it social or professional.

When will we stop talking to ourselvesand begin talking to the world?

Workshop Offered ByExperienced Interna-tional ConsultantsBy Mary C. Muller

Every year the International Divisionof AECT offers a workshop on Inter-national Consulting for InstructionalTechnologists.

The objective of the workshop is topresent information on opportunitiesfor instructional technologists to par-ticipate in various types of interna-tional development program; to learnabout the different demands of the in-ternational marketplace and to learnabout the feasibility of the adaptabilityof U.S. programs.

All revenue is contributed to AECT.Half goes to the national office andhalf to the International Division.

People in the corporate sector as wellas self-employed members of ITEDshould find this workshop useful andrelevant.

Three Elected FromAssembly To AECTBoard Of Directors

Three new members were elected dur-ing the Assembly at the 1991 conven-tion to the AECT Board of Directors.

They are Lynn Milet, representingAECT Divisions, Ron Payne, repre-senting AECT State Affiliates and JimStonge, representing AECT AffiliatedOrganizations.

The new Directors will assume officeduring the 1992 convention. Lynn,Ron, and Jim have each met with theAECT Board on two occasions to pre-pare themselves for their new leader-ship roles.


This newsletter is going to thestudent members of AECT to letthem know who we are and whatwe do. An ITED membershipform is included.

I taught a graduate course inInstructional Technology for theUniversity of Colorado-Denverlast fall, in addition to enjoyingmy freedom as a consultant . Thisterm I am teaching two eveningclasses for Metropolitan StateCollege. These direct experienceswith students are helping me de-velop questions about our field.

How is our media work af-fected by deconstruction and post-modem resistance? In one handI hold Roger Kaufman's Strate-gic Planning Plus. In the otherhand I hold Denis Hlynka andJohn Belland's Paradigms Re-gained. Consequently, for theAECT conference I organized asymposium on Ethics and Criti-cal Theory. The symposium takesplace Thursday afternoon at 2:15.

I am pleased that Marvin Har-ris was recently honored for hisdistinguished intellectual contri-butions by the American Anthro-pological Association. My articlein the fall, 1990 Canadian Jour-nal of Educational Communica-tion applies his interesting andpractical theories.

The Aldus Corporation startedthe year off by sending out lettersasking their customers for yetanother $75.00. They want to up-date my PageMaker programfrom version 4.01 to version 4.2.However, their slogans about newand improved may have little ef-fect. At this time my computerseems quite productive with 1991software that is "old" and proven.

13


ITED Sponsors Sessions At The 1992 AECT ConferenceCheck times, changes and rooms in theWashington, DC conference program

Wednesday, February 5, 1992

Achieving Training Effectiveness9:30am-10:45amConvention Center,Sponsors: ITED, DISC, MDPD

Effective Media Strategies for TrainingProgramsJulie Furst Bowe, University of Wiscon-sin-StoutMarian Smith, University of Wiscon-sin-Eau Claire

Effectiveness and Efficiency of Interac-tive Video Training with Learner Con-trolKimberley J. Harris, Florida State Uni-versityJohn K. Burton, Virginia Tech

Compressed Video and Satellite-Based Business Television11:00am-12:15pmConvention CenterSponsors: 1TED, DOTSachs presents critical issues for selec-tion of compressed video systems. John-son will present case examples of thesuccesses achieved by implementing sat-ellite-based business television as a com-munications solution.

Factors in Choosing a Compressed VideoSystemThe Human DimensionSteven G. Sachs, Northern VirginiaCommunity College

Training Effectiveness of Satellite-BasedBusiness Television: Case StudiesJill Johnson, GTE Spacenet Corp.

CBI/CAI Success Factors12:45pm-2:00pmConvention CenterSponsors: ITED, DISC, FETAPierce demonstrates the successful ap-plication of CBI to the training needs of

a large workforce. Ley et al will de-scribe the requirements for a mobilecomputer laboratory.

Maximizing Displays in Highly Techni-cal CBIMary Ann Pierce, JWK InternationalJo Ann Crystal, JWK International

CM Mobile Laboratory for WorkplaceLiteracyKathryn Ley, Grambling State Univer-sityFelicia Barns, GSUBen Lowery, Grambling State Univer-sity

The Adult Learner: Designing In-struction and Developing the Learn-ing Environment2:15pm- 3:30pmConvention CenterSponsors: ITED, Curriculum Commit-teeChair: Robin Taylor, New Century Edu-cation Corporation

Systemic Training Design: InstructionalDesign for the Adult LearnerRita C. Richey, Wayne State University

Affective Strategies for Effective Learn-ingDavid M. Crossman, University of Pitts-burghSandra G. Behrens, Consultant

Building Human Capital in the USand Japan2:15pm-3:30pmConvention CenterSponsors: ITED, INTLTraining represents a significant dimen-sion of human capital investment. In thissession, Chobot will review capital bud-geting and accounting techniques andestimation of training investment risk/return. Taguchi and Keller will explorehow Japanese training is different fromUS training and the extent to which thesystems approach is being employed byJapanese companies.

Training as Human Capital InvestmentRichard B. Chobot, Independent Con-sultant

Training in Japan: The Use of the Sys-tems ApproachMina Taguchi, Florida State UniversityJohn M. Keller, Florida State University

Thursday, February 6, 1992

Instructional Strategies12:45pm-2:00pmConvention CenterSponsors: ITED, DID, FETABoth presentations in this session willaddress the need to provide opportuni-ties for application of skills and knowl-edge within instructional programs, withthe focus on analysis and problem solv-ing.

Research and Development for Case-Based InstructionAllison Rosett, San Diego State Univer-sityTricia Emerson, Anderson Consulting

Cognitive Apprenticeships in WeatherForecasting: Case Studies in Instruc-tional DesignBrent Wilson, University of Colorado atDenver

Friday, February 7, 1992

Corporate Training Evaluation Sym-posium9:30am-10:45amConvention CenterSponsor: 1TEDGary R. Morrison, Memphis State Uni-versitySteve Ross, Memphis State UniversityAva Johnsey, Dow U.S.A.Sharon, A. Shrock, Southern IllinoisUniversityWilliam Coscarelli, Southern IllinoisUniversityW. Rob Foshay, The Roach Organiza-tion

14


Continued from page 6.As the need for a better trained workforce creates a requirement for moretraining, companies are taking a criticallook at the effectiveness of their trainingprograms. The papers in this sympo-sium will describe how two corpora-tions have implemented evaluation pro-grams that directly affect the quality oftheir work forces.

Saturday, February 8, 1992

Real World Challenges9:45am-11:00amConvention CenterSponsor: ITEDThe first presentation shares the resultsof a 2-year study of the literature onethics training and communication andpresents an outline for instruction inethics. The second presentation willdiscuss how the TT program at GeorgiaState University bridges the gap be-tween academics and the workplace.

Ethics in Communications: ResearchImplications for the Development ofCurriculumRichard Lamberski, Indiana Universityof PALaurie A. Zoglmann, Indiana Univer-sity of PA

Bringing the "Real World" into an In-structional Technology ProgramJordana R. Huchital, Georgia State Uni-versityVincent Eugenio, AT&TFrancis Atkinson, Georgia State Uni-versity

How Do We Know What LearnersNeed to Know11:15am-12:30pmConvention CenterSponsors: ITED, DIDThe first presentation discusses the useof the Delphi Process to identify compe-tencies and compares the cost affective-ness of the Delphi approach to conven-tional occupations analysis. The secondpresents a model for in-depth question-ing to facilitate the design process.

Using a Delphi Approach to TrainingNeeds AssessmentAlex Romiszowski, Syracuse Univer-sityPete McDonald, Syracuse University

Why Not Just Ask: A Model for Ques-tioning TechniquesElizabeth L Israel, Arizona State Uni-versityWilhelmenia Savenye, Ph.D., ArizonaState University

Process Improvement12:45pm-2:00pmConvention CenterSponsors: ITED, DIDDavies propose the use of Process Map-ping as a powerful tool for improvingperformances in the workplace and en-hancing the effectiveness of instruction.Monk et al demystify Merrill's theoryand conduct a "visual walk-through" ofthe ID Expert System

Process MappingA Path to a VisionIvor K. Davies, Indiana University

Merrill's Instructional TransactionTheory Made EasyJinell Monk, Utah State UniversityWayne Carroll, Utah State UniversitySteven Hancock, Utah State University

Sunday, February 9,1992

Making Media Decisions8:00am-9:15amRamada RenaissanceSponsor: ITEDThe first presentation offers a "MediaPlanning Framework" that integratesneeds assessment with media utiliza-tion. The second presents a process foselecting media and illustrates it appli-cation to a variety of scenarios.

Needs and Media: A Planning Frame-workStephen Rodriquez, San Jose State Uni-versityRobert Stephens, San Jose State Univ.

Selecting Media for Effective Instruc-tion and PresentationsJames D. Russell, Purdue UniversityCarl Stafford, Purdue University

ITED KAFFEE KLATSCH:MEMBERSHIP MEETING9:OOam- 10:45amRamada Renaissance, Room 8Sponsor: ITED

Forum on Instructional Design Fun-damentals: A Review and Reconsid-eration11:00am-12:15pmRamada RenaissanceSponsors: ITED, DIDBarbara Seels, University of PittsburghWalt Wagner, Florida State UniversityWalt Dick, Florida State UniversityKent Gustafson, University of GeorgiaZita Glasgow, ID ConsultantRita Richey, Wayne State University

Discussion about the need to developnew tools and models. Instructional de-sign has not been based on a reconsid-eration of the fundamentals. Three dis-cussants will review the past, presentand future of these fundamentals andoffer implications for curriculum duringthis session. Reactors will present theviewpoints of theory and practice.

Quote Of The MonthThe endless cycle of idea andaction,

Endless invention, endless ex-periment,

Brings knowledge of motion, butnot of stillness...

Where is the Life we have lost inliving?

Where is the wisdom we have lostin knowledge?

Where is the knowledge we havelost in information?

T. S. Eliot, Choruses in The Rock

15


ITED Membership Applications Invited From AECT Members And Nonmembers

Industrial Training andEducation Division (ITED)ITED is involved with design-ing, planning, and managingtraining programs, works toimprove communications toensure the maximum utilizationof education techniques andmedia that give demonstrableevidences of effectiveness.

Send this form (or a copy) toAssociation for EducationalCommunications and T echnology1025 V ermont Avenue NW # 820Washington, DC 20005

Correct your name and address ifdifferent from the label below.

ITED NEWSLETTERDr. Andrew R. J. Yeaman, EditorYeaman & Associates601 West Eleventh Avenue #1103Denver, CO 80204-3555

Please check the appropriate boxes:

I am already an AECT Member and wish to join ITED.Division fee: $10.00.

I wish to join both AECT and ITED.Membership fee: $65.00.*

My check for $ , payable to AECT, is enclosed.

Charge dues in the amount of $ to my credit card.Circle: MasterCard VISA Diners Club Carte Blanche

Account #: Exp. Date:

Signature:

* Includes free ITED membership and subscription to TechTrends.

16

ITED NEWSLETTERMarch 1992 Industrial Training and Education Division, Association for Educational Communications and Technology

New Officers Needto be Elected to theITED Board in '92by Robin Taylor

The ITED elections of officers are heldin alternate years and 1992 is an electionyear! These are the open positions andchief responsibilities:

President Electconventionplanning, Division Council delegate.

Secretaryminutes, bylaws,convention planning correspondence,Division Council delegate.

Director at Largeevaluateproposals, chair convention sessions,coordinate awards, Division Councilalternate.

Publications Editorpro-duce newsletter and other publications.

As one who has been a member of ITED'sExecutive for many years, I can assureyou that the tasks are actually enjoyableand that the interaction with the othermembers of the Executive is very stimu-lating.

Consider your fellow ITED members:Who would you like to be in charge ofthis Division?

When you have identified some poten-tial leaders, please use the form in thisnewsletter to make your nominations.

Be aware that you must have your nomi-nees' permission to submit their names!

You may, of course, nominate yourself.

After the April 30 closing date I willcontact each candidate for a brief vitaand position statement.

This information will accompany theballots sent to ITED members. Fill outthe form on page four and send in yournominations right away.

AECT Conference Scheduled forNew Orleans, January 13-17, 1993The next AECT National Convention will be held in New Orleans, January 13-17,1993. This is early in the year and the Call for Papers has already gone out to AECTmembers. Over 300 presentations, demonstrations and workshops are expected.

The general announcement and request for presentations also appears in the latestTechTrends. Note the deadline for submissions is March 27, 1992.

Presenters are asked to provide four keywords classifying their presentations. Hereare some descriptive words appropriate to sessions sponsored by ITED:


The purpose of the TIED Newsletter isto maintain communication about pro-fessional matters within the IndustrialTraining and Education Division.

Send articles and announcements to:Dr. Andrew R. J. YeamanYeaman & Associates601 West Eleventh Avenue #1103Denver, CO 80204-3555

Telephone: (303) 534-5749

Fall issue deadline: October 16

Submit both hard copy and text file oncomputer disk. Call first to arrangetransmission by fax or email.

adult learning

lifelong learningWorkforce 2000corporate training/educationgovernment training/educationmilitary training/educationhealth training/educationinformation systemsbusiness-school cooperationindustry-school cooperationproject managementcase studiesembedded trainingjust-in-time trainingdesign toolstotal quality management

If these topics or similar keywordsdescribe your presentation then ITEDshould be selected as a sponsor.

Also, the AECT conference offers theopportunity to present a half day or fullday workshop.

In this issue

Assembly Makes Resolutions and Recommendations 218 New Resolutions Sent to AECT Board

Board Meets with Members at the Kaffee Klatsch 3Len Arychuk Presides at Breakfast Meeting

Planning for Vision 2000 5ITED Members Asked for Ideas and New Goals

ITED NEWSLETTER, March 1992 2

General Assembly Resolves and RecommendsIssues to AECT Board forAction and to ConsiderMembers of the 1TED Board of Direc-tors every year represent ITED's inter-ests at the AECT General Assembly andin the Division Council.

This year Robin Taylor, ITED Past Presi-dent, chaired the Division Council. CarlStafford, DISC President and an ITEDmember, was the Secretary. Previouslythe Division Council was chaired byITED President Elect Joanne Willard.The Chair and Secretary of the DivisionCouncil also serve on the AssemblySteering Committee.

The Assembly is central to AECT gov-ernance. By working with Divisions,State Affiliates, Affiliated Organizationsand Past Presidents Councils, the As-sembly submits resolutions and recom-mendations to the AECT Board of Di-rectors.

Resolutions must be acted on by theAECT Board and usually pertain to As-sociation policies or procedures.

Recommendations are guidelines andcomments which enable the AECT mem-bership to convey suggestions to theBoard.

At the Washington, DC convention theDivision Council drafted and approved18 resolutions and 5 recommendations.Much thought and debate went into theresolutions. The concerns of 1TED mem-bers are well represented in these toppriority items.

Vision 2000: the Future of AECT Di-visionsThe Division Council resolves that ev-ery Division ensure that it is representedat the Summer Leadership Conferenceto participate in shaping the future of theAssociation. We request that the Boardpresent sufficient information on thestrategic plan at the Leadership Confer-ence to enable Division representatives

to provide input. Also resolve that aDivision Task Force be formed, chairedby the Division representatives to theBoard, with representation from all Di-visions, with responsibility for dissemi-nating planning information throughoutthe Divisions and channeling informa-tion to the Board regarding strategicplans.

The Task Force will provide a forum for:a. describing the needs of the Divisionsb. identifying and addressing "job-alike"issuesc. evaluating the planning processd. improving the planning processe. maintaining and/or increasing Divi-sion involvement in governance

(This resolution was so well received atthe Final General Assembly, that it wasreplaced by a much broader resolutioncalling for the establishment of a TaskForce for each Council, along with mem-bership specifications and a 1992 time-line.)

Internal Relations: Report Results ofTask Forces to DivisionsResolve that, when a task force is formedto resolve/investigate resolutions, regu-lar reports of task force proceedings areto be disseminated to Assembly mem-bers. Summaries of all task force actionsand discussions are to be reported within30 days of actions taken and, minimally,at least 60 days before the annual con-vention.

Fiscal Relationship Between AECTand the DivisionsResolve that the Board appoint a taskforce with representation from Divisioninterests to review the fiscal relation-ships between the Association and theDivisions, including the manner in whichthe fiscal matters of Divisions are con-trolled by the National Office, fiscalcontrol within the Divisions, and the

timeliness and adequacy of financialreports.

Corporate MembershipsResolve that the Board reconsider reso-lutions passed by the Assembly in previ-ous years regarding the establishment ofa membership category for corporatepractitioners. Further resolve that 1TEDand FETA be consulted in determiningthe rules governing a corporate mem-bership category and to assist AECTstaff in resolving any administrative dif-ficulties it may present. The existingcorporate membership category targetsvendors only and is no help in attractingcorporate practitioners as AECT mem-bers or corporate support for AECT.

(FETA, the Federal Educational Tech-nology Association, and ITED have co-operated on a number of other venturesduring the past few years.)

CommunicationsResolve that the AECT Board establisha task force/committee to implement animmediate feasibility study which blendsexisting electronic networks (Bitnet,Internet and the Learning Link family ofservices) and systems to provide accessto an AECT Electronic Network to allmembers by September 1, 1992. Thetask force should include

Assembly Council Committees:Technical committeeApplications and use committeeAccess and fees committeeField study, including 40 addresses:AECT Board and AECT staffDivision Council representativesAffiliated Organizations Council repre-sentativesState Affiliates Council representativesApplications (Field Study):Long-range planning committeeLeadership planningNewslettersNeeds analysis


ITED Presidents and Membership Meet for Breakfastby Andrew Yeaman

The Industrial Training and EducationDivision Annual Meeting was held atthe Ramada Renaissance TechworldHotel on Sunday, February 9, 1992.

President Len Arychuk called the meet-ing to order at 9:40 am and introducedthe ITED executives present:

President ElectJoanne Willard

Newsletter Editor and Acting Secre-taryAndrew Yeaman

Members present at the start of the meet-ing were introduced: Jo Leventhal, LyleGrooters, Madeleine Tainton, Mary LouShippe, Sue Middendorf, Tish Cavaleri,Sara Shick, Elizabeth Israel, DorothyFuller and Carolyn Hening.

Len announced the need for nomina-tions for the offices of President Elect,Secretary, Newsletter Editor and twoDirectors At Large.

Len read the minutes of the previousmeeting, held February 12, 1991. SueMiddendorf moved to accept these min-utes. Jim Stonge seconded. Passed unani-mously.

Len gave the President's Report andshowed the ITED officers' handbooksdeveloped by Past President Robin Tay-lor.

Joanne gathered suggestions for criteriafor the 1993 ITED internship. The awardprocedures will be more formal than in1991. Applications in the form of a 500word essay are due June 15, 1992. SueMiddendorf and Carolyn Hening volun-teered to help read and rate the entries.Sara Shick volunteered to put the intern-ship announcement in the FETA News-letter.

Andrew reported that the next ITEDNewsletter will be out in time to an-

nounce to readers that March 27 is thepostmark date for proposals for the Janu-ary, 1993 New Orleans conference. Thepreconference issue is planned for pub-lication in December.

Len is working on obtaining buttonsand ribbons for ITED members attend-ing the New Orleans 1993 conferenence.

A report on the status of the ITED exem-plary training award was unavailablebecause Chip Ingram, Director At Large,could not be present.

Jim Stonge, Director At Large, has ne-gotiated a corporate membership cat-egory with the AECT national office.Although there is no price break, thesavings for corporations is in cutting asingle check for the dues of five mem-bers. They will receive their mailings attheir business address.

Jim further reported that AECT stillneeds to build awareness of businessand industry as part of the Association'smembership.

Jim will be participating in AECT stra-tegic planning at the summer Leader-ship Development Conference in Lou-isville, Kentucky. He encourages ITEDmembers to talk to AECT officers andgive them input as implementation ofplans for the future has to come from themembership. Jim said that if you wantto make a difference you have to actnow.

Sara Shick and Tish Cavaleri led a dis-cussion of a proposal for FETA andITED to cosponsor a high quality prac-titioners' track and workshop at the nextconference. Franz Frederick said thatputting this in place would bring abouta gain in visibility. Len asked for peopleto contact him with workshop ideas andto volunteer to coordinate sessions.

Len asked that donations in memory ofhis colleague Frances Beguli be sent to

the British Columbia Institute of Tech-nology, 3700 Willingdon Ave., Burnaby,B.C. V5G 3H2, Canada. The donationswill help fund the education of FrancesBeguli's children.

Len thanked all the ITED presenters fortheir contributions to the conference.

Nominations for ITED officers areneeded for an election to be held thisyear.

Joanne made a motion, seconded by An-drew, and the meeting adjourned.

Pacific Bell Wins theITED 1992 Award forExemplary TrainingThis year the ITED Training AwardsProgram gave the Exemplary Award toPacific Bell of San Ramone, California.The winning entry is The Course Devel-oper Competencies Course/Curriculum

The manager for the project is GaryFraundorfer. The developer is MaryBiggs, who can be contacted at (510)823-5562.

The Course Developer CompetenciesCourse/Curriculum is a 10 day coursedelivered by print, videotape, CBT andvarious mixed media. It was producedentirely inhouse.

Previous awards have gone to military,financial, computer and educational or-ganizations.

Entries for the next competition (falldeadline) should be addressed toDr. Albert L IngramInstructional & Training TechnologyGovernors State UniversityUniversity Park, IL 60466Telephone inquiries to Dr. Ingram at(708) 534-5000.

19


Nominations for the ITED Executive Closing date: April 30(See elections article on page one.)

President Elect Phone ( )

Brief rationale

Secretary Phone ( )

Brief rationale

Director at Large Phone ( )

Brief rationale

Publications Editor Phone ( )

Brief rationale

Nominated by Phone ( )

Visions 2000 Ideas and Concerns

(See strategic planning article and questions on page five.)

Mail this entire page (or a copy) to

Dr. Robin TaylorITED Past President12 Br iarwood CourtPrinceton, NJ 08540

20


ITED Members Requestedto Assist in the StrategicPlan for AECT's Vision 2000by Robin Taylor

AECT is going through the complextask of strategic planning. This time theactivity is not prompted by financialexigencies but by the opportunities thathave opened up to the Association asresult of our imminent de-affiliation fromICIA and InfoComm.

As a result of the Vision 2000 resolutionthat arose from the Final General As-sembly meeting in Washington, DC, it islikely that a task force will elicit inputfrom every Division to AECT's strate-gic planning process. See the front pageof the last ITED Newsletter and thenews article on page two of this ITEDNewsletter.

So that your Executive can be ready toparticipate in this task force, we areseeking your ideas now. Please use theresponse form on page four of this ITEDNewsletter. Think about your experi-ences over time with AECT and ITEDand jot down some notes in answer tothese questions:

What does AECT and ITED mean toyou?

What key roles does AECT and ITEDplay i n your professional life?What AECT and ITED activities doyou find indispensable?What functions would you rathernot have?What professional services are miss-ing t hat coul d be provided by A ECTand ITED?With what type of organization doesit make the mos t sens e for AECT andITED to be affiliated?After you have thought about these ques-tions, and any similar questions thatoccur to you, write your concerns on theresponse form.

Mail the whole of page four to me,Robin Taylor, ITED Past President,and I will collate the comments into asingle ITED document. If you have alot of ideas send me a letter.

Barbara BichelmeyerWins $500 Prize fromECT Foundation forQualitative Research

The ECT Foundation gave the firstSpecial Research Award for Qualita-tive Investigation to Dr. Barbara A.Bichelmeyer at the Washington, DCconference. The $500 award was spon-sored by the Research and Theory Di-vision. Dr. Landra L Rezabek of FloridaState University chaired the committeereviewing the entries.

The winning report was a case study ofThe Pilot Implementation of an Educa-tional Resource Network This researchwas conducted as part of Dr.Bichelmeyer's work in the Ph.D. pro-gram in Educational Communicationsand Technology at the University ofKansas. The chair of her doctoral com-mittee was Dr. Ronald Aust.

Dr. Bichelmeyer is currently employedby the Sprint corporation and can bereached at (816) 854-3926.

Another $500 prize to accompany theSpecial Research Award for Qualita-tive Investigation is offered for 1993.The deadline for submissions will be inthe fall of this year. For further detailscontact AECT, 1025 Vermont Avenue,N.W. #820, Washington, DC 20036 orcall (202) 347-7834.


It was inspiring to hear and seeso much activity in our field at theannual conferencethe eighthone I attended. Also, it was aninteresting experience to repre-sent ITED in the General Assem-bly and the Division Council.

I enjoyed professional dialogswith friends, old and new. In par-ticular I have been wondering ifallegations of computer anxietyare a way of blaming the vic-timlike the racism describedby William Ryan in his 1971 bookBlaming the Victim. The circum-stances cannot be repaired easilyso it is tempting to accept that thepeople affected are deficient.Despite labelling the problem asattitude nothing real can be re-solved because the victims areinnocent.

It seems the ethical choice forour field is not in increasing thegeneral education of future com-puter operators and consumersbut in making computer productseasier to learn how to use.

Quote Of The MonthMythinformation

The almost religious convictionthat a widespread adoption ofcomputers and communicationssystems along with easy accessto electronic information will auto-matically produce a better worldfor human living.

Langdon Winner (1986, p. 105)The Whale and the Reactor: ASearch for Limits in an Age ofHigh Technology

co 4

ITED NEWSLETTERJanuary 1993 Industrial Training and Education Division, Association for Educational Communications and Technology

New Orleans AECTConference FeaturesTwo Day TQM TrackThe AECT National Convention isplanned for New Orleans, January 13-17, 1993. Over 300 presentations, dem-onstrations and workshops will takeplace. Featured among them is a TQMtrack sponsored by FETA and ITED.

The two day track on Total QualityManagement was organized by JoanneWillard, ITED President, and Tish Cav-aleri, FETA President. It is scheduledfor Wednesday, January 13 and Thurs-day, January 14 at the New OrleansConvention Center.

The speakers will discuss the influenceof total quality concepts on educationand training in both the public and pri-vate sectors, and the value in applyingtotal quality principles in these two are-nas.

Discussions will include descriptions oftotal quality strategies in public educa-tion and private corporations, the addedvalue of quality processes in instruc-tional design, and cooperative effortsamong corporate and academic institu-tions. The track will provide partici-pants with insights on efforts currentlyunderway to include TQM processes ineducational and training programs. Itwill also explain methods participantscan apply to instructional design thatincorporate total quality principles.

Presidential SessionJoanne Willard and Tish Cavaleri willalso co-chair a TQM session on Thurs-day afternoon. This is a PresidentialSession focussing on Gateways to Lead-ership. William Higgenhorn, JamesRobertson and Arthur Paton of MotorolaUniversity will share information onseveral large-scale collaborative effortsbetween business and educational insti-tutions to promote Total Quality Man-agement. See the TQM Track on page 6

Failure Leads To SuccessWith Environmental Analysisby Marty Tessmer

Any instruction that does not bring about the desired learning in all of its intendedaudience is to some degree a failure. The main reason for failure is instruction notfitting the world in which it is to be used. This emerged from analyzing my own anothers' failures. Instruction can be theoretically sound but practically inappropriate.

From discussing these considerations of instructional failure with Duncan Harriscame our concept of environmental analysis. I have seen instruction fail because:


The purpose of the TIED Newsletter isto maintain communication about pro-fessional matters within the IndustrialTraining and Education Division.


Telephone: (303) 534-5749

Spring issue deadline: February 15

Submit both hard copy and text file ona 3.5 inch computer disk. Call first toarrange transmission by fax or e-mail.

It did not fit the users' time sched-ules.

It could not be used in home, office ortransportation learning environments.

Instructors were not trained in strat-egy or equipment use.

The production staff could not effi-ciently produce the instruction the wayit was designed.

The learning spaces were too small orlarge or cramped or hot or muffled.

No one planned how to copy anddeliver the product after it was com-pleted.

Users' patterns of instructional use,sporadic versus continuous, were ig-nored.

Continues inside on page 5

In this issue

ITED Sponsored Sessions 2Plan to Attend the Kaffee Klatsch Meeting and Breakfast

Total Quality Management Track 6TOM Times and Topics

A Letter to the Members from the ITED President 7Len Arychuk Reports from Africa

ITED Board Election Ballot 9Remember to Vote Today

ITED NEWSLETTER, January 1993 2

ITED Sponsors Sessions At The 1993 AECT ConferenceThe Total Quality Management;Track Appears On Page 6

Wednesday, January 139:30 am-10:45 am, Room 55Evaluation of Corporate TrainingPrograms: Two ApproachesChair: Andrew R.J. Yeaman, Yeaman& AssociatesFaculty: Gary R. Morrison, MemphisState UniversitySteven M. Ross, Memphis StateUniversityBill Coscarelli, Southern IllinoisUniversitySharon Shrock, Southern IllinoisUniversity

Two different approaches to theevaluation of training programs willbe presented in this symposium. Thefirst approach will focus on effectivetesting strategies for a variety ofconditions. The second will present amultiple-view training evaluationprogram. Case studies will illustratethe approaches.

9:30 am-10:45 am, Room 61The Changing Curriculum of In-structional TechnologyChair: David M. Crossman, Universityof PittsburghFaculty: John Bel land, Ohio StateUniversityPhil Doughty, Syracuse UniversityEd Newren, Miami UniversityRobin Taylor, Past-President, ITED

As the demand for instructionaldesigners and technologists continuesto grow, academic departments mustcontinually monitor and modify theirprograms to meet current needs. Thispanel, comprised of members of theAECT Curriculum Committee, willdiscuss their vision for curricularchanges within graduate instructionaldesign and technology programswhich supply the professionals enter-ing our field.

12:45 pm-2:00 pm, Room 55Using Performance Support Sys-tems for Just-in-Time WorkforceLiteracyChair: Joanne Willard, Creative Train-ing ConceptsFaculty: Arleen Amato, Clear CommCorporationPeggy Stack, Clear Comm Corporation

As the pool of employees andpotential employees with basic com-petencies shrinks, the list of basiccompetencies needed in the workplacegrows. Through simulation, groupactivities and dialogue, attendees willexplore the possibilities of upgradingand expanding employees' job-relatedbasic skills through the use of perfor-mance support systems and otherfeatures of just-in-time training.

2:15 pm-3:30 pm, Room 55Innovative Training InterventionsChair: Robin Taylor, Past-President,ITED1 Conflict Management Training: ASelection Intervention ModelFaculty: Amos C. Patterson, Univer-sity of ToledoDavid Torrence, National ElevatorIndustry Education Program2 Embedded Training: A RecentTechnological Approach to WorkerPerformance TrainingFaculty: Mary E. Williams, Universityof Oklahoma

This session will address tworecent intervention methods. The firstis a selection intervention model forchoosing strategies to manage conflictin training situations with adult learn-ers. The second is embedded training,which offers unique challenges for thedesign of worker performance train-ing.

Thursday, January 1411:00 am-12:15 pm, Room 57Innovations in Corporate TrainingDevelopmentChair: Peggy Stack, ClearCommCorporation

1 Empowering Your Customer toPerform Task AnalysisFaculty: Jean Ann Derco, MartinMarietta Energy SystemsRobert Schriver, Martin MariettaEnergy SystemsBarbara E. Tischler, Martin MariettaEnergy Systems2 Anatomy of an Innovation: Imple-mentation of a Corporate ResourceCenterFaculty: Jon C. Abeles, NYNEX/NewYork Telephone CompanyDaryl Hall, NYNEX/New York Tele-phone Company

This session will introduce twoinnovations that make the trainingdeveloper's job both easier and moreeffective. The first presentation willdescribe how to empower your cus-tomer to perform task analysis and getresults. The second presentation willrelate how numerous obstacles wereovercome to provide corporate accessto learning materials for essentialtraining requirements and to enhancecompetitive posture.

11:00 am-12:15 pm, Room 61Surviving the Media Maze: WhatMom Forgot to Tell You!Faculty: Richard Cornell, Universityof Central FloridaEric Alvarez, Travel AgentJeff Armstrong, Burdine's of FloridaCatriano Barbato, UCF Institute forSimulation & TrainingMichael Canerossi, Assessment Spe-cialistLiela Kamunen, University of CentralFloridaAlisa Kindall, Univ. of Central FloridaChuck Saar, Univ. of Central Florida

Come experience the best ofpresentation booboos, done with skill,music, rollicking good fun, imagina-tion and - with luck - a good finalewhich will leave you breathless ...

maybe. Look for special "cameo"appearances by your favorite "mediastars."Continues on page 3

23


Continued from page 2Friday, January 158:00 am-11:45 am, SheratonSt. Charles AWorkshop 13How to Create Effective CBIFaculty: David Twitchell, UnitedStates Air ForceJ. Steven Soulier, Utah State Univer-sity

A number of significant questionswill be addressed in this workshop:Over the last decade, what have welearned about how to design, developand produce CBI with instructionalpower? What are the disadvantagesadvantages of CBI? Why should I useCBI? When is CBI appropriate andeffective? How should CBI be de-signed today to be most effective?instructionally sound and creativeCBI?

9:30 am-10:45 am, Room 52Designing Hypermedia Systems forTraining in Business and IndustryChair: Robert Spears, Simms Indus-tries, Inc.1 Design Elements for aHypermedia-Based Training FacilityFaculty: Francis A. Harvey, LehighUniversityGary E. Sadavage, Lehigh University2 The Synergistic Combination ofHypermedia and Knowledge-BasedSystems TechnologiesFaculty: Francis A. Harvey, LehighUniversityJohn L Wilson, Lehigh University

In two related reports, participantswill learn about the design and devel-opment of effective facilities for thedevelopment and delivery of hyperme-dia-based training. Then, they will seehow the combination of knowledge-based systems and hypermedia aidstraining and technology transfer.

12:45 pm-2:00 pm, Room 52High-Technology Job Skills: Inter-national Approaches to ProvidingRelevant, Transferable TrainingChair: Mary E. Williams, Universityof. Oklahoma

1 A Hypermedia Learning Environ-ment for I.T. SkillsFaculty: Jim Devine, National Dis-tance Education Centre, Dublin CityUniversity2 Instructional Design for HighTechnology Training ApplicationsFaculty: Stuart H. Weinstein, SWL,Inc.Charles B. Murray DJ, Signet Bank

This session will address twoapproaches to training for high-technology job skills. The first casestudy will showcase the developmentof a multi-lingual multimedia coursefor personnel in small- and medium-sized companies in the EuropeanCommunity. The second case studywill demonstrate the cost effectivecoupling of multimedia coursewarewith actual equipment in the jobsetting.

Saturday, January 168:00 am-9:15 am, Room 57Training Development Models:Hypermedia Design and ProgramEvaluationChair: Amos C. Patterson, Universityof Toledo1 The Relative Cost- and Time-Effectiveness of Hypermedia TrainingFaculty: Devon L Frey, LehighUniversityFrancis A. Harvey, Lehigh UniversityJeannette B. Nepon, Lehigh Univer-sity2 An Education and Training Pro-gram Model for Evaluation andPlanningFaculty: Mahassen Ahmad, TexasDept of Human Services, NutritionEducation, & TrainingDeborah Simpson, Texas Dept ofHuman Services, NutritionEducation, & Training

Training developers are alwayslooking for "better" models to applyin their settings. Here are two: aprocess model for the cost-effectivedevelopment of adult integratedhypermedia training, and an educationand training program model forevaluation and planning.

8:00 am-9:15 am, Room 62Electronic Performance SupportSystems

1 Performance Support Systems inan Enhanced Learning Environment: ATest Concept2 Electronic Performance SupportSystems: Point-Counter-Point3 Performance Support Systems in aVirtual Office Environment: A TestConcept

9:30 am-10:45 amFrom Visual Design to Motivation1 The Effects of Combinations ofText and Background Colors on Scan-ning Speed and Accuracy of TargetLetters on Words Displayed on CRT2 The Application of MotivationalPrinciples to Visual Design3 The Effects of Individualized andCooperative Learning Approaches onMotivation

9:30 am-10:45 am, Room 54Multimedia and Learning Styles1 Learning Styles and MultimediaDesign PrinciplesFaculty: Rengen Li, Georgia QuickStart2 Students' Personality Types andTheir Influence on Instructional Tech-nology Courses3 Beyond the Novelty Effect: Design-ing Motivating Multimedia Instruction

11:00 am-12:15 pm, Room 62Adoption of Innovative Technolo-gies: Recent National SurveysChair: Jean Ann Derco, MartinMarietta Energy Systems1 Expert System Use and Develop-ment: A National SurveyFaculty: William D. Milheim, PennState - Great Valley2 1992 Survey of Compressed VideoApplications: Higher Education, K-12,and the Private SectorFaculty: Ellen 0. Edwin, University ofWyomingJames R. Edwin, University of Wyo-mingBarbara Hakes, Univ.of WyomingContinues on page 4

24


Continued from page 3Exciting new technologies are

being developed, refined, and en-hanced at a breath-taking pace. But isanyone using them? This session willprovide the answer for two of thenewer technologies - expert systemsand compressed video.

12:45 pm-2:00 pm, Room 64The Advanced Qualification Pro-gram (AQP) - A Turning Point inAviation TrainingFaculty: Lou Bender, Applied ScienceAssociates, Inc.Ruth Ann Pollock, Federal AviationAdministration

This presentation will describe theFederal Aviation Administration's(FAA) revolutionary alternativemethod of qualifying, certifying, andtraining flight crewmembers, atten-dants, and other operations personnel.AQP training is true proficiency-basedtraining, rather than time-based train-ing. The development and implemen-tation process for the AQP will bepresented via videotape and guideddiscussion.

12:45 pm-2:00 pm, Room 53Using the Computer in the Trainingand Education ClassroomChair: Albert L Ingram, GovernorsState UniversityFaculty: James D. Russell, PurdueUniversityCarl W. Stafford, Purdue UniversityThis presentation will introduce waysof using the computer in training andeducation classrooms, allowing train-ers and teachers to improve and ex-pand their presentation skills so as toimprove human performance in theirorganizations.

Sunday, January 179:30 am-10:45 am, Sheraton SenateWomen in Development Communi-cation: A Presentation of Strategiesfor DevelopmentFaculty: Annie Foster, USA1DMary C. Muller, CCCIMary Lou Shippe, Loral WDL

This presentation will addressissues of socio-economic growth andsocial change for women in ThirdWorld countries through the use ofvarious strategies in educationalcommunications. Special communica-tions projects designed and evaluatedby international agencies will bediscussed by the Third World womenwho are carrying out these projectsthroughout the world.

9:30 am-10:45 am, SheratonSt. Charles AMaking Platform-Dependent CBT/IVD TransportableChair: Stuart H. Weinstein, SWL, Inc.Faculty: Robert Spears, Simms Indus-tries, Inc.

This presentation will describe asystem developed to increase accessi-bility by converting hardware-depen-dent CBT/IVD into courseware thatcan be run in an MS-DOS environ-ment, in a UNIX environment, or in aMacintosh environment.

11:00 am-12:15 pm, SheratonSt. Charles BDo Train the Trainer SeminarsWork? A Qualitative EvaluationExampleChair: Robin Taylor, Past-President,ITEDFaculty: David R. Torrence, NationalElevator Industry Educational Pro-gram

Assessing trainer effectiveness isan activity that raises anxiety levels.In this session, the effects of train-the-trainer seminars will be examinedthrough the qualitative evaluation oftrainer competencies.


The Annual ITED KaffeeKlatsch, an event eagerly antici-pated by ITED members, is on:

Sunday, January 178:00-9:30 amSheraton HotelEster wood Room

This year's earlier time was se-lected to avoid conflicts with other

ITED sponsored sessions.See you there!

If you are wondering about therelationship of training to profitsand effectiveness, consider thatthe total cost of employee turn-over may be as high as 1.5 timesan employee's annual salary. SeeThe Service Driven Service Com-pany by Scheslinger & Heskett inHarvard Business Review, Sept. -Oct., 1991, pp. 71-81.

This analysis shows that trainingpeople in their jobs and fittingtheir work environment to them,such as improving the usabilityof their computer system, pro-vides direct financial benefits, de-creases in turnover and importantgains in customer satisfaction.

Quote Of The MonthR 0 I: Return On Investment"When will we learn to demonstrate to our employers andclients that performance technologists and other trainingprofessionals are assets that contribute to profitability, notliabilities that merely increase operating expenses?"

Robin Taylor


Analyzing The SettingContinued from page 1

The content lifespan was not antici-pated in media planning.

Users' equipment literacy was by-passed.

Staff support services were not consid-ered until production began, if at all.

Administrative support for instructionalstrategies and media was taken as agiven.

Season and climate subverted studentattendance and technical delivery.

Physical and Social AspectsThese environmental problems occurredbecause of physical factors such as tem-perature, lighting, time, equipment com-plexity, and site distribution. They alsooccurred due to abstract factors such asorganizational climate, support serviceskill level, student usage patterns.

The learning environment must be con-sidered (classroom, office, car, home)but also the surrounding support envi-ronment (production services, site loca-tions, clerical help, organizational atti-tude). All these may contribute to thesuccess or failure of the most well-de-signed materials.

There was no existing instructional de-sign model or task that seriously de-scribed how to analyze this environ-ment, much less how to use the resultantinformation. This lack motivated Dun-can Harris and Ito share our insights andthe solutions we had created.

We recently presented these in our book:Analysing the Instructional Setting: En-vironmental Analysis.

An International CollaborationI met Professor Duncan Harris, my co-author, when he was visiting the Univer-sity of Colorado-Denver on sabbatical

Results In Improvedin 1990. Duncan has worked for manyyears on evaluating educational tech-nology programs and products in GreatBritain. He is currently on the faculty ofBrunel, the University of West London.

"No existing instructionaldesign model or task seri-ously described how to ana-lyze this environment."

During one of our first conversationstogether, Duncan remarked how so manyof the problems with educational tech-nology that he had seen implementedhad to do with a failure to attend to thepractical details necessary to make theinstruction succeed.

After trading several stories to that point,we agreed that it would help if someonecould explain how designers could at-tend to these details in the front-endanalysis of their instruction.

We then wrote and published severalarticles in Great Britain and the US onthe subject. Next we decided to developour ideas more completely and expressthem in the form of a book.

Instructional DesignOur aim in writing the book was to assistdesigners in analyzing instructional en-vironments.

How to Design for SuccessEnvironmental analysis is an analysis ofthe context of instruction, including thepsychosocial setting in which it will beused. The underlying assumption be-hind the book is that all learning takesplace in an influential web of physical,organizational, mental and attitudinalfactors.

Failure to consider these factors canmean that instruction will fail. The de-sign of instructional strategies, mediaand evaluation must contain environ-mental information at their outset.

The purpose of environmental analysisis to identify factors that could influencethe success of the instruction. Thesefactors can affect how the instruction isused, how well learners attend to it, howwell it is accepted by its users, and howwell it can be produced, copied anddisseminated.

The environmental analysis is part of thefront-end analysis of instructional de-sign, occurring after you assess trainingneeds but before instructional strategiesor media are finalized.Continues on page 6

Four Major Factors About InstructionThat Should Be Considered In Design

The physical aspects of the learning environment.

The physical aspects of the support environment.

The usage aspects of the learning environment.

The usage aspects of the support environment.

ITED NEWSLETTER. January 1993 6

Consider Applying TheEnvironmental Approach


The book outlines specific items toconsider within each of four factors. Italso describes data gathering methodssuch as site observation, focus groups,models, photographs and videos, andsurveys.

These are the major types of factors toconsider:

The physical aspects of thelearning environment.

The physical aspects of thesupport environment.

The usage aspects of the learn-ing environment.

The usage aspects of the sup-port environment.

Our book also furnishes advice on howto budget environmental analysis timeand effort to the size and type of projectyou have.

"Environmental analysis isan analysis of the context ofinstruction, including thepsychosocial setting."

Writing the Environmental PictureThe output of an environmental analysismay be a verbally graphic depiction ofthe instructional situations called an en-vironmental picture. This picture is notsome catalog or listing of isolated factsobtained from the environmental analy-sis. Rather it is a holistic scenario orstory about the use of the instruction inone or more of its contexts of use.

The picture is used to help the designteam visualize the instructional settingand react to it.

In a sense it is a verbal prototype of theenvironment, a reality check that en-ables the design team to react to thepicture they have painted in their designefforts.

For example, the picture of a workshopproject would describe participants,leader activities, physical setting, andpatterns of use, space, seating, and loca-tion.

"All learning takes place inan influential web of physi-cal, organizational, mentaland attitudinal factors."

Environmental Factors are Vital toInstructional SuccessThere is a saying, "Better to be signifi-cantly wrong than trivially right." In myinstructional projects that were failures,as all are to some degree, I like to thinkthat I was significantly wrong becausethey brought to my attention environ-mental factors helpful to future success.

This book may also help you design forsuccess by investigating the environ-ment.

Analysing the Instructional Set-ting: Environmental Analysiswritten by Martin Tessmer and DuncanHarris.

The book is published by Kogan Page inLondon and Taylor & Francis in Bristol,Pennsylvania.

The address for Taylor & Francis:1900 Frost Road, Bristol, PA 19007.

Telephone: (215) 785-5800.

9'7

Total Quality Man-agement Program

Cosponsored by ITED and FETA

Second Presidential Session

Thursday, 12:45-2:00 p.m.,Room 54Lessons on Quality: The TQM Uni-versity ChallengeCo-chair: Joanne B. Willard, President,ITEDCo-chair: Tish Cavaleri, President,FETAPresenters: William VViggenhom, Presi-dent, Motorola UniversityJames R. Robertson, Manager, QualityCompetency Center, Motorola Univer-sityDr. Arthur E. Paton, Team Leader ofInstructional Design, Technology Edu-cation Center, Motorola University

TQM Track Sessions

Wednesday, 11:00 a.m.-12:15 p.m.,Room 52Ford Motor Company ProgramEvaluation: A Total Quality Operat-ing SystemPresenters: Allison Trawick, Ford Mo-tor CompanyRick Rothermel, Ford Motor Company

Wednesday, 2:15-3:30 p.m.,Room 52Improving Instructional Systems De-sign ProcessesPresenter: Dr. Albert L. Ingram, Gover-nors State University

Thursday, 8:00-9:15 am., Room 52The Florida School Year 2000 Initia-tive: An Overview and Status ReportPresenters: Atsusi Hirumi, Florida StateUniversityEdna Holland Mory, Florida State Uni-versity

Thursday, 11:00 a.m.-12:15 p.m.,Room 52Creating World Class Quality: A Busi-ness and Academic PartnershipPresenter: Dr. Arthur E Paton, MotorolaUniversity

Thursday, 12:45-2:00 p.m.,Room 52Quality as a ProcessPresenters: Dr. Robert E. Spears, SimmsIndustries, Inc.Dr. Ivor K. Davies, Indiana University


A Letter to the Members from the ITED Presidentby Len Arychuk

This has been a exciting year for me andI would like to share it with you. Butfirst, how are you? Hope that you havehad a successful year, good health andgood times.

Earlier this year the Tanzanian job feltlike it was never going to happen after somany false starts. However, another job,on fairly short notice, came into place,(Kampala, Uganda) and that wassupposed to be for two weeks and endedup being for the whole month. Therewere a lot of things that happened hereand businesswise we were successfulwithout going into details.

Did make contact with the late FrancisBagoole family from Jinja, Uganda, metwith his older brother, and anotherguardian of the seven children. Franciswas my counterpart in Canada most ofthe year in 1989 and 1990 and we becamegood friends. Unfortunately, he passedaway last Christmas. For yourinformation, together, with some of mycolleagues at AECT from theINTERNATIONAL DIVISION andINDUSTRIAL TRAINING ANDEDUCATION DIVISION and theBRITISH COLUMBIA INSTITUTEOF TECHNOLOGY we have set up aneducational fund for his children. Monieswere given for the first semester expensesto his family.

These funds will be used for schoolstarting in the new year. To those thathave contributed I THANK YOU ontheir behalf. IF you are interested inmore information PLEASECONTRIBUTE by mailing yourassistance to the

FRANCIS BAGOOLE CHILDREN'SFUNDao Jim Davidson,5109 Dominion St,Burnaby, B.C., V5G 1C8, CANADA.

Arrived Oct. 2 in Dar es Salaam,Tanzania on a British Airways flightfrom London - an eleven hour flightwith a quick stopover in Nairobi.

Dar is a big village that became a cityand seems to ramble on forever. Mystopover was quick but managed tomeet some Can's and Americans at theElite Yacht Club.

On Mon. Oct. 5 left for KampalaUganda. Our mission here is vocationaltraining enhancement with liaison ofthe Ministry of Labour. My counterpartis enthusiastic and the others too!!

They are a friendly and keen peoplewith a realization of their need for somehelp. Hopefully with the World Bank,ILO, WHO, UN and CIOA this can beachieved. Our mission's interest is toassist in development of humanresources without duplication. In otherwords, we want to work as a team withanyone who is interested in vocationaltraining and HROs are apparent. Myfellow counterparts both Canadian andUgandan are team oriented.

Kampala City and countryside is greenwith fertility. The people generallyspeaking are friendly, keen and helpfulon the street, in the hotel or on the job.

Uganda population is 16.6 million. TheKampala City covers an area of 121square miles. We are 3900 feet abovesea level. Climate is pleasant, averaging60-80 degrees F.

Amongst many duties in Uganda I didmanage a weekend at the QueenElizabeth National Park, saw manyanimals, crater lakes and an interestingcountryside. This was near the lowerwest end corner of the Uganda lookingfrom Kampala and Lake Victoria.

At the moment I'm in Dar es Salaam,experiencing many new changes; job,

home, food, culture, friends, colleaguesand so on. Presently, a member of theLittle Theatre group, where at the momentwe are getting ready for a ChristmasPantomime that will be running for tendays. My duties include working withprops, scene changes and filming.

Besides studying, some time is spentplaying different card games and TrivialPursuit with my new acquaintances.Generally speaking the people are nice,interesting, intelligent and well educated,both on the job and socially.

My apartment is compact with ampleroom for some entertaining. It is clean, awell equipped kitchen, extra storage andpantry and a walkway type patio, includingmaid and laundry service. The courtyardhas a bar, restaurant, games room, tenniscourt and swimming pool.

My cooking....already has a reputation,especially the bouillabaisse with crab,prawns, squid, parrot fish and the finestlobster in the world. The vegetables andfruits are good, plentiful and affordable.Meats include chicken, beef, lamb, goatand beef.

The city of Dar es Salaam is about 2million people, busy and the driving hereis as crazy as it is in any large city. Thereare many hotels, of many different levelsof service and price ranges.

The restaurants include; Italian, Greek,French, Indian, Chinese, Turkish, African,etc. All of which are affordable and ofgreat quality!!! Tasty but not too spicy.

Of course, that is disappointing to me.You know how much I like my spices....soI always get the chili chili sauce...mydaughter Nadine would like that....

There are a lot of Canadians andAmericans here, and we meet occasionallyat the yacht club, a elite place facing theContinues on page 8

28


Notes from Tanzania


Indian Ocean with beautiful sunsetsagainst the islands, yachts, palm treesand beautiful beaches. My next doorneighbor is from Montreal.

There are three of us on this team, onefrom Edmonton, Alberta and two fromVancouver, British Columbia and fromB

The National Institute of Transport isunder the Department of Transport,Federal Government of Tanzania. Theproject is financed through the WorldBank. Institute courses vary from shortterm to three years: AutomotiveEngineering, Transport Management andTransport Operations.

My work consists of pedagogicalInstructor Training, some TransportOperation, Preventive Maintenance,Vehicle Inspection and AutomotiveEngineering programs.

Two Department Heads and seventeenInstructors will coordinate their activitiesthrough my office. Other duties willinclude the rehabilitation of theworkshop.

Hopefully, some of you may be inclinedto visit this part of the world. Pleasewrite me for information concerninghealth, visas and travel arrangements.Safaris, land travel, islands (such asZanzibar are only a couple of hoursaway by hydrofoil), are amongst thingsthat would interest you.

Read about it before you come, it is mostexciting and I am thankful that thisopportunity is available.

Conference MessageThis year is exciting for most of you asthe Conference Programme ischallenging and informative. Your ITEDExecutive has once again exertedthemselves in working with other AECT

Divisions ensuring that your conferencemaintains its high level of informationtransfer TO YOU, no matter whetheryou are from the Private or Governmentsectors.

IF at any time you would like to getinvolved more with ITED, I'm sure thatJoanne Willard or Robin Taylor oranyone on the Executive will be morethan glad to welcome you aboard.

Please REMEMBER our annualKAFFEE KIATSCH meeting this yearand plan to attend.

This information and other conferencenotices will be at the division displayrow. Get involved either with us or otherdivisions. It is a rewarding experienceand includes the opportunity to meetother professionals, like you!!!!

Unfortunately I will not be able to attendthis year, due to my assignment with aworld bank project this year.

I'm sure going to miss my colleagues,but really looking forward to the 1994Conference in Nashville, TN. Well,podner, get those cowboy boots shinedand I'll see you there

In closing I would like to wish you, yourfriends and your family a Merry Festiveseason.

Be kind and good to each other

Sincerely,

Len Arychuk, TIED President

New fax # 011-255-51-41905

Leonard N. Arychuk

N.D. Lea Intern'l

cio NEDCO

Upanga Road

P.O. Box 567

Dar es Salaam, Tanzania

AFRICA

News from Washington, DC

NewsJoanne Willard, ITED President, ischairperson of a special AECT task force.The purpose is to gather ideas fromAECT members about how they thinktheir professional organization shouldbe in the year 2000. Communicate yourthoughts so they can become part of thestrategic planning initiative:

Joanne B. WillardCreative Training Concepts77 Park Street, 4th FloorMontclair, NJ 07042-2962

Telephone: (201) 509-6944FAX: (201) 509-6943

NewsLook for Vice President Albert GoreJr.'s revived National Research andEducation Network applications bill in1993 as a follow up to the High-Performance Computing Act.

The proposed Information Infrastructure& Technology Act will authorize $90million the first year, and increase to$370 million in the fifth year, to link K-12 education, higher education,companies, health care and digitallibraries through the Internet.

NewsPresident Bill Clinton describes hiseducation platform in this month'sEducation Digest

"The Clinton Administration will requireall employers to invest 1 to 1.5 percentof their payrolls in retraining their ownworkforce, requiring them to spend it onworkers all down the line. In America,70 percent of job training paid for byprivate companies goes to the top 10percent of the employees. But in Europeand Japan, job training goes to people upand down the line, because smart folksknow that the front-line workers makethe money for you, and you'd betterretrain them every year if you want yourproductivity to continue to rise."


Candidate's Statementfor Election to the Office ITED ELECTION BALLOT .

of ITED President

Andrew YeamanComplete the ballot below, indicating your choices for the various

I write and consult nationally on human- ITED Executive offices.computer interaction and general aspectsof information design from my office in : Please return the ballot to arrive no later than Monday, January 11, :Denver, Colorado. I have worked in the

1993.field of educational communications and ,technology for over 20 years.

You can either mail this ballot to:Position StatementI joined AECT in 1981 and have been an . .

Dr. Robin TaylorITED member since January, 1988 whenI started my consulting business. The 12 Briarwood Courtleaders of this division have impressed Princeton, NJ 08540me very favorably with their executivestyle. The Board sets up a do-able agenda or FAX it to: (201) 822-9082and proceeds to get things done. ITED iseffective because it has a working boardwith specific responsibilities.

ITED functions by assembling anexcellent program of presentations forthe AECT conference. The combinedBoard and Membership breakfast

President-Elect (vote for one):meeting brings ITED members together.The Newsletter is intended to encouragecommunication and professional dialog. , [ ] Andrew YeamanThe Convention Internship draws newmembers and the Exemplary Training

[ ] Write-in:Award recognizes achievements. ITEDalso links AECT to business and industryand promotes the practical contributionsof educational communications and : Director-at-Large (vote for two):technology to the work place.

[ ] Albert "Chip" IngramThe most important goal for ITED is tomaintain the good things that are workingwell to meet member needs. These [ ] Robin Taylorfoundational aspects of ITED are 2endorsed here: sensible leadership and [ 1 Write-in:productive activities. The second priorityis to continue coordinating with the otherparts of AECT. The third priority is to [ ] Write-in:invite more members to participate ingovernance. The fourth priority iskeeping up our efforts for visibility byletting people know who we are andwhat we do.

30

ITED NEWSLETTER, January 1993


Industrial Tra ining and Edu-cation Division CITED)ITED is involved with designing,planning, and managing trainingprograms; and works to promotemaximum utilization of educa-tional techniques and media thatare effective in practical use.





Send this form (or a copy) to Charge dues in the amount of $ to my credit card.Association for Educational Circle: MasterCard VISA Diners Club Carte BlancheCommunications and Technology

1025 Vermont Avenue NW # 820Account # Exp. Date

Washington, DC 20005Signature Tel.

Telephone (202) 347-7834 for stu-dent dues rates and for copies ofthe ITED brochure.

Address* Includes free ITED membership and subscription to TechTrends.

ITED NEWSLETTER FIRST CLASS MAILDr. Andrew R. J. Yeaman, EditorYeaman & Associates601 West Eleventh Avenue #1103Denver, CO 80204-3555

31

ITED NEWSLETTERMarch 1993 Industrial Training and Education Division, Association for Educational Communications and Technology

ITED officers onBoard 1993-1995PresidentMs. Joanne B. Willard(201) 509-6944Creative Training Concepts77 Park Street, 4th FloorMontclair, NJ 07042FAX (201) 509-6943

President-electDr. Andrew R. J. Yeaman(303) 534-5749Yeaman & Associates601 West Eleventh Ave. #1103Denver, CO 80204-3555

Past PresidentMr. Leonard N. ArychukN. D. Lea Internationaldo NEDCOUpanga RoadP. 0. Box 567Dar es Salaam, TanzaniaAFRICAFAX 011-255-51-41905

Director-at-Large andImmediate Past PresidentDr. Robin Taylor(201) 822-3651Peacham Pedagogics19 Greenwood Ave.Madison, NJ 07940FAX (201) 822-9082

Director-at-LargeDr. Albert L."Chip" Ingram(708) 534-5000Instructional and TrainingTechnologyGovernors State UniversityUniversity Park, IL 60466

AECT conference in Nashvilleplanned for February 16-20, 1994by Andrew YeamanMy responsibility as President-elect is to schedule the ITED program for the nextconference and to coordinate it with the other AECT divisions' programs. April 9,1993 is the day your proposals for presentations are due in the AECT national office.If you need proposal forms, call AECT at (202) 347-7834.

In 1994 the session format will allow for either 60 minute or 30 minute sessions. Thisrevised time frame is something new to consider when putting your presentationproposal together.

Job aid for ITEDNewsletter writers

The purpose of the ITED Newsletter isto maintain communication about pro-fessional matters within the IndustrialTraining and Education Division.


Telephone: (303) 534-5749

Next issue deadline: October 1

Submit both hard copy and text file ona 3.5 inch computer disk. Call first toarrange transmission by fax or e-mail.

Readers are needed to review proposalsand volunteers are also invited to chairsessions at the conference. Pleasecontact me directly if you wish toparticipate in these important ITEDactivities.

ITED has an excellent reputation forproviding high quality sessions thatare especially meaningful to the peoplewho attend. For example, the 1993Total Quality Management tracksponsored by ITED and FETA wasoutstanding. Many positive commentswere heard about the TQM track inNew Orleans.

My own opinion is that it is great thatthe members of ITED are thoughtfulabout what is good practice. Continuingthe exchange of information at ourannual conference is a very importantpart of being professional. That wehave ideas to share is the mark of oursuccess as a group.

In this issue

Training in Tanzania 2Len Arychuck reports from Dar es Salaam

ITED business meeting 3Board and members meet at the Kaffee Klatsch

Program rewards exemplary training 4Entries requested for 1994 award

ITED sponsors conference intern 5Do you know someone who deserves an internship?


Len Arychuk reports from Dar es Salaamby Len Arychuk

Seems like the older you get the fastertime flies by...or is it that there is notenough time in a day to get everythingdone. Anybody out there want a 25 hourday?

The past three months in Tanzania havejust slipped away...mind you...a lot ofthings have been done...I have writtenand designed a "Teacher TrainingProgram" for this institute customizedto their needs. Presentations are goingon fairly well and some days are reallyexciting!

We do not have all of our vehicles. As ofyet, one is delivered. One is sufferingfrom bureaucratic paper wars and theother is on order.

My staff has grown to 21 and theresponsibilities are building. Speakingof building...the extension on theworkshop is on the drawing board and soare the rehabilitation plans for the oldbuilding. Things seem to take a longtime, so will have to be patient.

Co-operations with architects anddraughts people has been great. Themain problems are being solved andsometime this month the surveying andform work hopefully is in place.

Spent Xmas with other Canadians at thepool where dinner was served avec thesunshine and cool breezes.

The next couple of days were spent inZanzibar, the famous spice island. Veryold and interesting, quaint old narrowstreets, many small shops and cottagetype industries mainly serving thedemand of the island. Major income isfrom spices and tourism

The trip across from Dar takes almosttwo hours aboard a Russian builthydrofoil.

In mid January went to the MukutmiWildlife Reserve (about four hoursby land west from Dar) and sawmany zebras, elephants, antelope ofvarious different species, giraffes,wart hogs, water buffalo, etc.

We were fortunate enough to have alioness and her cubs cross the roadin front of our vehicle while wewere parked.

On several occasions we had toengage in four wheel drive. Nextmonth, the rainy season may start,can you just imagine the fun in thisgumbo clay type soil?

The FRANCIS BAGOOLECHILDREN'S FUND from Ugandais now depleted. However, thechildren are in school for this termand the shortage was covered frompersonal resources.

PLEASE consider sending in at leastONE DOLLAR to this fund so thatthe children can continue going toschool.

Mail your assistance to:FRANCIS BAGOOLE CHILDREN'SFUNDc/o Jim Davidson, 5109 Dominion St.Burnaby, B. C., V5G 1C8, CANADA.

Jim is my manager and will deposit allfunds to this account. THANKS SOMUCH!

Next month I get the opportunity to dosome field work throughout the countryand in my spare time hope to visit somefamous sites as Mount Kilimanjaro,Serengeti National Park, the NgorongoroCraters and so on. This is all in theArusha area, northwest and inland formthe coast at Dar.

I will keep in touch through futurenewsletters and the offer still stands forany assistance or information concerninghealth, visas, travel arrangements, safarisand other land travel.

Sincerely,

Len ArychukPast ITED President

AECT names new exposition InCITE '94InCITE, the International Computingand Instructional TechnologyExposition, has been selected as the namefor the new exposition that will be heldin conjunction with the AECT NationalConvention beginning in 1994.

The AECT staff has already begunworking on InCITE 94 with the AECTExhibitors Committee.

Members are encourages to submitnames of companies that should becontacted regarding exhibiting in 1994.

To assist the staff in this effort, pleaseprovide the name of a contact within thecompany, as well as an address and

telephone number, so they can becontacted with exhibiting information.

You can help the staff develop InCITEinto an exciting and important newexposition by taking a few minutes sosend this information to the nationaloffice.

The InCITE name and logo debuted inWashington, DC during the 1992convention and again at the 1993convention.

The first International Computing andInstructional Technology Expositiontakes place in Nashville, TN, February16-20, 1994.

ITED NEWSLETTER, March 1993

ITED meets for business over breakfast

Members Present

Joanne Willard, Creative TrainingConcepts, Montclair, NJAndrew R. J. Yeaman, Yeaman &Associates, Denver, CORobin Taylor, Peacham Pedagogics,Madison, NJLyle E. Grooters, Johnson CountyCommunity College, Overland Park, KSJim Devine, Dublin City University,Dublin, IrelandTish A. Cavaleri, SAIC, Martinsburg,WVM. Sue Middendorf, U.S. Office ofPersonnel Management, Washington DCJoan Middendorf, Indiana University,Bloomington, INLottie Naugle, Indiana University,Bloomington, INLou Bender, Applied ScienceAssociates, Inc. McLean, VAFrancis A. Harvey, Lehigh University,Bethlehem, PAStuart H. Weinstein, SWL, Vienna, VAJanet PerkinsRoberts Braden, California StateUniversity, Chico, CA

ITED Business Meeting Agenda

1. Welcome and introductionsRobin standing in for President LenArychuk who is in Tanzania. Also absent,Jim Stonge and "Chip" Ingram,Directors-at-Large.

2. 1992 BusinessRobin Taylor, Past-President

(a) 1993 Convention Intern-Joanneand Lottie

(b) Newsletter-Andrew(c) Publicity: banner, buttons,

brochure(d) 1993 Convention program

highlights and synergiesTQM Track with FETA-JoanneHalf-day workshop with DISCPanel with Curriculum Committee17 concurrent sessions(e) Assembly resolutions

(f) Election resultsPresident-elect: Andrew YeamanDirectors-at-Large: Chip Ingram, RobinTaylor

Two positions remain open:SecretaryNewsletter Editor

3. 1993 BusinessJoanne Willard, President

(a) Registration forms for KaffeeKlatsch

(b) 1994 Convention planning-Andrew, President-elect: Proposals dueApril 9. Planning conference: Nashville,June 4-6

(c) 1994 Internship(d) Bagoole education fund-Robin(e) Recruitment and membership

report(f) 1993 Newsletter-Andrew(g) Training Awards-Andrew and

Robin(h) Summer Leadership Conference

and Internal Audit: August 5-8,Chandler, AZ

Apple Computer seeksapplicants for summerinternships in California

Apple Computer is acceptingapplications for student internships at itsResearch and Development Division inCupertino, California. Internships runfrom approximately May through August1993. Student interns will be involved inresearch, design, and usability testing ofinterfaces for future Apple products.

Applicants should have a goodbackground in cognitive or experimentalpsychology, computer science, orindustrial design; a keen interest inhuman computer interface design; andMacintosh experience. Please sendresumes to:Cordell RatzlaffApple Computer, Inc.20525 Mariani Ave., MS 35-GCupertino, CA 95014.

3

Notes from the Editor'selectronic workstation

There is room for you to partici-pate as an ITED leader. Two Ex-ecutive positions are vacant andmay be filled by Presidential ap-pointment. You are encouragedto apply for these openings toJoanne Willard. There are otherpossibilities for involvement atpresent and in the near future.

AECT appears to be still intransition. Our national organi-zation must consider what it isthat can be done to maintain thethings we are doing well.

Bigger is seldom an improvementfor everyone. When institutionsincrease in size they tend to over-emphasize what is good for thewhole. If there is a larger mem-bership, perhaps through mergeror affiliation, then AECT mustalso be more responsive to theneeds of members who are notpart of the majority. Specializa-tion should be acknowledged andactively supported.

The members of this division haveunique interests which deserve tobe valued. ITED draws respect asthe link between AECT and edu-cation and training in the work-place.

To the public our field mayseem to deserve the reputation ofbeing technical, reductionisticand bureaucratic. However, theITED sessions at our annual con-ference have a different flavor. Itis plain that we are committed tomaking instruction a good expe-rience for people.

Our interests are practical but in-structional programs requireimagination to succeed. We useknowledge from diverse areas,such as human abilities, perfor-mance and systematic planning,and we creatively develop ormanage effective training. It is toour credit that we also considerthe social setting and try to hu-manize the process of learning.

34


ITED accepts entries for the next training awards programThe ITED Training Awards Programhonors outstanding industrial trainingsystems.

Previous awards for exemplary technicaland professional training products havegone to military, financial, computer,and educational organizations.

An Awards Committee evaluates theentries according to criteria likefulfillment of stated purposes, quality ofsupport materials, language style andclarity, instructional design,appropriateness and quality of media ,and production values. Copies of therating system will be available afterjudging is complete.

Winners will be announced at the ITEDBusiness Meeting during the AECTNational Convention in Nashville, TNin February, 1994. Announcements willalso be published in the 1TED Newsletter.

The submission form is available fromthe address below. You should completea separate form for each entry.

You must either own the program youare submitting or have the owner'spermission to submit it to the ITEDTraining Awards Program.

Please submit no more than three (3)entries for yourself or your company.

If the Design Document for your programis available, please submit a copy alongwith the materials.

Also, if evaluation data are available,please submit a summary.

Be sure to include all the materials thatare necessary to make the instructionalpackage work.

If your program requires specialequipment (e.g. a mainframe computer),we may ask you to provide facilities forviewing it.

The 1TED Training Awards Programlast gave the Exemplary Award to Pa-cific Bell of San Ramone, California in1992.

The winning entry was The Course De-veloper Competencies Course/Curricu-lum

The Course Developer CompetenciesCourse /Curriculum is a 10 day coursedelivered by print, videotape, CBT andvarious mixed media. It was producedentirely inhouse at Pacific Bell.

The submission fee is $35 for each entryfrom 1TED members and $50 for eachentry from non-members. Make checkspayable to TIED.

Penn State needs a DirectThe Pennsylvania State University seeksa knowledgeable professional with 5-7years' experience in instructional design,educational television, video, andmultimedia to direct the InstructionalServices Unit of EducationalCommunications/WPSX-TV. Thisincreasingly important unit is one ofseveral well-recognized ContinuingEducation resources that provide PennState with the potential to make asignificant contribution to the field ofdistance education.

Reporting to the General Manager, yourprimary responsibility will be to managethe design, development and productionof all instructional technology projects.In this visible position, you will helpcreate a shared vision of distanceeducation within the University andposition the unit as a partner withContinuing Education ProgramDevelopment, academic units, andcorporate clients in the development ofdistance education opportunities. Wewill also rely on you to maintain technicalexcellence and ensure that clients receivequality products.

Our selected candidate will possesssubstantial experience in projectdevelopment and client relations,particularly in the corporate/private

Send the check, application and allmaterials to:

ITED Training Awards Programdo Dr. Albert L IngramInstructional and Training TechnologyGovernors State UniversityUniversity Park, IL 60466

We must receive all submissions byNovember 1, 1993.

All entries will be returned via UPS, soinclude a street address.

If you have questions or problems, pleasecontact Dr. Ingram at (708) 534-5000.

or of Instructional Servicessector. Your background must reflectexperience in the design and delivery ofdistance education or related services.We require leadership and team buildingexperience as well as previousmanagerial, supervisory and budgetmanagement responsibilities. Strongcommunication and grant writing skillsare essential. TQM experience isdesirable. A bachelor's degree, orequivalent, is necessary.

The University offers major medical/hospitalization, dental and visioninsurance, tax-deferred annuities, paidvacation, holidays, and other attractivebenefits. We provide a competitivesalary.

Send letter of application, resume andsalary requirements to:

Employment DivisionJOB #: A-2502120 S. Burrowes StreetUniversity Park, PA 16801

APPLICATION DEADLINE:April 7, 1993

An Affirmative Action/EqualOpportunity Employer.Women and Minorities Encouraged toApply.


Intern describes 1993conference experienceby Lottie Naugle

Thanks to ITED, my first AECTconference will not be my last. ITED'sinternship allowed me to attend my firstAECT conference and start what I hopewill be the first of many years of AECTconferences to come. Joanne Willard,Andrew Yeaman, and Robin Taylor wereexcellent hosts and made sure I was apart of the AECT activities.

I had the pleasure of attending several ofthe TQM presentations that were part ofthe TQM track sponsored by ITED. Thequality and relevance of the presentationswere outstanding. These presentationswere a credit to ITED and invaluable tome as a fledgling training practitioner.

Helping collect the strategic planningsurveys and attending Assembly sessionsprovided insight into the governance ofAECT that few first timers everexperience. The hard work and concernexpressed by so many members to insurethat AECT serves its members anddivisions well was very impressive. Opendebate and discussion was encouragedon all issues of interest to themembership. I was happy to see that theissues I struggle with at IndianaUniversity were receiving attention bysuch devoted and capable members.

Of course the sessions had a hard timeliving up to the experience of having myhand kissed by Justin Wilson. And Justinwas just one of the many interesting andentertaining attractions of New Orleans.All of the good sessions and good timesmade the conference days fly by. Sundayarrived much too soon.

ITED's annual Kaffee Klatsch was aproper ending to an excellent conference.The Kaffee Klatsch was a comfortable,relaxed way to meet more AECTmembers interested in training. I stronglyencourage everyone to attend the KaffeeKlatsch in Nashville next year, I plan to.

ITED offers $1,000This prestigious internship award isoffered by ITED for participation in theAECT Conference in Nashville,February 16-20, 1994.

The purpose of the ITED internshipaward is to encourage new professionalsin business and industry training andeducation to attend their first AECTnational convention.

Applicants may be either graduatestudents or new graduates who are notpast the second year of their career bythe entry deadline.

Applicants for the ITED internship awardare required to write a 500 word essayidentifying and describing their businessorientation, leadership skills andfinancial need.

A letter of recommendation is requiredfrom a professor or employer who iswell acquainted with the candidate.

ITED is the Industrial Training andEducation Division of the Associationfor Educational Communications andTechnology.

internship awardITED is involved with designing,planning, and managing trainingprograms; and works to promotemaximum utilization of educationaltechniques and media that are effectivein practical use.

Internship applicants must be membersof both ITED and AECT.

Information about joining and the specialdues rate for students can be obtainedfrom:

Association for EducationalCommunications and Technology1025 Vermont Avenue NW # 820Washington, DC 20005Telephone: (202) 347-7834

The entry deadline is June 15, 1993.

The competition for the ITED intershipaward will be coordinated by:

Joanne B. Willard, ITED President,Creative Training Concepts77 Park Street, 4th FloorMontclair, NJ 07042Telephone: (201) 509-6944

Quote of the monthWhat we need to consider about the computer has nothing to dowith its efficiency as a teaching tool. We need to know in whatways it is altering our conception of learning, and how, inconjunction with television, it undermines the old idea of school.Who cares how many boxes of cereal can be sold via television?We need to know if television changes our conception of reality,the relationship of the rich to the poor, the idea of happinessitself....New technologies alter the structure of our interests: thethings we think about. They alter the character of our symbols:the things we think with. And they alter the nature of community:the arena in which thoughts develop.

Neil Postman (1992, pp. 19-20) Technopoly: The Surrender ofCulture to Technology.

ITED NEWSLETTERFebruary 1994 Industrial Training and Education Division, Association for Educational Communications and Technology

Considering the Using focus groups helps withfuture of AECT

the collection of real-life databy Andrew Yeaman, ITED President-elect

When considering the future of AECT itis necessary to ask, "Just whose Asso-ciation is this, anyway?"

If you look in your Membership Direc-tory, you can read on page four thatAECT's mission is to link professionals.Interests centering on educational com-munications are common to members inseveral technological occupations.

The Association's goal, on page eight, isto "Facilitate humane learning throughthe systematic development, utilization,and management of learning resources,which include people, processes, andmedia in educational settings."

As a division, ITED contributes by rep-resenting professionals in business, con-sulting, government, commercial orga-nizations, and the non-school public sec-tor. Our Division will definitely bepresent and visible in the sessions at theNashville conference.

These are important things to rememberwhen putting into focus recent events:AECT's split from ILIA, negotiationswith ISTE, and cosponsoring the InCiteexhibition and conference with ADCIS.

In regard to deficient budgets, a likelysolution is in reorganizing some AECTdivisions to overlap less and be moredistinctly representative of members'occupations. For example, two strongerdivisions would result from mergingITED with DID and RTD: One divisionfor business (and related areas) and an-other for members in academe.

It seems that ITED members generallylike AECT's structure (contrary to Vi-sion 2000) but if you have questions orsuggestions, please contact the officersof the ITED Executive.

by Rebecca Rinehart

Focus groups help in assessing needs, developing plans, recruiting new clientele, andin discovering customers' decision processes. The purpose of a focus group is tocollect qualitative data from a focused discussion. Topics include: testing newprograms and ideas, improving techniques, and generating information for conduct-ing questionnaire surveys. Focus groups are used to discover preferences and toprovide information about why people think or feel the way they do. They provide

information on perceptions, feelings,and attitudes.

Job aid for ITEDNewsletter writers

The purpose of the RED Newsletter isto maintain communication about pro-fessional matters within the IndustrialTraining and Education Division.

Send articles and announcements to:Dr. Andrew R. J. YeamanYeaman & Associates7152 West Eightyfourth Way #708Arvada, CO 80003-1513

Telephone (303) [email protected]

Submit hard copy and a 3.5 inch com-puter disk with a text file. Call first toarrange transmission by fax.

For many years focus groups wereused in the private sector, especiallyfor market research. More recently,public sector organizations are usingthe procedure. In particular, educa-tion, medicine, and social agenciesutilize focus groups in evaluating pro-grams.

The interactive quality of focus groupsallows insight into why certain opin-ions are held. Discussions are con-ducted several times with similar typesof participants to identify trends andpatterns.

The results can improve planning anddesign, provide evaluation of programs,and suggest better marketing strate-gies.

Continues on page 2

In this issue

Innovating the design process 5Renewing the meaning of Scandinavian design

Nashville conference program 6ITED sponsors 22 events February 16-19

ITED Executive Board 1994-1995 8Contact ITED officers: Names, telephones, & addresses

Training news from Africa 9A letter from Len Arychuk

ITED NEWSLETTER. February 1994 2

Focus group procedures explained step by stepContinued from page 1

by Rebecca Rinehart

Focus groups bring together 7 to 12participants, an interviewer and an as-sistant interviewer or scribe. The num-ber of participants must be small enoughfor everyone to participate and largeenough to provide diversity.

The interviewer directs the discussion,keeps the conversation flowing, and takesminimal notes. These identify futurequestions to be asked.

If possible, the environment should beneutral. It should be a place where ev-eryone can feel comfortable and speakeasily.

The analysis of the discussions will pro-vide answers for such questions as howa product, service, or opportunity is per-ceived.

Focus Groups in MemphisAt Memphis State University, research-ers have used focus groups in severalresearch projects. Sometimes focusgroups are used alone for qualitativeresearch. Sometimes they are used inconjunction with quantitative research.

The participants are the subject matterexperts. Fifth and sixth-graders havebeen interviewed about school environ-ment. Adolescents were the subjects ofanother focus group that examined theircommunity.

Employees formed the focus group foran empowerment study. In a compre-hensive study of teacher preparation,focus groups have been conducted withgraduate and undergraduate educationmajors from all licensure areas.

The participants in focus groups canvary greatly depending upon who hasthe information the interviewer wants toobtain.

Focus Group Interviewers Need TheirOwn Training ProgramPrior to any focus group at MemphisState, a workshop is conducted for allinterviewers or assistant interviewers.Either a one-day session or two half-daysessions are recommended.

The first portion is an overview withpractical information. The second half isa role play discussion with colleagues.Each participant needs to experience theroles of interviewer and assistant. Thegroup of interviewers critiques the ses-sion and identifies some of the varietiesof responses.

Conducting Focus GroupsFor the actual focus group, the arrival ofthe participants is an opportunity foreveryone to warm up for the discussion.When the participants come in for thefocus group session, the interviewer orassistant should greet them and beginsmall talk. The warm up should avoidthe focused issues and concentrate oncommon human experiences. During thistime the interviewer observes partici-pant interaction and notes individualswho may later dominate the group.

Continues on page 3

Advantages of focus groups

real-life data in a social environment

flexibility

high face validity

quick results

low cost

Limitations of focus groups

less control than in individual interviews

difficult to analyze data

the interviewer must have special skills

differences between groups may be a problem

groups are difficult to assemble

the environment must support discussion

Abstracted from: Krueger, R. K. (1988). Focus groups: Apractical guide for applied research. Newbury Park, CA:Sage Publications.

ITED NEWSLETTER, February 1994

Focus groupsContinued from page 2The first moments of the interview arecritical. The interviewer must quicklywelcome the participants, give an over-view and topic, provide the ground rules,and set the tone of the discussion.

Focus Group DiscussionsThe first question is designed to engageall participants one at a time. In laterquestions, the interviewer guides thegroup to narrow the discussion to certainspecific topics of primary concern. Therule of thumb is to go from general tospecific, and from the larger more glo-bal issues to the specific topics of con-cern.

Questions are limited from 6 to 10 withsub-points or probes within each ques-tion. The interviewer will have a list ofquestions but will use it only as a re-minder of upcoming questions. Groupdiscussions are unpredictable and thetopics may take detours or leaps.

An example of the sequence of topics forquestions would be current situation,ideal situation, strengths of current pro-grams, deficiencies in current programs,limitations, and recommendations. Thefollowing are six questions used for theempowerment focus groups.

(1) How would you describe the changeto the empowerment concept ?

(2) Has the decision-making processchanged and how should it be ideally?

(3) Has the change been of value to you?

(4) What has been of most value to you?

(5) What has been of least value to you?

(6) When employees are involved in thedecision-making process, are these de-cisions implemented?

Collecting DataSessions are typically recorded in twoways: by a tape recorder and with writ-

ten notes or computer transcriptions.The assistant interviewer or scribe takesthe notes, operates the tape recorder, andhandles any other disruptions such aslighting, seating, switching places, andlate arrivals. The assistant notes the par-ticipants' body language, intonation, andinconsistencies. This second set of eyesand ears increases the quantity of datacollected and the validity of the analy-sis.

"The puipose of a focusgroup is to collect quali-tative data froma Lcuseddiscussion."

There are several options for closing thefocus group. The most common is tosimply thank the participants for attend-ing. It is also helpful to end by brieflysummarizing the main points of viewand asking if these perceptions are accu-rate. Ask for clarification if participantsdo not seem to agree.

Another way of obtaining closure is todescribe the purpose of the study and askan open-ended question such as, "Doyou have any additional thoughts?" or"Is there anything missing from our con-versation?"

A session typically lasts about an hourand a half to two hours with no formalbreak. The interviewing process is fa-tiguing for the interviewer and the assis-tant. It is advisable for interviewers notto conduct more than two focus groupson the same day.

AnalysisAfter the session, the interviewer andassistant conduct a debriefing to com-pare notes and share observations. Itmay be helpful to record the debriefing.

The intent is to arrive at a short sum-mary. From my experiences in runningfocus groups, the interview team men-tally needs the debriefing process fol-lowing the intensity of the session. Al-though the situation may not be ideal,and some steps may not be possible, thedebriefing is essential.

The analyst is looking for trends andpatterns that occur across various groups.People who had first hand exposure toeach discussion are the best to analyzethe data. The sequence of analysis is toread all the summaries and each tran-scription of the tapes. It is a careful anddeliberate process of examining, cat-egorizing, and tabulating evidence. Con-clusions are based on a chain of evi-dence that is included in the report soothers may understand the analyst's logicin coming to conclusions.

The main topics from the transcriptionsof the focus groups become the catego-ries for analysis. Categories may beadded or deleted as additional focusgroups are conducted.

Format for Focus Group Reports

I. Cover pageThe front cover should show the title,names of people receiving or commis-sioning the report, the names of theresearchers, and the date the report issubmitted.

H. SummaryThe brief, well-written summary de-scribes why focus groups were con-ducted and lists major conclusions andrecommendations. The summary is of-ten limited to two pages. It should beable to stand alone. Although this sec-tion is placed first in the report, it is thelast part to bewritten.

HI. Table of ContentsThis section is useful for lengthy reportsbut not when the report is brief.

Continues on page 4


Focus groupsContinued from page 3

W. Statement of the ProblemThis section includes the statement ofthe problem, key questions, and researchmethods. Describe the purpose of thestudy and include a brief description ofthe focus group interviews: number offocus groups, methods for selecting par-ticipants, and number of people in eachgroup.

V. ResultsThe body of the report contains the re-sults and is composed of the key issuesof focus for the study and the majorideas that emerged from the discussion.The body can be organized using one ofthree different styles or models:

Raw data model: State the question oridea followed by all participant com-ments.

When reporting raw data, the researchercan include all comments from the focusgroup and then arrange them into clus-ters or categories after reviewing allcomments. When appropriate, the com-ments can be arranged on a continuumsuch as: degree of support, agreementversus disagreement, or intensity.

This style of reporting provides the readerwith the total range of comments. How-ever, the sheer length of the report dis-courages careful reading. The raw datamodel of reporting is appropriate whenthe researcher has limited experience,when the client wants all comments, orwhen a descriptive or interpretive reportfollows.

Descriptive =del: A descriptive sum-mary followed by illustrative quotations.

The descriptive summary begins with asummary paragraph and then includesillustrative quotes from the discussions.The quotes help readers understand theways in which participants answered thequestions.

Interpretative model: Descriptive sum-mary with illustrative quotes followedby interpretation: The style chosen de-pends on the intended audience.

The interpretative style builds on thedescriptive report by including a sectionon what the data means: interpretation.

VI. LimitationsThis section can be placed within theresults category if it is brief. Limitationsrefer to those elements of the study thatlimit the transfer of findings, and the useof procedures that prevent conclusivestatements. At times, the findings canyield different interpretations of results,and these alternative explanations arecontained in this section of the writtenreport.

VII. Conclusions and Recommen-dationsConclusions pull the findings togetherinto clear summary statements. Recom-mendations are optional and not auto-matically included in focus group re-ports. Recommendations are future ori-ented and provide suggestions aboutwhat might be done with the results.Sometimes they are very specific butthey can also be stated as generalities.

VIII. AppendixThe appendix includes additional mate-rials that might be helpful to the reader.For example, include the question se-quence for the focus group. Additionalquotations may also be included in theappendix.

Concluding SummaryThe purpose of focus groups is to collectqualitative data from a few participantswho provide information about whypeople think or feel the way they do.Typically focus groups are one and ahalf to two hours in length. The inter-viewer leads the discussion, and the as-sistant or scribe records the session.

Analyzing the data can be difficult. Theanalyst is looking for trends and patternsthat occur across groups. All sessions

are transcribed, categories are decided,and the data is grouped into categories.Conclusions are based on a chain ofevidence. Finally, results can be reportedin three different styles or models: rawdata model, descriptive model, or inter-pretative model.

Suggestions for Further ReadingThe Sage Publications series of bluemonographs on qualitative investiga-don is highly recommended.

Gubrium, J. (1988). Analyzing fieldreality. Newbury Park, CA: SagePublications.

Johnson, J. C. (1990). Selecting ethno-graphic informants. Newbury Park,CA: Sage Publications.

Krueger, R. K. (1988). Focus groups : Apractical guide for applied researchNewbury Park, CA: Sage Publica-tions.

McCracken, G. (1988). The long interview Newbury Park, CA: Sage Pub-lications.

Richardson, L (1990). Vifiting strate-gies reaching diverse audiences.Newbury Park, CA: Sage Publica-tions.

Spradley, J. P. (1979). The ethnographicinterview. New York: Holt, Rine-hart, and Winston.

About the AuthorDr. Rebecca Rinehart receivedher Ed.D. in December, 1993from Memphis State University.She interned at Dow ChemicalCompany in their Midland, Michi-gan headquarters. Currently sheis Managing Editor at ETR&D.She is strongly interested in de-veloping training programs andin evaluating training activitiesfor business/industry, as well as,consulting and research.


Designers at Arhus in Denmark rethink the social aspects ofdesign processes so that users can participate in planning

by Susanne Bedker, Joan Greenbaum,and Morten Kyng

Selected from: Setting the stage for design asaction (pp. 146-148), in Greenbaum, J. &Kyng, M. (Eds.). (1991). Design at Work:Cooperatie Design of Computer Systems.Hillsdale, NJ: Lawrence Erlbaum Assoc.

Human work and activity is alwaysmediated by artifacts such as tools andlanguage. People do not focus their at-tention on these artifacts; instead arti-facts help people focus attention on otherobjects or subjects.

The typographer uses paste and scissorsto do paper paste-up, to focus on thenewspaper page; the incinerator plantoperator uses the camera picture of theflame to control incineration.

These artifacts are present when peopleare introduced into an activity, but theartifacts are also a product of that activ-ity, and as such they are constantlychanged through the activity. Each ac-tion in an activity is given meaningthrough practice shared with others.

Activity as BeingFor example, writing a specific code incomputer-based typography indicates toboth the computer and the newspaperworkers that the line following this codeis a headline.

The writing of the code is at the sametime based on the physical and socialconditions of the situation that the ty-pographer is in. The conditions "trig-ger" actual, detailed ways of acting. Theway of making a headline depends onthe technology that the typographer isusing, and the need to type some lettersor select some text.

Artifacts have no meaning in isolation.They are given meaning only throughtheir incorporation into social practice.It is not until they have been incorpo-rated into practice that they can be thebasis for thought and reflection. Whenwe design artifacts, they can serve tomediate the activity of the users, and atthe same time become meaningful toolsin the users' practice.

What is the Context of Design?A design process where a group of usersand designers cooperates does not takeplace in a vacuum. In most organiza-tions, some groups have more powerand better resources than others. Thosewho have the most power and resourcesare usually management, not the end-users.

To help users get a forum where they cantake an active part in design means to setup situations where they can act accord-ing to their own rules, and not simplyaccording to the rules of their managers.The weakest groups in particular needthe strongest support in formulation oftheir demands and ideas for the future.There may be conflicting interests amongthe groups, but these conflicts may beturned into resources for the project, ifthe situations are set up appropriately.

This may mean that the designers andusers should not just establish one projectgroup of all involved parties, but shouldwork with different groups of people atdifferent times. At the same time, thedifferent groups need to be exposed toeach other's demands and suggestions,which emphasizes the need for design-ers as coordinators of the activities. Insetting up ways to work with such groups,we can learn from women's researchwhich focuses on ways of working co-operatively.

The Design ParadoxDesigners, like research scientists,should not lean too strongly on their ownunderstanding, but should enter the pro-cess with an open mind. It also meansbeing involved in the action of designand using methods that support involve-ment.

There is no simple way out. It is a mani-festation of the paradox of design. Onthe one hand, design must be firmlyrooted in the work practices of bothusers and designers. On the other hand itmust confront these practices with theirexisting shortcomings and introduce newartifacts such as mock-ups, prototypes,or metaphors, and potentially causebreakdowns.

If we stick to our old well-known and"secure" design practices, we as design-ers end up like those caricatures of userswho resist change; an excuse many de-signers claim for not involving users inthe design process.

Notes from the Editor'selectronic workstation

In the last few months I moved my

office and apartment to a newlocation. I left downtown Denverfor Arvada, which is a suburb half

way to Boulder. My new telephone

and address are on this ITEDNewsletter.

Recently I have had success with

my writing: A chapter published in

Mike Moore and Frank Dwyer'sbook on Visual Literacy, and an-other chapter in Bob Muffolettoand Nancy Knupfer's Computersin Education. Also, I was the guest

editor for this month's Educational

Technology on the ethical respon-

sibilities of educational technol-ogy to society.

I am pleased this Newsletter hasan excellent feature article andagain thank all of the memberswho have written articles since Itook on the role of editor. If youwould like to write for the ITEDNewsletter your contribution willbe welcomed. I will gladly workwith you in developing an articlefrom your ideas.

Do not miss enjoying the manycultural attractions of Nashvillewhile attending the 1994 confer-ence. These include the Parthe-non in Centennial Park and thegoddess Athena.

3 ES a C


ITED sponsors sessions for the1994 conferenceWednesday, February 168:00 am-12:30 pmAdvanced Interstate CompressedVideo: Pushing Back the FrontierFaculty: Barbara Hakes, University ofWyomingCecelia Box, University of WyomingSteven G. Sachs, Northern VirginiaCommunity CollegeJohn Cochenour, University ofWyomingWorkshop fee: $65

1:00 pm-2:00 pmWhat Works in Industrial andMilitary Training: A ResearchSummary of Adult LearningChair: Vicki S. Napper, SouthwestResearch InstituteFaculty: Frederick G. Knirk, Univer-sity of Southern California

This is a summary of our knowledgeabout instruction. It provides prag-matic assistance to instructionaldesigners, instructional managers andto instructors. The conclusions are asynthesis of three years' effort inidentifying consistent research-basedknowledge about training.

2:15 pm-3:15 pmAnchored Instruction(Sponsored by HeSCA)Chair: Joni Dunlap, University ofColorado at DenverImplementing a HyperCard Stack-Based Anchored Instruction forUniversity Introductory ComputerCoursesFaculty: Annie Inhae Kim, Utah StateUniversityWayne Carrol, Utah State University

HyperCard stack-based anchoredinstruction has been implemented in auniversity introductory computercourse. While anchored instructiontypically employs a videodisc basedformat, HyperCard stacks seem tohave an equivalent potential as aneffective anchor providing an engag-ing and problem-rich learning envi-ronment for students and teachers.

2:15 pm-3:15 pmInteractive Compressed Video,Distance Learning and the AdultLearnerFaculty: Warren Ostendorf, CentralConnecticut State University

2:15 pm-3:15 pmWho's Doing What, Where...AndHow To Teach It1 1993 Survey of Compressed VideoApplications: Higher Education, K-12,and the Private SectorFaculty: Barbara Hakes, University ofWyomingCecelia Box, University of WyomingSteven G. Sachs, Northern VirginiaCommunity CollegeJohn Cochenour, University ofWyoming2 Two-Way Interactive Telecommuni-cations in Graduate Level TeacherProfessional DevelopmentFaculty: Robert V. Price, Texas TechUniversityJudi Repman, Texas Tech University

3:30 pm-4:30 pmSimulations and HypermediaChair: May Lowry, University ofColorado at Denver1 Guidelines for Designing Contextu-alized Simulations for LearningEnglish as a Foreign LanguageFaculty: Doris Lee, PennsylvaniaState-Great Valley

This presentation explores the needfor designing contextualized com-puter-based simulations with realisticactivities and tasks to facilitate Asianstudent's communicative competencein English. Also presented arepractical and useful guidelines for thedesign, development and implementa-tion of simulated learning situationsfor learning English as a foreignlanguage.2 Efficient Design and Production ofEffective Video for Use in Hyperme-dia TrainingFaculty: Devon L Frey, LehighUniversity

Robert M. Fontaine, Lehigh Univer-sity

The presenters report the develop-ment of instructional video resourcesfor an advanced integrated hyperme-dia adult training curriculum. Itpresents a process model and innova-tive design and production techniquesused to promote cost- and time-effectiveness for the program'sdevelopment and to support the higherlearning goals of the curriculum.

Thursday, February 178:00 am-8:45 amAECT Business Session

8:45 am-9:45 amEmbedded Training and MacroInstructional SystemsChair: Rebecca Rinehart, MemphisState University1 Macro I.D.: Using the InstructionalDesign Paradigm to Plan TraditionalDegree ProgramsFaculty: Anthony A. Pifia, ArizonaState University

This presentation examines anapplication of the systematic instruc-tional design process to the design ofnon-traditional adult degree programs.The underlying paradigms of instruc-tional design and non-traditionaldegree programs are compared.Implications for use of the I.S.Dprocess beyond the design of instruc-tion are discussed.2 Using Conceptual Models inEmbedded Training EnvironmentsFaculty: Mary E. Williams, Universityof Oklahoma

Examination of the use of concep-tual models to help learners develop"meaningful" mental models for thepurpose of facilitating learning in anembedded training environment.

10:00 amGrand Opening of the In CiteExhibits Cash Prize Drawing:Registrants must be present to win.Continues on page 7

It 9


Continued from page 61:00 pm-2:00 pm

Presidential SessionJames D. Finn Revisited: A Look atFinn's Contributions to EducationalTechnologyAECT President: Kent L GustafsonChair: Andrew R. J. Yeaman, ITEDPresident-elect1 Finn's Contributions to the DAVI/AECT as a Professional OrganizationFaculty: Donald Ely, SyracuseUniversity2 Finn's Contributions to the Develop-ment of Academic ProgramsFaculty: Robert Heinich, IndianaUniversity3 Finn's Contributions to the Idea thatEducational Technology is a Process.Faculty: Alan Januszewski,SUNY-PotsdamDiscussant: J. Randall Koetting,University of Nevada-Reno

This session answers, "Why doeducational technologists think theway they do today about educationaltechnology?"

James D. Finn was a president ofDAVI, established an influentialgraduate program at the University ofSouthern California, directed theTechnological Development Project inthe 1960s, and established thateducational technology is a process.

1:00 pm-2:00 pmAnalogies and StoryboardsChair: Joan K. Middendorf, IndianaUniversity1 Creating Instructional AnalogiesFaculty: Don Stepich, NortheasternIllinois UniversityTim Newby, Purdue University

Analogies have both motivationaland informative benefits in educating.This session is designed to providepractice in the use of this powerfulinstructional tool. A set of practicalguidelines for creating analogies willbe demonstrated. Participants will thenhave an opportunity to practiceapplying those principles by creatingan analogy.

2 Building Electronic Storyboardswith Project Management ReportsFaculty: Vicki S. Napper, SouthwestResearch Institute

An electronic storyboard canprovide fast, effective project manage-ment support as well as necessarydesign information. Techniques willbe taught for making your ownstoryboard.

2:15 pm-3:15 pmStandards for CBT and Guidelinesfor Collaborative Problem-SolvingChair: Len Arychuk, LARK Associ-ates and British Columbia Institute ofTechnology, Canada1 Creating CBT Standards for YourOrganization: Lessons LearnedFaculty: Jean A. Derco, MartinMarietta Energy Systems, Inc.Barbara E. Tisch ler, Martin MariettaEnergy Systems, Inc.Donna Stokes, Martin Marietta EnergySystems, Inc.

Two instructional designers freshfrom the trenches of CBT standardsdevelopment will share their experi-ences in developing a corporatestandard on CBT that works to assureconsistency in appearance, structureand quality for all of the CBT coursesproduced both in-house and byvendors.2 Developing Collaborative Problem-Solving Groups Using REAL DesignGuidelinesFaculty: Joanna (Joni) Dunlap,University of Colorado at Denver

Learning to think critically and toconstruct complex knowledge struc-tures are necessary skills to solvetechnical, social, economic, politicaland scientific problems in a modern,competitive society. Therefore,instructional methods that promote thedevelopment of high-level thinkingskills and problem-solving abilities arein high demand, especially in corpo-rate settings. Using the rich environ-ments for active learning (REALs)design guidelines, collaborativeproblem-solving groups were con-structed to help facilitate development

of effective problem-solvers anddecision-makers.

4:45 pm-5:45 pmAgile Organizations and the Infor-mation HighwayChair: Lottie Naugle, Indiana Univer-sity1 Characteristics of Agile Organiza-tions for Training Development andTraining DeliveryFaculty: Francis A. Harvey, LehighUniversity

This paper examines the emergingconcept of agile organizations and theimplications for developing anddelivering training. Topics: definition,characteristics, the relationship ofTotal Quality Management to agility,"just-in-time" information systems,and the virtual training corporation.2 Using Hypermedia to Navigate theInformation Highway of InteractiveTechnologyFaculty: Gary Sadavage, LehighUniversity

This paper describes specific designand production techniques used indeveloping a hypermedia supportsystem for training and jobsite use ofan expert system for bridge fatigueinvestigation. Specific approaches topresenting and filtering large amountsof multimedia information and tointegrating technology-based tradi-tional training will be analyzed.

Friday, February 188:00 am-9:00 amPresentation TechniquesChair: Samuel E. Wells, Jr., GallaudetUniversityFaculty: Carl Stafford, PurdueUniversityJames Russell, Purdue UniversityThis presentation provides valuabletips for planning, preparing, andmaking presentations. Techniques areincluded for placement of equipment,dealing with anxiety, delivery stance,voice, and eye contact. Guidelines forvisual design and utilization areincluded.Continues on page 8


Continued from page 78:00 am-9:00 amMotivation and the Design ofInstruction1 Applications of an Adult Motiva-tional Instructional Design ModelFaculty: Roy M. Bohlin, CaliforniaState UniversityWilliam D. Milheim, Penn State-GreatValley2 Utilizing Intrinsic Motivation in theDesign of InstructionFaculty: Randy Rezabek, Universityof Oklahoma

9:15 am-10:15 amDistance EducationChair: Sue M. Middendorf, U. S.Office of Personnel ManagementDistance Education: K-12 to Ad-vanced Engineering for Design andDecision MakingFaculty: John Childs, Wayne StateUniversityKevin Barron, Saginaw PublicSchoolsOscar Britton, Ford Motor CompanyJack Keck, Cheboygan-Otsego-Presque Isle ISD

Summarizes distance learning byinteractive two-way television withactive response. Reviews distancelearning in masters degree engineeringcourses delivered to engineers' atworkstations and distance learning in alarge urban school district. Specificrecommendations are made fordistance education design, develop-ment and management. The practicalexperiences of the panel will beshared.

11:45 am-12:45 pmModern Machines and PostmodernCyborgs (Sponsored by IVLA)Chair: Andrew R.J. Yeaman1 Cyborgs Are UsFaculty: Andrew RJ. Yeaman,Yeaman and Associates, Denver, CO2 Contradictory Spaces: Pleasure,Comedy and the Seduction of theCyborg DiscourseFaculty: P.K Jamison, IndianapolisMedical School

3 Cyborgian Orgasm: A Mythology ofEducational Organizational BlissFaculty: Jane H. Anderson, Consult-ant, Intuitive Edge Too, Evanston, IL

The transition from the machine tothe cyborg describes the movementfrom modern society to postmodernsociety. Although imaginary, cyborgstories tell us about ourselves. Theyreflect the reality of people andmachines being blurred together. Thisevolutionary event greatly influencesinstruction and training as socialtechnologies.

4:45 pm-5:45 pmPersonality Types: Do They AffectProgram Choice?Chair: Devon L Frey, Lehigh Univer-sityFaculty: Renee M. Eggers, JohnCarroll UniversityMary Tipton, Kent State University

This presentation focuses onidentifying the personality types ofgraduate students in an InstructionalTechnology program and those in aMedia Specialist program. Personalitydifferences may account for thetension that surfaces when studentsfrom the two programs enroll in thesame course.

4:45 pm-5:45 pmWIT and Wisdom: Strategies forSuccessFaculty: Landra L. Rezabek, Univer-sity of WyomingEllen D. Wagner, University ofNorthern Colorado

Though this session is presentedfrom the perspective of women intechnology (WIT), all conferenceattendees are encouraged to participatein this discussion of challenges facingprofessionals in the field. Panelistswith diverse experiences and workingin a variety of environments will sharetheir insights and will stimulateaudience interaction.

6:00 pm-8:00 pmFETA, ITED, HESCARECEPTION

Saturday, February 197:30 am-9:00 amITED KAFFEE KLATSCH &MEMBERSHIP MEETING

PresidentMs. Joanne B. Willard(201) 509-6944Creative Training Concepts77 Park Street, 4th FloorMontclair, NJ 07042FAX (201) 509-6943

President-electDr. Andrew R. J. Yeaman(303) 456-1592Yeaman & Associates7152 West 84th Way #708Arvada, CO [email protected]

Past PresidentMr. Leonard N. Arychuk(604) 299-4537LARK Consultants Intl. Inc.5109 Dominion St.Burnaby, BC V5G 1C8CANADA

Director-at-Large andImmediate Past PresidentDr. Robin Taylor Roth(908) 464-522723 Baldwin DriveMurray Hill FarmBerkeley Heights, NJ 07922

Director-at-LargeDr. Albert L."Chip" Ingram(708) 534-5000Instructional and TrainingTechnologyGovernors State UniversityUniversity Park, IL 60466

TIED sessions continue on page 9

44


Continued from page 8Saturday, February 19

continued9:15 am-10:15 amNeeds Analysis for Training inBusiness (Sponsored by International)Chair: P. K. Jamison, IndianapolisMedical SchoolTraining Needs Analysis: Towards aComputer-Based ApproachFaculty: Alistair Stewart, DundeeInstitute of Technology, Scotland

To overcome the inadequate TNAfunction in many small to mediumsized enterprises, this paper presentsan integrated computer-based solutionto the identification of training needs.

9:15 am-10:15 amUTC-University Collaboration inthe Design of Workplace Engineer-ing EducationChair: Jim Teslow, COMET, Boulder,ColoradoFaculty: Doris R. Brodeur, TheHartford Graduate CenterStephen A. Bieglecki, The HartfordGraduate Center

Highlights examples of UnitedTechnologies Corporation's strategyfor collaborating with universities inthe design and delivery of graduateengineering education to multiplework sites via interactive compressedvideo. Includes lessons learned in thepast two years.

3:30 pm-4:30 pmPresenting Powerful PresentationsChair: Sandra G. Behrens, CarnegieMellon UniversityFaculty: Don E. Descy, Mankato StateUniversity

This non-technical "presentation"will show simple techniques to elevateyour presentation from average tooutstanding. It will show you how tocontrol every aspect of your presenta-tion from the audience to your ownanxiety. Presentation graphics,handouts, using your equipment androom effectively, dealing withquestions, and using body languageand dress will be emphasized.

Len Arychuk reports on his African visitsSeptember 30, 1993

Our team in Dar es Salaam finished theircontracts at the end of June and left forvacations on their way back to Canada.Moi was left holding the bag so to speak:much unfinished business to take careof-without going into any gory and bor-ing details. Worked most of July pound-ing at the bureaucratic ways of the Tan-zanian government and the World Bank.

Interesting and frustrating...All in all alearning experience that is indeed valu-able for any next type of contract simil-iar to this. Learning new dance steps allthe time.

On July 1 moved out of my concretecube flat into a suite at the KunduchiBeach HotelHotel that is about 18kilometers from work and takes lesstime to drive to work than originally.The patio view is about 50 meters fromthe Indian Ocean. Wow!!!

I'm so excited about it...that I have stayedhome a lot which is unusual for me,since I like to meet people most of thetime. However, getting some readingdone which has been badly neglected,which I love to do anyway. Started re-search work on writing An East AfricanCookbook for Bachelors...Ha!!!!

During the last week of July traveled thenorth of Tanzania as follows:

Arusha, a large almost touristy townwith many fine shops and restaurants.Busy with many expatriates, new busi-nesses, small industry; a gateway toKenya and to many game parks. Thelocal park consists of the Momella Lakes,Ngurdoto and Meru Craters. On a clearday one can see Mount Kilimanjaro,unfortunately we had a lot of overcast.

The Ngorongoro Crater (one of the 7wonders of the world) about 2,200 me-tres above sea level and full of wildanimals.

Got on video a lion devouring a wilde-beest!! A rhino and her baby!!! Veryinteresting and outstanding!!!

Lake Manyara Lodge; beautifully set ona high ridge overlooking the lake at thebase of the great Rift Valley.

Serengeti (means endless plains) Na-tional Park, close to 15,000 square kilo-meters scattered with patches of acaciabush, forest, rock outcrops and smallrivers, enclosed many wild animals suchas lion, cheetah, hyena, hippo, eland,giraffe, impala, waterbuck, klipspringer,baboon, monkey, warthog, and huntingdogs. There was a lot of bird life includ-ing vultures and ostriches.

Olduvai Gorge was also interesting. Dr.Leakey had found remains of prehis-toric elephants, giant homed sheep andlarge ostriches. In 1959 remains of theNutcracker Man were found and foot-prints of hominoids about 3.5 millionyears old.

Accomodation and food on the averagewas good to excellent. The roads insome places were under construction,good grade or tarmac and...terrible!!

In a few short days this ended and it wasback to work. Uganda was the next con-tract and it was nice to work again withmy friends in Kampala and Jinja.

A lot of energy was put into an "Intro-duction to Instructional Skills Work-shop" that resulted in a success rateabove average here or at home. The madwas not smooth as some of us had con-tracted the flu. However, we continuedon. Yes, we did it with team work!!!!

Back in Dar es Salaam at themoment...will write more later. Will beleaving shortly back to Canada via Egyptand Europe and hope to spend Christ-mas with family and friends.

Cheers,Len Arychuk, ITED Past President

45



Industrial Training and Edu-cation Division (ITED)ITED is involved with designing,planning, and managing trainingprograms; and works to promotemaximum utilization of educa-tional techniques and media thatare effective in practical use.





Send this form (or a copy) to Charge dues in the amount of $ to my credit card.Association for Educational Circle: MasterCard VISA Diners Club Carte BlancheCommunications and Technology

1025 Vermont Avenue NW # 820Account # Exp. Date

Washington, DC 20005Signature Tel.

Telephone (202) 347-7834 for stu-dent dues rates and for copies ofthe ITED brochure.

Address* Includes free ITED membership and subscription to TechTrends.

ITED NEWSLETTER FIRST CLASS MAILDr. Andrew R. J. YeamanYeaman & Associates7152 West Eightyfourth Way #708

Arvada, CO 80003-1513

46


ITED President-electdecides two prioritiesby Andrew YeamanIn serving as President-elect for the lasttwo years my energy was directed insideof AECT and in planning the ITEDsessions in Nashville and Anaheim, re-spectively. That function will be takenover this month by a new President-electwho will begin planning for Indianapo-lis, February 14-18, 1996.Looking Outside of AECTWith the assistance of the new Execu-tive Board, my goal as President is tolook outside of AECT. The purpose is tolet more people know who we are andwhat we do. Therefore, this newsletter isalso going to Training Technical Groupmembers of the Human Factors and Er-gonomics Society. ITED members willbe receiving a TTG newsletter in ex-change. Not only is this an opportunityfor both groups to gain new membersbut also holding a joint meeting is apossibility.

Problems Needing Human SolutionsMy other goal is to emphasize how ourwork can be beneficial on the globalscale. For example, a year ago FredKnirk presented U.S. Navy sponsoredresearch on What Works in Adult In-struction. Afterwards he sent me a copyof his excellent article from the Interna-tional Journal of Education Research.Running 100 pages, it is a useable manualof research and practical findings.Clearly, much is already known but, inthe judgement of Rep. George E. Brown,Jr., chair of the House Committee onScience, Space, and Technology, "Ourmost serious problems are social prob-lems for which there are no technicalsolutions, only human solutions." Istrongly agree with this analysis.Proposals for Indianapolis, 1996In addition to the usual training researchand application topics, proposals are so-licited for presentations in Indianapolison social responsibility. Reports on train-ing and the diverse workforce, ecologi-cal issues, facilities design, learning sta-tion design, social and cultural issues,professional ethics, and similar aspectsof training will be especially welcome.Proposals for Indianapolis, 1996, willbe due in the AECT national office bythe beginning of April. Telephone (202)347-7834 for the official Call for Pro-posals and further information. (ITEDmembers will be mailed this by AECT.)

Does your work always needa computer? The best thingfor you could be to turn it offby Walter Simpson, Energy Officer, University at Buffalo, SUNY

Computers are the fastest growing electrical load in the business world. In the last tenyears, computer-related energy consumption has increased five-fold. Computer useis now estimated to account for 5 percent of all commercial electrical consumption;if nothing is done to reverse this trend, the U.S. Environmental Protection Agency(EPA) warns that this figure could jump to 10 percent by the year 2000.

ITED Newsletter job aid

The purpose of the ITED IVewsletter isto maintain communication about pro-fessional matters within the IndustialTraining and Education Division.

Send articles and announcements to:Dr. Andrew it J. YeamanNEW ADDRESS9016 Vance St. #305Westminster, CO 80021-6496

Send hard copy and a 3.5 inchcomputer disk with a text file.

Telephone (303) 456-1592

Internet

[email protected]

Each year more and more computersare purchased and put to use. But it'snot just the number of computers whichis driving energy consumption upward.The way that we use computers alsoadds to the increasing energy burden.

Most desktop personal computers arenot being used the majority of the timethey are running. As many as 30 to 40percent of the personal computers na-tionwide are left on continuously.

Unfortunately your organization'scomputer use and energy consumptionpatterns probably mirror these nationaltrends. At the University of Buffalo,alone, there are now over 8,000 com-puters. Personal computer (PC) opera-tion alone may account for over$300,000 per year in University en-ergy costs.

Continues on page 2

In this issue

Checklist for energy efficient computing 2The basic three actions you should take

Anaheim, CA conference program 6ITED sessions February 8-11, 1995

ITED membership application form 7New members are invited to join

Election information and ballot 9Only ITED members will receive ballots


Computer decisions affect your work and your futureContinued from page 1

by Walter Simpson

Given commitment to energy conserva-tion and environmental responsibility,it's time we did something about thisgrowing problem. Annual energy sav-ings of $150,000 at UB may be possible.

How Much Energy Does Your Com-puter System Use?A typical desktop PC system is com-prised of the computer itself (the CPU orbox), a monitor and printer. Your CPUmay require anywhere from 50 watts to150 watts of electric power. Add 75 to100 watts for a 14 inch color monitor,proportionately more for larger moni-tors and less for monochrome.

The power requirements of conventionallaser printers can be as much as 200watts while printing and 150 watts justidling.

Thus, a typical PC system can use elec-tricity at the rate of 300 watts, equivalentto the energy demand of three light bulbseach rated at 100 watts. At current elec-tric prices, what does this cost? That alldepends on how the computer system isoperated.

First let's take the worst case: continu-ous operation. Assuming you operate a300 watt PC system day and night every-day, annual electrical costs would beapproximately $200.

In contrast, if you operate your systemjust during conventional business hours,say 40 hours per week, the cost would beabout $50.This assumes no benefit orpenalty to heating or cooling costs.

Considering the tremendous benefits ofcomputer use, neither of the above costfigures may seem like much. But thinkwhat happens when these costs are mul-tiplied by the number of computer users.The dollars add up quickly.

Why Conserve Energy?Energy conservation has been called theleast-cost energy strategy, and for goodreason. At UB, energy conservation mea-sures are saving in excess of $3 millionin energy costs annually.

By 1996 these savings are expected toincrease to over $5 million a year asadditional campus conservation projectsare completed.

But energy conservation does more thanjust save money. It reduces environmen-tal and social costs as well.

Energy conservation mitigates the nu-merous adverse environmental and so-cial impacts associated with energy pro-duction and consumption.

These include air pollution, acid rainand global warming, oil spills and waterpollution, loss of wilderness areas, con-struction of new power plants, foreignenergy dependence and the risk of inter-national conflict over energy supplies.

Energy Efficient ComputingSome computer equipment is built withpower management features, make surethey are enabled. But the most basicenergy conservation strategy for anytype of equipment is: Turn it off when-ever possible. This checklist applies tocomputers as much as it does to lights:

Turn off your computer and/or pe-ripherals when they are not in use. Amodest amount of turning computerequipment on and off will not harmthe equipment.

Don't run computers continuously(unless they are in use continuously).Also, if possible, don't run your com-puter all the hours you are in youroffice.

Look for ways to reduce the amountof time your computer is on withoutadversely affecting productivity.

Continues on page 3

Turn computers off whenever possible

If we assume 8,300 computer systems at 300 wattseach operating for an average of 40 hours a weekfor 51 weeks a year at $.75/1(WH = $381,000 inelectrical costs per year.

Some of this cost is offset by the fact that the heatgenerated by computer equipment helps heat build-ings during the winter months. However, this heatmeans greater air conditioning costs in the summer.


Continued from page 2Some Specific Suggestions

Break the habit of turning on all yourcomputer equipment as soon as youenter the office each day. Turn oneach piece of equipment only whenyou intend to start using it.If practical, informally group yourcomputer activities and try to do themduring one or two parts of the day,leaving the computer off at othertimes.Don't turn on your printer unless youare ready to print. This especiallyapplies to laser printers since theyconsume a considerable amount ofelectricity even while idling.If for some reason you must leaveyour computer (CPU) on while youare not actively working on it, turn offyour monitor to reduce energy con-sumption. (If you utilize this energyconservation strategy, don't forgetthat your computer is on! Be sure toturn it off too when you can.)Turn off your entire computer system(CPU, monitor and printer) when yougo to lunch or will be out of the officefor a meeting or errand. Rebootingwhen you resume computer work usu-ally just takes a minute. Rebootingmay take a little longer if your com-puter runs through a diagnostics orvirus checker program each time itboots. But even this delay may beacceptable, especially if you performsome other task while your computeris booting.Don't use a power strip master switch(which turns on all equipment at once)if you don't need all of your equip-ment all the time you are working onyour computer. For example, you maynot need your printer immediatelyso why turn it on?Be an energy educator and gentlyremind your co-workers and col-leagues to save energy by changingtheir computer habits. Circulate thisarticle among the other members ofyour office or department. Gain thesupport of your supervisor and set upa brief meeting to discuss how toimplement energy saving strategies.

While the energy saving suggestionslisted here are appropriate for many PCusers, some of the suggestions may beinappropriate for certain computer ap-plications or work situations. When indoubt, discuss possible energy conser-vation measures with your colleagues,supervisor or computer lab director todetermine which steps can be taken.

How Many Dollars of Computer En-ergy Consumption Can You Save?These suggestions may make it possiblefor you to reduce your computer energyconsumption by 50 percent or morewithout losing any productivity or theother benefits of your computer system.

Most experts agreethat turning PCequipment off at nightor a few times a daywill not appreciablyaffect its useful life.

You CAN Turn Your Computer Off!It is commonly thought that a computer'slife is shortened by turning it on and off.This belief has led some people to leavetheir computers on all the time. Othersare reluctant to switch their computerson and off a few times during their workday, even though they are only using thisequipment for a fraction of that time.

Most experts agree that turning PC equip-ment off at night or a few times a day willnot appreciably affect its useful life.This is explained in the Guide to En-ergy- Efficient Office Equipment by theAmerican Council for the Energy Effi-cient Economy (1993). This report wasprepared under the sponsorship of theU.S. Department of Energy, U.S. Envi-

ronmental Protection Agency, and theOffice Technology Efficiency Consor-tium which is comprised of office equip-ment manufacturers, electric utilities,government agencies, researchers andpublic interest groups.

Electronic equipment life is a functionof operating hours and heat. Both thesefactors are reduced when equipment isswitched off. Concerning hard drive re-liability, most modern drives are de-signed and tested to operate reliably formany thousands of hours including thou-sands of on/off cycles.

Thus, you CAN turn off your computer(and monitor and printer)! The inconve-nience of waiting a minute or less for acomputer to reboot or for a peripheral tocome back on line is trivial compared tothe energy savings which can be achievedby keeping computer equipment offwhen not in use.

IBM has a policy dating back to 1973 ofencouraging employees to turn off idlemachines. If all IBM employees in theU.S. turned off their workstations andlights for an extra hour a day, the com-pany would save one million dollars peryear.

About Screen SaversScreen saver programs may save thephosphors in your monitor screen butthey are not effective energy savers. Ascreen saver which displays movingimages causes your monitor to consumealmost as much electricity as it doeswhen in active use. These screen saverprograms also involve system interac-tion with your CPU which results inadditional energy consumption. A blankscreen saver is slightly better but eventhat only reduces monitor energy con-sumption by a few percent.

The best screen saver is also the bestenergy saver, i.e. turn off your monitorwhen you are not using it! This step alsoeliminates concern about exposure toany electromagnetic radiation emanat-ing from the monitor.Continues on page 4



As computers with power managementfunctions become more common (seesection on Energy Star Computers), theuse of screen saver programs with mov-ing images may become even more prob-lematic since these programs may pre-vent computers from entering a sleepmode and thus saving energy. At leastone manufacturer is advertising a screensaver program compatible with the sleepmode of Energy Star computers.

Green ComputingYou can take a giant step toward envi-ronmentally responsible or green com-puting by conserving energy with yourcomputer. But green computing involvesother important steps as well. Thesepertain to paper use, toner cartridges andpurchasing decisions when consideringnew computer equipment.

Whatever Happened to the Paper lessOffice?! How to Reduce Paper WasteRather than creating a paperless office,computer use has vastly increased paperconsumption and paper waste. Here aresome suggestions for reducing thatwaste:

Print as little as possible. Review andmodify documents on the screen (butavoid eyestrain, too). Minimize thenumber of hard copies and paper draftsyou make.Use E-mail whenever possible andavoid needless printing of E-mail mes-sages.Send faxes directly from your com-puter to eliminate the need for hardcopy. When you must fax using hardcopies, save paper by not using acover sheet.On larger documents, use smaller fontsizes (but consider legibility) to savepaper.If your printer prints a test page when-ever it starts up, turn off this unneces-sary action.Recycle waste paper.Before recycling paper which has printon only one side, set it aside for use inprinting drafts.

Buy and use recycled paper in yourprinters and copiers. Buy a small quan-tity first and check results. From anenvironmental point of view, the bestrecycled paper is 100 percent recycledwith a high post consumer contentand is not de-inked or is bleachedwithout chlorine.When documents are copied, usedouble-sided copying whenever pos-sible.When general information-type docu-ments must be shared within an of-fice, try circulating them instead ofmaking an individual copy for eachperson.

Recycling Printer Toner Cartridgesand Computer DiskettesMany large organizations generate a fewthousand spent laser printer toner car-tridges a year. Instead of tossing these inthe garbage can, they can be refilled andreusedthus saving resources and re-ducing pollution and solid waste.

Computer diskettes may be inexpensivebut why keep buying more if you don'tneed to? Diskettes with outdated infor-mation on them can be reformatted andreused.

In the Market for a New Computer?Environmentally responsible computeruse implies not buying new equipmentunless there is a demonstrated need.Thus, before buying new equipment,consider the following questions:

Do you really need a new computer(or peripheral)?Can you meet your needs (with lessexpense and environmental damage)by upgrading your existing equip-ment?Can you find a solution in softwarerather than hardware? But if you doneed new equipment, be efficient andbuy green.

Energy Star ComputersThanks to the EPA, it's easier than everto buy a computer system that's easy onenergy. The EPA has signed partnershipagreements with industry-leading manu-

facturers to produce a new generation ofenergy efficient PCs utilizing some ofthe technology previously common onlyin battery-powered portable notebookcomputers. These new PCs are beingsold under the EPA's Energy Star logo.

Energy Star computers, monitors andprinters automatically power-down to alow power state when they are not beingused. Efficiency gains are achieved with-out any sacrifice in computing perfor-mancethough there can be problemsusing Energy Star computers (with thesleep mode enabled) as file servers or innetworks. This problem is being ad-dressed by computer manufacturers andmay be resolved in the near future. Forthe time being, buyers should protectthemselves by either avoiding EnergyStar computers for file servers/network-ing applications or insisting that manu-facturers provide evidence of compat-ibility with these functions.

If you intend to buy an Energy Starcomputer for a networking application,be sure to check with the manufacturerto see if the computer you have in mindis network friendly and tested or certi-fied for the particular kind of networkyou are using.

The EPA estimates that providing com-puters with a sleep mode reduces theirenergy use by 60 to 70 percentandultimately could save enough electricityeach year to power Vermont, New Hamp-shire and Maine, cut electric bills by $2billion and reduce carbon dioxide emis-sions by the equivalent of 5 million cars.

As a vote of confidence in the program,President Bill Clinton issued an Execu-tive Order in April 1993 which requiresthat all federal agency purchases of mi-crocomputers, monitors and printersmust meet the Energy Star energy effi-ciency performance standards.

Recommendation: if you need a newcomputer, monitor or printer, insist onequipment bearing the Energy Star logo.

Continues on page 5

50



Energy Star computer equipment isreadily available and cost-competitive.When shopping for Energy Star com-puter equipment, look for low wattagemodels that have power managementfeatures which can stay operational irre-spective of the software you are using.Manufacturers may achieve compliancewith Energy Star standards in a varietyof ways. Apparently, some solutions,i.e. those more dependent on softwarethan involving modifications of com-puter hardware, may utilize power man-agement features which can work onlywhen the computer is using certain com-puter software or programs (but not allprograms).

Also, when you receive your EnergyStar computer check to make sure itspower management features are enabled.If they are not, be sure to enable them! Ifyou fmd it difficult to enable the powermanagement features of your new En-ergy Star computer, monitor or printer,call the manufacturer and ask for help.Also, be sure to request that the manu-facturer modify the procedure to make itmore user friendly.

Other Purchasing ConsiderationsOnce they are available, consider buy-ing Green Computers. Several com-puter equipment manufacturers arecurrently developing PCs which arenot only highly energy efficient butare also manufactured in a resourceefficient and less-polluting mannerand are designed and built for even-tual recycling.Higher prices for green computersmay initially be a barrier to theirpurchase but over time their priceswill come down and they will be-come cost competitive. Computersbearing the Energy Star logo are al-ready cost-competitive.Buy a monitor only as large as youreally need. While windowing sys-tem users may prefer larger monitors(which can better display more win-dows simultaneously), it's important

to realize that a 17 inch monitor uses40 percent more energy than a 14inch monitor when each is in an ac-tive mode.Buy only as much monitor resolutionas you need. Higher resolution moni-tors use more energy.Consider purchasing a monochromemonitor. They use about 50 percentless energy than a color monitor. Muchcomputing work does not require acolor display.Consider an ink jet printer. Theseprinters are slower than laser printersbut use 80 to 90 percent less energy.Consider printer sharing.Consider purchasing retrofit powermanagement devices which powerdown computer equipment when notactively in use. These devices can beapplied to CPUs, monitors and print-ers. They may be inappropriate forfile server/networking applications.They are also not appropriate for a PCwhich is likely to be replaced soon(preferably with an Energy Star com-puter) or one which has relativelyshort operating hours because the usernormally turns it off when it's not inuse.For laser printers, specify low or noozone emissions to maintain indoorair quality.Request green packaging from yourcomputer vendor, i.e. packing mate-rial that is recycled, recyclable orbiodegradable.

Protecting Yourself from Electromag-netic PollutionLike a television, the electronics of acomputer generate several types of ra-diation. No correlation exists betweenPC-generated electromagnetic fields andhealth problems but you can limit yourexposure and conserve energy, too:

Use a smaller monitor, if possible.Smaller monitors emit less radiation.Use a monochrome monitor. Emis-sions from black and white monitorsare about 50 percent of those fromcolor monitors.Purchase monitors that meet or ex-ceed Sweden's MPR 2 standard for

low emissions. Note that there is con-troversy over the effectiveness ofscreen radiation shields.Don't regularly sit to the side or theback where emissions are strongest.Keep your distance. Emissions twofeet away are 75% less than theywould be at one foot.Turn off your monitor when you can.When it's off, it's not emitting anyradiation!

ReferencesAmerican Council for an Energy Effi-

cient Economy. (1993). Guide to en-ergy-efficient office equipment. Au-thor.

Anzovin, Steve. (1994). The green PC:Making choices that make a differ-ence (2nd ed.). New York: McGrawHill.

Dandridge, Cyane B. (1994). Energyefficient office technology. (Unpub-lished masters thesis, MassachusettsInstitute of Technology.)

The Green Machine. (May 25, 1993).PC Magazine.

Lovins, Amory. (1993). What an energyefficient computer can do. RockyMountain Institute.

Marshall, Patrick. (January 31, 1994).Green PCs: These power savers aresprouting up like weeds. Info World.

U.S. Environmental Protection Agency.(n.d.). Energy Star computer pro-gram (6202J). Washington, D. C.Author.

U.S. General Service Administration.(1993). Energy efficient microcom-puters: Guidelines on acquisition,management and use. Washington,D. C. Author.

Editor's NoteReprinted with permission thanks toWalter Simpson, Energy Officer, Uni-versity at Buffalo, State University ofNew York. The text is selected from theUB Guide to Green Computing: HowYour Choices Can Make a Difference.

Copies of the UB Guide booklet may beobtained for a cost of $2.00 per copy bywriting to Conserve UB, 120 John BeaneCenter, University at Buffalo, Buffalo,NY 14260.

51


ITED's 15 sessions in the AECT 1995 programRoom locations for the completeITED list of sessions, including11 more sessions where ITED is asecondary sponsor, are in the of-ficial conference schedule. Becertain to check if rooms are in ahotel or in the Anaheim Conven-tion Center.

Wednesday, February 81:00 pm-2:00 pmAdapting the Educational Technol-ogy Curriculum for Specialized Au-diencesSponsors: ITED, FETA, CurriculumCommitteeChair: Vicki S. Napper, Center for Per-sons with DisabilitiesFaculty: Robin Taylor Roth, Bell Com-munications Research (Bellcore)

What challenges are involved in de-signing a 'service course' for profes-sionals in other fields? After consider-ing various constraints, a syllabus ofessential elements and practical assess-ments is proposed. Examples are drawnfrom a doctoral level course for psy-chologists in an Organizational Psychol-ogy program.

4:00 pm-5:00 pmTraining and Self-Directed LearningSponsors: ITED, DIDChair: Gloria Edwards, A & T StateUniversity, Greensboro, North CarolinaA Training Model to Increase Work-place Applications of New SkillsFaculty: William Milheim, Pennsylva-nia State University, Great Valley

The ultimate goal of any instructionalprogram in industry is the application ofthe skills learned during various trainingsessions. This presentation will describea model to increase the application ofthese newly learned skills through spe-cific strategies that can be implementedbefore, during, and after training.Self-Directed Learning Meets Tech-nology: Integrating Computer-BasedInstruction and Adult Learner Needs

Faculty: Mary Shoffner, Kent StateUniversity

When designing CBI for the adultlearner, characteristics of the adult as anindependent individual must be takeninto account. Self-directed learning isnot a single concept, but rather a con-glomeration of several ideas regardingthe instruction of adults and based pri-marily on the notion of the adultslearner's inherent independence. Thispresentation will focus on ways to incor-porate self-directed learning conceptsinto the design of CBI.

Thursday, February 97:30 am-8:45 amITED Kaffee Klatsch andMembership MeetingMarriott Hotel: Desert RoomPresident: Joanne Willard, CreativeTraining ConceptsPresident-elect: Andrew Yeaman, Yea-man & AssociatesPast President: Len Arychuk, LARKConsultants International, Inc.

8:45 am-9:45 amQuickTute and ID ExpertSponsors: ITED, DID, RTD, DISCChair: Martin Ryder, Storage Technol-ogy CorporationRapid Lesson Development withQuickTute: An Application that Mar-ries CBI with ExpectationFaculty: Matthew Coombs, Utah StateUniversityM. David Merrill, Utah State University

QuickTute, a go-between applicationthat facilitates the mapping of resources,learning methods and presentation typesinto a rapid development tool, makespossible the development of instructionalmaterials with little or no preparation.ID Expert for Individualized Author-ing and LearningFaculty: Jean Pratt, Utah State Univer-sity

The growing awareness of individuallearning styles generates an increasingchallenge to educators and trainers to

tailor instruction to meet the learner'sindividual learning needs. Creation andmodification of CBI is usually expen-sive and costly. ID Expert is a tool whichenables users to create the instructiononce and then modify it easily andquickly for novice or experienced learn-ers or tailor it to specific, researchedlearning styles.

1:00 pm-2:00 pmIntentional Learning Environmentsand Needs Assessment NaturallySponsors: ITED, DIDChair: P. K. Jamison, Indiana Univer-sity Dental School, IndianapolisApplication of an Intentional Learn-ing Environment for Corporate Dis-tance EducationFaculty: Edward Mann, Storage Tech-nology CorporationMartin Ryder, Storage Technology Cor-poration

The Intentional Learning Environmentrepresents a strategy for answering thechallenge of education for meeting cor-porate needs reflected in an ever chang-ing technological environment and glo-bal marketplace. It permits distancelearning by utilizing new technologiesto educate about new technologies.Needs Assessment Naturally: An Au-tomated Tool for Targeting CustomerNeedsFaculty: Allison Rossett, San Diego StateUniversityRobert Hoffman, Escondido, CA

Most agree that needs assessment iscritical but that is where the agreementstops. In this session we will explain anddemonstrate Needs Assessment Natu-rally. NAna is a HyperCard job aid forplanning needs assessment approaches,prompting needs assessment questions,educating clients, writing reports andlooking smart on instructional design,technology and performance topics.

4:00 pm-5:00 pmITED Invited Keynote Speakers

(See next page.)Continues on page 7

52


Continued from page 64:00 pm-5:00 pmINDUSTRIAL TRAINING ANDEDUCATION DIVISIONINVITED KEYNOTE SPEAKERSTopic: Making the Most of Yourselfand Other MediaChair: Andrew Yeaman, Yeaman & As-sociatesFaculty: Carl Stafford, Purdue Univer-sityJames Russell, Purdue University

The speakers provide valuable tips forplanning, preparing, and making pre-sentations. Their techniques cover plan-ning a presentation, placement of equip-ment, dealing with anxiety, deliverystance, voice, and eye contact. Guide-lines for visual design and utilization aredemonstrated. This useful session is de-livered by two of AECT's most popularand accomplished presenters.

Friday, February 108:30 am-9:30 amThe Role of Training in a ConcurrentDevelopment EnvironmentSponsor: ITED

ITED membership applicIndustrial Training andEducation Division (ITED)ITED is involved with design-ing, planning, and managingtraining programs; and works topromote maximum utilizationof educational techniques andmedia that are effective in prac-tical use.Send this form (or a copy) toAssociation for EducationalCommunications & Technology1025 Vermont Avenue NW #820, Washington, DC 20005Telephone (202) 347-7834 tofind out about dues rates forstudents, international, and cor-porate memberships, and for acopy of the ITED brochure.

Chair: Jim Teslow, University of Colo-rado at DenverFaculty: Marcelo Fernandes, Universityof Central FloridaViola Lindsay, Grumman

The presenters will discuss: the fun-damentals of concurrent engineering,the role of training in this concurrentdevelopment environment, and a casestudy of the process of developing pilottraining devices integrated with aircraftdevelopment.

10:00 am-11:00 amUsing Constructivist Training Envi-ronments to Meet Long-Term Strate-gic Training NeedsSponsors: ITED, ADCIS, CHANGE,DIDChair: Alan Januszewski, SUNY Pots-damFaculty: Joanna Dunlap, University ofColorado at Denver

Constructivist learning strategies canbe used to facilitate training in domainsrequiring higher-level thinking skills(e.g., problem solving, decision mak-ing, and total quality management ac-

tivities) to develop employees who canmeet long-term strategic demands of acomplex and ever-changing business en-vironment.

3:00 pm-4:00 pmPreparing Visual Presentation Mediawith ComputersSponsors: ITED, MDPD, DIDChair: Mary Lou Shippe, Computer Sci-ences CorporationDesigning and Delivering Presenta-tions on the DesktopFaculty: Julie Furst-Bowe, Universityof Wisconsin-StoutMarian Smith, Chippewa Valley Tech-nical College

This demonstration will guide partici-pants through the steps in planning, de-veloping, and delivering a presentationusing presentation graphics software andcomputer projection equipment. Partici-pants will see the presentations beingcreated and presented and learn guide-lines for effective screen design andtechniques for effective delivery;

Continues on page 8

ations invited from AECT members and nonmembersPlease check the appropriate boxes:

I am already an AECT Member and wish to join ITED.

Division fee: $10.00.

I wish to join both AECT and ITED.Regular membership fee: $75.00.*Comprehensive membership fee: $110.00.**


Charge dues in the amount of $ to my credit card.Circle: MasterCard VISA Diners Club Carte Blanche

Account # Exp. Date

Signature Tel.

Address

* Includes free ITED membership and subscription to Tech Trends.** Also includes subscription to Educational Technology Research &

Development (EIR&D)._J

53


Continued from page 7Effective Presentation: Using Power-Point for Mac and WindowsFaculty: Reza Azarmsa, California StateUniversity, Bakersfield

Whether you are making a formalpresentation to a large audience using35mm slides or a presentation in a class-room using overhead transparencies,PowerPoint has the tools and capabili-ties you need to create a truly effectivepresentation.

4:30 pm-5:30 pmKnowledge-Based Electronic Perfor-mance Support Systems: KEPSSSponsor: ITEDChair: Peter MacDonald, Eli Lilly andCompanyFaculty: James II, LeadingWay Corpo-ration

In today's high-tech world profes-sionals are looking toward technologyand knowledge-bases to provide ulti-mate performance support solutions.This presentation will discuss ways tocombine both in order to increase pro-ductivity, decrease learning time andaccess information when and whereneeded and to integrate these activitiesinto one complete system.

Saturday, February 118:00 am-9:00 amDistance Education: Public and Pri-vate Sector Models with Research onTheory and Cognitive StrategiesSponsors: ITED, HeSCA, DOTFaculty: Oscar Britton, Ford Motor Com-panyPatricia Watkins, Columbia University

Distance education designs will bepresented for both public and privatesectors of interest. The presenters willdefine various models and explain re-search and cognitive strategies for dis-tance learning.

8:00 am-9:00 amTraining Teachers to Design Instruc-tionSponsors: ITED, DIDChair: Judith Duffield, University ofColorado at Denver

Teaching Instructional Design: Inte-gration of Theory and PracticeFaculty: Terry Olivier, PhiladelphiaCollege of Textiles and ScienceJeanne Buckley, Delaware County Com-munity College

Graduate education programs arefaced with the challenge of preparingteachers for an increasingly complexinstructional environment. Multimediainstruction can empower teachers byproviding learning environments thatare more individualized and that can bemonitored and adjusted to meetlearner needs. This presentation de-scribes a new model for teaching in-structional design via the integration oftheory and practice.Computer Technology in the Class-room: Training for Increased Usabil-ityFaculty: Gloria Edwards, A & T StateUniversity, Greensboro, North CarolinaDennis Selby, A & T State University,Greensboro, North Carolina

This presentation will expose advo-cates of computer technology in the class-room to a new and better method oftraining teachers and educators to usetechnology to its potential. The methodis unique in that it focuses on curriculaand five abilities: knowledge-ability,learn-ability, ease-ability, use-ability,and student-ability.

12 noon-1:00 pmCompetencies Needed by Industrialand Business Trainers as Reported byTraining Personnel in the UnitedStates, Taiwan, R. 0. C., and SelectedCountries in EuropeSponsors: ITED, INTLChair: Robin Taylor Roth, Bell Com-munications Research (Bellcore)Faculty: John Morlan, San Jose StateUniversityRichard Cornell, University of CentralFlorida, OrlandoMei-Yan Lu, San Jose State UniversityBosco Wen-Ruey Lee, National TaiwanUniversityLucia Shih-Ling Lin, Fu-Jen CatholicUniversityRune Pettersson, ELLEMTEL, Sweden

Findings of surveys about instructionalcompetencies for trainers in industry,business, and government agencies willbe presented. The countries participat-ing are the United States, Taiwan, R. 0.C., and selected European nations.

1:30 pm-2:30 pmPerformance Technology: An Evolv-ing Case Study in BusinessSponsors: ITED, DIDChair: Kenneth Pisel, United States NavyFaculty: Patricia Todd, Eli Lilly andCompanyPeter MacDonald, Eli Lilly and Com-panyDenise Wakefield, Eli Lilly and Com-pany

The role of the instructional technolo-gist is changing in business. How haveinstructional technologists shifted fromthe tradition of providing training to anew paradigm of performance technol-ogy? Through a case study we will ex-amine the evolving role of instructionaltechnologists and the factors that facili-tated and hindered the movement.

3:00 pm-4:00 pmUSENET: A Constructivist LearningEnvironmentSponsor: ITEDChair: Shelia Rumbaugh, Columbia Pub-lic Schools, MissouriFaculty: Martin Ryder, Storage Tech-nology CorporationEdward Mann, Storage Technology Cor-poration

Where job-specific training breaksdown in trajectories of change, practi-tioner communities are emerging fromnetwork access. Informal USENET en-vironments take on distinctive construc-tivist attributes providing effective sup-port for technical knowledge acquisi-tion.

Quotable Quote"You can't argue witha 486 'tinning 20 MHz."(Overheard in an eleva-tor.)

RED NEWSLETTER, January 1995 9

Candidates' qualifications Efor election to ITED officesPresident-ElectMary Lou ShippeMultimedia Courseware Specialistwith Computer Sciences Corporation.AECT member since 1983.ITED member.Masters degree in Public Administra-tion from the University of Oklahoma.Additional graduate level coursework.NRI certification.Experienced Delegate to Assemblyand Division Council.AECT Assembly Chair.ITED session chair and presenter.Experienced in AECT conferenceprogram planning on behalf of theInternational Division.

Two Directors-at-LargeAlan Januszewski r 1Assistant Professor atSUNY Potsdam. President-Elect (vote for one)AECT member since 1987.ITED member. [ ] Mary Lou ShippePh.D. Syracuse University.Organized ITED Presidential Session,1994. [ 1 Write-in:

ITED session chair and presenter.Reviewer for presentation proposals. Two Directors-at-Large (vote for two)

ITED ELECTION BALLOTComplete the ballot below, indicating your choices for the variousITED Executive offices.

Please return the ballot to arrive no later than Saturday, February 5,1995.

ITED members may vote by either mailing this ballot to:

Dr. Andrew R. J. Yeaman9016 Vance St. #305Westminster, CO 80021-6496

or FAX this ballot to: (303) 650-1700

or by sending E-mail toInternet [email protected]

Vicki Napper [ ] Alan JanuszewskiInstructional Designer at theCenter for Persons with Disabilities.AECT member since 1989. [ ] Vicki NapperITED member.Masters degree in Instructional [ ] Write-in:Technology from Utah State Univer-sity.

[ 1 Write -in:Writing dissertation: doctoral commit- ri

tee chaired by Nick Eastmond.ITED session chair and presenter. Secretary (vote for one)Reviewer for presentation proposals.

Secretary[ [ Peter MacDonald

Peter MacDonaldPerformance Technologist with [ ]Write -in:

Eli Lilly and Company.AECT member since 1988. Newsletter Editor (vote for one)ITED member.Ed.D. Syracuse University.

[ 1 Write-in:ITED session chair and presenter. L 1


AECT Directors add aA new principle has been addedto the Code of Ethics. Althoughthere have been small amend-ments to the wording of principlesover time, this is the first newprinciple created in many years.

It was adopted by the AECT Boardof Directors upon the recommen-dation of Paul Welliver, Chair ofthe Professional Ethics Commit-tee. Paul Welliver is ProfessorEmeritus at the Pennsylvania StateUniversity and served as AECTPresident 1983-1984.

The new principle is part of Sec-tion 1 - Commitment to the Indi-vidual:

In fulfilling obligations to the in-dividual, the members:

ITED NEWSLETTERDr. Andrew R. J. Yeaman9016 Vance St. #305Westminster, CO 80021-6496

new ethics principle9. Shall refrain from any behav-

ior that would be judged to bediscriminatory, harassing, in-sensitive, or offensive and,thus, is in conflict with valuingand promoting eachindividual's integrity, rights andopportunity within a diverseprofession and society.

In recent years President GeorgeBush gave an award recognizingthe Association's active concernwith professional ethics and over20 case study scenarios have beenprinted in Tech Trends to stimu-late discussion and awareness.

The Professional Ethics Com-mitte has this charge:

Apply the AECT ethical stan-dards to any situation brought

FIRST CLASS MAIL

56

to the attention of the commit-tee.The rapid acceleration of tech-nological advancement bringswith it dramatic issues relatedto professional, ethical behav-ior. The AECT ProfessionalEthics Committe is furthercharged to identify these is-sues, use this information toupdate the ethical code of theAssociation, disseminate infor-mation to the profession aboutthis updated code and assistmembers in interpreting thecode as it relates to their pro-fessional behavior.In addition, the committee re-views the AECT Code of Eth-ics on a regular basis to deter-mine if the code is in need ofrevision and recommends anyrevisions to the AECT Board.


Members celebrateITED's 25 years ofplanning and success

ITED was formed by AECT members in1971 as the Industrial Training and Edu-cation Division. This Division has beenactive and visible in planning the AECTNational Convention for 25 years.

At the 1997 convention in AlbuquerqueITED will sponsor 20 presentations.About half of these will be an hour inlength in order to support the qualitydelivery of professional knowledge.The Divison is cosponsoring many othersessions. See the program beginning onpage 5 inside this newsletter.

25 years of ITEDITED members are invited to assist incelebrating this first quarter of a centuryof success. On Thursday, February 13,the ITED 25TH ANNIVERSARYMEMBERSHIP MEETING ANDBREAKFAST will be held from 7:00am to 8:00 am in the Hyatt Hotel.

This landmark event will be hosted bythe ITED President, Andrew Yeaman(Westminster, Colorado) and the ITEDPresident-elect, Mary Lou Shippe (Com-puter Sciences Corporation).

Keynote session scheduledOn Thursday afternoon at 1:30 the ITEDkeynote speaker will be Vicki Napper(Instruction By Design) who is a Direc-tor on the ITED Board. The topic willbe: Can you Improve Your EQ? How toDesign Work and Learning Stations toImprove Health.

This interactive session provides infor-mation on setting up computer worksta-tions to help reduce injury to employeesand students. An 'ergonomic quotient'quiz will be given on ergonomic design.There will be a discussion about estab-lishing computer labs or workstationsand stress management techniques whichreduce learners' and workers' stress.

More computer usemay impair your eyehealth and vision

Reprinted by permission of the American Optometric Association

The increased use of computers in the workplace has brought about the developmentof a number of health concerns. Many individuals who work at a computer videodisplay terminal (VDT) report a high level of job-related complaints and symptoms,

including ocular discomfort, muscularstrain and stress.

ITED's official definitionA new ITED Purpose has been createdby the ITED Board. It is a result of therecent interest in planning. This state-ment was announced to members inIndianapolis and may be developedfurther in the future.

ITED is involved with:

Designing, planning, evaluating,and managing training andperformance programs.

Promoting appropriate uses ofeducational techniques andmedia.

This revised statement of purpose wasadopted by the ITED Board, Novem-ber 1, 1995. All other versions of ITED'sdescription are obsolete.

The level of discomfort appears toincrease with the amount of VDT use.Visual discomfort and relatedsymptoms occurring in VDT workersmust be recognized as a growing healthproblem.

Many individuals who work at a VDTexperience eye-related discomfort and/or visual problems. However, basedon current evidence it is unlikely thatthe use of VDTs causes permanentchanges or damage to the eyes or visualsystem. This report will review thefactors relating to eye and visionproblems associated with VDT workand provide recommendations forpreventing or reducing theirdevelopment.

Continues on page 2

In this issue

ITED INTERNS FUNDED for 1998, 1999, and 2000 4Substantial gift will help students attend convention

Albuquerque convention program February 11-15 525th Anniversary Members' Breakfast

ITED annual report and plan 7Successful strategy and tactics continue

Election information and ballot 9Choose your representatives and vote today

ITED membership application form 10New members invited to join


Computer use decisions can lead to visual problemsContinued from page 1Eye and vision related complaintsVision related symptoms or complaintsamong VDT workers are common.Studies have found that the majority ofVDT workers experience some eye orvision symptoms. However, it is unclearwhether these problems occur to a greaterextent in VDT workers than in workersin other highly visually demandingoccupations. A national survey of doctorsof optometry found that more than 14%of their patients present with eye orvision-related symptoms resulting fromVDT work. The most commonsymptoms are eyestrain, headaches,blurred vision and dry or irritated eyes.

The extent to which an individual mayexperience symptoms is largelydependent upon his/her visual abilitiesin relation to the visual demands of thetask being performed. These visionproblems are not new or unique tocomputer use. Many individuals in otherhighly visually demanding occupationswill experience similar vision relatedproblems. However, the uniquecharacteristics and high visual demandsof VDT work make many individualssusceptible to the development of eyeand vision-related symptoms.Uncorrected vision conditions, poorVDT design and workplace ergonomicsand a highly demanding visual task canall contribute to the development ofvisual symptoms and complaints.

Vision problems experienced by VDToperators are generally only temporaryand will decline after stopping VDTwork at the end of the day. However,some workers may experience continuedimpaired or reduced visual abilities, suchas blurred distance vision, even afterwork. If nothing is done to address thecause of the problems, they will continueto recur and perhaps worsen with futureVDT use.

Work that is visually and physicallyfatiguing may result in lowered

productivity, increased error rate andreduced job satisfaction. Therefore, stepsshould be taken to reduce the potentialfor development of stress and relatedocular and physical discomfort in theworkplace.

Visual demands of VDT workViewing a video display terminal screenis different that viewing a typewritten orprinted page. Often the letters on a VDTscreen are not as precise or sharplydefined, the level of contrast of the lettersto the background is reduced and thepresence of glare and reflections on thescreen may make viewing more difficult.

Viewing distances and angles used forVDT work are also often different fromthose commonly used for other readingor writing tasks. As a result, the eyefocusing and eye movementrequirements for VDT work can placeadditional demands on the visual system.Older workers particularly may findadjusting to these working requirementsdifficult.

Eyeglasses or contact lenses prescribedfor general use may not be adequate forVDT work. Specific occupational lensesprescribed to meet the unique demandsof VDT work may be needed. Speciallens designs, lens powers or lens tints orcoatings may help to maximize visualabilities and comfort. VDT workers whoreceive eye examinations andoccupational eyewear have reportedimproved comfort and resolution of theirsymptoms. The quality and efficiencyof their work have also been improved.

Some VDT workers may experienceproblems with eye focusing or eyecoordination that cannot be adequatelycorrected with eyeglasses or contactlenses. A program of optometric visiontherapy designed to treat specificbinocular vision dysfunctions may beneeded. A preventive approach toreducing visual stress form VDT workincorporates the use of rest or alternate

task breaks throughout the workday.Many VDT tasks are repetitive and canbecome stressful both mentally andphysically after an extended period ofcontinuous work.

Occasional rest or alternate task breaksare helpful to combat fatigue and stress.They provide an opportunity toincorporate different and less visuallydemanding tasks into the work regimen.Specific rest or task breaks should bebased on the individual visual needs ofthe VDT operator.

Uncorrected vision problemsThe presence of even minor visionproblems can often significantly affectworker comfort and performance at aVDT. Uncorrected or undercorrectedfarsightedness, astigmatism, presbyopiaand binocular vision (eye coordinationand eye focusing) problems can be majorcontributing factors to VDT related eyestress.

A high percentage of VDT operatorshas been found to have uncorrected orundercorrected vision problems that mayaffect their visual performance andcomfort. Although some of theseproblems may not result in symptomsunder less visually demandingconditions, the high demands of VDTwork cause them to become manifest.All VDT workers should have acomprehensive eye examination priorto or soon after beginning VDT workand periodically thereafter. Theexamination should include carefulanalysis of the functioning of the eyes atintermediate and near working distances.

Radiation emitted by VDTsLike most electrical appliances, VDTsemit both ionizing and non-ionizingradiation. These include visible light,ultraviolet, infrared, x-ray and radiofrequency emissions. However, VDTemissions are often so low as to beunmeasurable or are found to beContinues on page 3



significantly below recommended safetylevels. Numerous studies have beenconducted to determine what effect, ifany, radiation levels emitted from VDTsmay have on worker's health. Repeatedstudies to date have failed to find anydirect link between VDT use andradiation related general or eye healthproblems. There is no evidence thatradiation from VDTs contributes to thedevelopment of cataracts.

While not technically a form of radiation,most VDTs build up an electrostaticcharge in the vicinity of the screensurface. Static charges can cause theattraction and accumulation of dust andother airborne particles on the face of theVDT screen. Although there is noconclusive evidence, it has beensuggested that these charges may berelated to the development of skin rashor eye irritation in some very sensitivepeople. This problem can usually bemanaged by cleaning the VDT screenregularly.

Workplace lightingOne of the most significantenvironmental factors affecting VDTwork is lighting. Surveys indicate thatmany VDT users report problems withgeneral workplace lighting, glare andimages reflected on the VDT screen.Many problems related to lighting maybe caused by the introduction of VDTsinto offices where the lighting wasoriginally designed for traditional desktop work. The lighting is designed on theassumption that workers will performtasks requiring their lines of sight to bedepressed 20 degrees to 40 degrees fromthe horizontal. In many situations,however, VDTs are placed so thatviewing occurs at or even abovehorizontal eye level.

Bright lights in the peripheral field ofview may cause discomfort glare.Windows, overhead fluorescent lightsand desk lamps often contribute to thisproblem. These bright light sources canbe controlled with proper workstation

and/or room design and arrangement.An acceptable lighting level may requirea compromise between that amount oflight needed to enhance VDT screenvisibility and reduce reflections and glareand that needed to perform other officereading and work tasks. Older individualswill generally require more light thanyounger individuals to perform the sametasks comfortably. Workers over 50 yearsof age require twice the light levels ofyoung adults for comfortable work.

Many individualswho work at a com-puter video displayterminal (VDT) re-port a high level ofjob-related com-plaints and symp-toms, includingocular discomfort,muscular strainand stress.

The brightness of the screen and thesurrounding room should be balanced.For dim or dark background screens thisoften requires using lower lightlevels.than are used for other types ofoffice tasks. However, lightingrequirements will vary with the task.More lighting may be needed when othersource documents are also viewed. Ingeneral, lighting levels between 200 and700 lux (approximately 20 to 70 footcandles) measured at the workstationare recommended. More than 500 luxwill usually be needed only to read poorquality documents. This additionallighting may be accomplished throughthe use of specific task lighting.

light reflected from the VDT screen canproduce a veil of light over portions of

the screen reducing contrast and visibilityof the display characters. It can alsoform disturbing reflections of nearby ordistant objects. Filters can be placedover the VDT screen to reduce glare andreflections. However, filters should beconsidered only as a supplement, not areplacement, for control of light andreflections through proper lightingdesign and VDT placement.

Windows are a major source of glare inmany offices. VDT operators shouldavoid facing an unshaded window sincethe difference in brightness between theVDT screen and the area behind it maybe extremely stressful anduncomfortable. Operators should alsonot sit with their back to an unshadedwindow since they will cast annoyingshadows on their VDT screen.Adjustable shades, curtains or blindsshould be used to effectively controllight levels throughout the day.

VDT and workstation design andplacementProper ergonomic design and adjustmentof the VDT and the work environmentcan increase productivity and workercomfort by decreasing the visualdemands of the task. Overall displaylegibility is an important factor in visualperformance. Screen brightness andcontrast should be adjusted to providebalance with room lighting andmaximum visibility. Lowering screenbrightness will generally reduceproblems related to image stability orcharacter flicker. Regular cleaning ofthe VDT screen according tomanufacturers' directions will removedust and dirt that may also interfere withscreen visibility.

The color of VDT screen characters mayalso affect their ease of visibility. Thecolor of the characters can affect howthe eyes focus on the VDT screen andmay bring about the development ofharmless, but annoying, after-images forsome individuals. Monochrome, orsingle color, displays often provide more

Continues on page 4


Continued from page 3legible images for word processing ordata entry-acquisition tasks. Negativecontrast VDT displays (dark letters on alight background) generally provide amore legible image than positive contrastdisplays (light letters on a darkbackground). Either black characters ona white background or white characterson a black background have been foundto be more visible than green, yellow-orange, blue or red characters.

Adjustment of the workstation to meetthe individual needs of the operator isalso important for overall performanceand comfort. Inadequate viewingdistances and angles can impose thenecessity for awkward postures whenviewing a VDT. The direction of gazecan also affect the eyes' focusing ability.Accommodative amplitude has beenshown to be reduced with elevation ofthe eyes. The higher gaze angles at manyVDT workstations result in viewingconditions for which the amplitude ofaccommodation is reduced thus placinggreater strain on the eyes' focusingmechanism. The eyes and head shouldbe in a slightly downward gaze whenviewing a VDT screen. As a result, thetop of the screen should be slightly belowthe horizontal eye level of the operatorwith no portion of the screen at an anglegreater the 40 degrees below thehorizontal.

Musculoskeletal problems related tohead and eye postures when working ata VDT are common and can often bealleviated through proper workstationadjustment. VDT workstation furnitureshould be adjustable and designed sothat operators can easily change postures.VDTs that have detachable keyboards,screens that can be tilted to a comfortableviewing angle and movable documentholders allow operators to arrange thework area to their particular needs. Olderworkers, because of visual changes suchas presbyopia and increasedsusceptibility to glare, may be especiallyvulnerable to problems of poorworkstation design.

Some office environments have beenimplicated in causing eye irritationbecause of their dry atmosphere. Theairtight environment also traps vaporsand particulate matter from officefurnishings. This can be a particularproblem for contact lens wearers. Theseproblems can be further exacerbated bydecreased blinking caused by staring ata VDT.

The use of VDTs is associated with adecreased frequency of blinking and anincreased rate of tear evaporation, eachof which contributes to dry eyes. Theuse of artificial tears can provide relieffrom dry eye symptoms in some cases.In addition, the width of the palpebralfissure, and hence the exposed ocularsurface area, can be decreased by placingthe VDT at a lower height.

Managing VDT related eye health andvision problemsVideo display terminals are used in abroad range of occupations and their useis increasing. Many VDT operatorsexperience various eye and vision relatedsymptoms and ocular discomfort.However, many of the potential eye and/or vision problems relating to VDT usecan be reduced or eliminated byappropriate adjustment and placementof the VDT, proper workplace designand lighting control, good preventivevision care habits and regularprofessional eye care.

Through research and clinical practice,optometry provides unique and effectivemeans to address the vision problemsand occupational needs of VDT users.VDT workers and others concerned withtheir eye health and vision should seekthe advice and assistance of doctors ofoptometry in their community regardingthe prevention, diagnosis, treatment and/or management of VDT related problemsin the workplace.

The American Optometric Associationwill continue to develop and distributeinformation to improve publicunderstanding of the importance of good

vision and ergonomics related to theunique demands of VDT use and willmonitor and offer its guidance in thedevelopment of policy and/or legislationrelated to the regulation and use of VDTs.

Editor's noteI hope the information in this article willbe helpful to you in your work withtrainees and other learners. Although Ihave been researching the human aspectsof computer instruction since the early1980s, in my opinion there seems to beonly small improvements so far and thechallenge for readers is in application.

The original title of the report is TheEffects of Video Display Terminal Useon Eye Health and Vision and it isreprinted here by permission of theAmerican Optometric Association. Themany references to scientific researchand the technical literature have beenomitted due to editorial considerations.Readers may request a copy of thecomplete document by writing to:Clinical Care CenterAmerican Optometric Association243 N. Lindbergh Blvd.St. Louis, MO 63141

Donation receivedto support internsStan Zenor, AECT Executive Direc-tor, announced last month that a cashdonation had been received in Wash-ington, DC to support ITED interns.

The anonymous donor generouslygave $900.00 which will provide threeITED interns with $300.00 awards.

Students belonging to TTED may ap-ply to be interns at the 1998,1999, and2000 conventions. The ITED intern-ships are specifically for AECT stu-dent members preparing for careers inbusiness or industry. Internship ap-plication forms for the next year maybe obtained each spring from theAECT national office.


ITED offers many professional sessions in Albuquerque, NMCall (202) 347-7834 to ask aboutabout registration and hotels.

Check the official program whenyou arrive for the room loca-tions. Use the ITED table in theConvention Center as a place tomeet your colleagues.

Tuesday, February 11Workshop8:00 am-5:00 pmDistance Education: A Practitioner'sGuideSponsors: DOT, 1111)Faculty: Landra Rezabek, University ofWyomingLeslie Moller, Pennsylvania StateUniversity-Great Valley

This interactive workshop will enableparticipants to identify when distanceeducation is a viable option, identifystrengths and limitations of distanceeducation strategies and deliverysystems, and identify key points inplanning and implementing distanceeducation.

Wednesday, February 12Workshop8:00 am-12:00 noonPowerful Presentations: UsingPower Point for Mac and WindowsSponsors: ITED, MDPDFaculty: Reza Azarmsa, HumboldtUniversity

Whether you are making a formalpresentation to a large audience or aclassroom using overhead transparenciesor 35mm slides or a more intimatepresentation in a small conference room,Power Point has the tools and capabilitiesyou need to create a truly effectivepresentation.

12:30 pm-1:30 pmIncreasing the Value of People:Systemic Career DevelopmentSponsors: ITED, NARMC, DEMM,CHANGEChair: Robin Taylor Roth, BellcoreFaculty: Kathleen Groschner, EDSJoanne Scherf, EDS

The goal of systemic careerdevelopment in a corporate setting is toprovide employees with the ability toidentify and gain skills that enhancetheir value to the organization and enablecareer growth. This session willdemonstrate an integrated set ofelectronic and paper based tools thataccomplish this goal.

2:00 pm-3:00 pmAdvanced Distributed Simulations:Collaborative Distance Learning inAuthentic EnvironmentsSponsors: ITED, DOTChair: Ken Pisel, Armed Forces StaffCollegeFaculty: James Ellsworth, United StatesArmy

Discusses the advanced distributedsimulations in use at a major US Armytraining center. Applications are selectedto illustrate how these systems canfacilitate authentic learning activities.Emphasis is placed on the ability of suchenvironments to reinforce interactionsamong students in contexts similar tothose they will encounter aftergraduation. The intent is to providegeneralizable models for action that canbe used to replicate these instructionalbenefits elsewhere.

3:30 pm-4:30 pmTraining: Performance Technologyand Adult Learning TheoriesSponsors: ITED, DID, MDPDChair: Rionda Osman-Jouchoux,University of Colorado at Denver1 Generalizing PerformanceTechnology: A Success StoryFaculty: Barry Williams, PennsylvaniaState University-HarrisburgVicki Williams, Pennsylvania StateUniversity-University ParkFrank Dwyer, Pennsylvania StateUniversity-University Park

Human Performance Technology canbe used to examine other factors withinthe organization that impact uponperformance. This presentationdescribes a complex performancesituation, functioning in a complexorganizational setting, and howoperations and sales were turned aroundby an HPT analysis and trainingapproach.2 Integrating Adult LearningTheories into a Hypermedia Coursefor TrainersFaculty: Doris Lee, Pennsylvania StateUniversity-Great Valley

This presentation will cover therationale and purpose of designing ahypermedia course to professionaltrainers by applying adult learningtheories. The presentation content willinclude information regarding how theprofessional trainers learned hypermediaby taking this course, their concerns,learning attitude and results, andsuggestions for improving the course.

Thursday, February 13

7:00 am-8:00 am

ITED 25THANNIVERSARYMEMBERSHIPMEETING ANDBREAKFAST

President: Andrew Yeaman,Westminster, ColoradoPresident-elect: Mary Lou Shippe,Computer Sciences Corporation

8:00 am-9:00 amSynergistic Combinations ofInformation and CommunicationsTechnologies for EngineeringSponsors: ITED, DISCChair: Edward Mann, StorageTechnologyFaculty: Francis Harvey, LehighUniversitySumei Wang, Lehigh University

This paper describes the design,implementation, and evaluation ofsynergistic combinations of informationand communications technologies,specifically, a stand alone multimediadatabase interlinked with and accessedthrough the World Wide Web. Theapproach used takes optimal advantageof the power and capabilities of bothtechnologies, and provides a model fortheir efficient, cost-effective use.ow

1:30 pm-2:45 pm

KEYNOTESPEAKER

VICKI NAPPER

Can You Improve Your EQ?How to Design Work andLearning Stations toImprove HealthSponsors: ITED, FETAChair: Andrew Yeaman

Continues on page 6

gi



4:45 pm-5:45 pmAdoption & Acceptance of Evaluationwithin Training Functions:Consensus-Based Model & CaseStudySponsors: ITED, DIDChair: Janet Bloom, Wizards of the CoastFaculty: Peter MacDonald, LillyCorporate CenterJames Cox, Information MappingPatricia Todd, Eli Lilly & Company

The overall goal of this presentationis twofold. First, we will describe achange model that can be applied toincorporating evaluation into trainingentities. Second, we will illustrate themodel through a case study of theintroduction and adoption of a trainingevaluation system within a largeorganization with a large number ofdecentralized training units. We willalso explore through group discussionthe degree of generalizability of themodel to other organizations.

Friday, February 148:30 am-9:30 amEvaluation: Empirical InstructionalDesign and Formatively EvaluatedInstructional SystemsSponsors: ITED, DID, MDPDChair: Andrew Yeaman, Westminster,Colorado1 Instructional Design ProductSuccess Indicators: An EmpiricalBasisFaculty: Aimee Klimczak, Universityof MissouriJohn Wedman, University of Missouri

This presentation describes the firstin a series of studies on ID projectevaluation. The major contribution ofthis study is the random ordering of anempirically-based set of successindicators which provides an evaluationframework derived from and sensitiveto the values of various stakeholders inthe ID process.2 An Outcomes-Based Taxonomyfor the Design, Research, andEvaluation of Instructional SystemsFaculty: Martin Tessmer, University ofSouth AlabamaDavid Jonassen, Pennsylvania StateUniversity

The purpose of this investigation wasto develop a method for formativelyevaluating and generating researchquestions about instructional systems.We produced a new, expanded taxonomyof learning outcomes including structuralknowledge, situated problem solving,ampliation, affect, and conation. We

also provide a list of required andrecommended instructional strategies foreach outcome.

10:00 am-11:00 amMeasuring Competencies for the 21stCenturySponsors: ITED, DLPEChair: Barry Williams, PennsylvaniaState University-HarrisburgFaculty: Ron Goodnight, PurdueUniversity

Competency assessment for the 21stCentury is critical for survival. Learnhow one company measured allemployees' knowledge and skill levelson critical job factors. These measureswere compared to benchmark standardsand the resultant gap analysis revealedtraining, development and educationalneed areas.

1:00 pm-2:00 pmHistories of Educational Technology:Considerations and TechniquesSponsors: 'TED, RTDChair: Tom Schwen, Indiana University

This session will provide examplesof how histories of educationaltechnology can be conceived and writtenas doctoral dissertations, edited bookchapters, or as a contribution to a largerdocument or text. Each of the shortpresentations will explore theoreticalassumptions and problems thataccompany historical scholarship andprovide strategies for overcoming them.1 Considerations for IntellectualHistories in EducationalCommunications and TechnologyFaculty: Alan Januszewski, StateUniversity of New York-Potsdam2 The Role of Women in theLeadership of the AudiovisualMovement 1920-1957Faculty: Rebecca Butler, East TennesseeState University3 The Cyborg DiscourseFaculty: Andrew Yeaman, Westminster,Colorado4 Explaining the IntentionalExplanation in Historical StudyFaculty: J. Randall Koetting, Universityof Nevada-Reno

3:45 pm-4:45 pmTranscultural Customization ofTraining Programs in GlobalOrganizationsSponsors: ITED, INTLChair: Rebecca Rinehart Cohen, FederalExpressFaculty: Hyunjoo Kim, Florida StateUniversity

The international corporations arenow faced with a new challenge: how totrain and educate their employees whohave different cultural backgrounds.This presentation will addresstranscultural customization issues inbusiness and industry training to developparticipants' awareness on the issue,and will provide tips for systematictranscultural customization process.

Saturday, February 158:00 am-9:00 amCorporate Training: DesktopVideoconferencing and ToolBookSponsors: ITED, DOT, MDPD,NARMCChair: Ellen Wagner, Informania1 Instructional Utilization ofDesktop VideoconferencingFaculty: William D. Milheim,Pennsylvania State University-GreatValley

With the widespread adoption of theInternet and other telecommunicationsoptions, desktop videoconferencing hasbecome a viable alternative for teachers,trainers, and students in a variety ofinstructional settings. This presentationwill describe the basic elements of thisrelatively new technology and thepotential instructional applications ofthis powerful tool.2 Implementing Computer-BasedTraining by Using ToolBook: SomeExamplesFaculty: Doris Lee, Pennsylvania StateUniversity-Great Valley

This presentation will cover how sixprofessional trainers used ToolBook toimplement a computer-based training(CBT) program from the procedures ofplanning, flowcharting, storyboardingand authoring. The presenter willdemonstrate the six finished CBTprojects and discuss issues related to theuse of ToolBook in CBT design.

9:30 am-10:30 amInstructional Design TowardMultimedia DevelopmentSponsors: ITED, DISCChair: David Shutkin, Ohio StateUniversity1 Using a Layers of NecessityModel for MultimediaDevelopment: A Case StudyFaculty: Dhanni Sukhai, University ofSouth AlabamaMartin Tessmer, University of SouthAlabama

This presentation describes thesuccessful application of Tessmer andWedman's layers of necessity Model.Continues on page 7

62



2 Get in Gear!: A MultimediaInstructional Program forComputer Numerical ControlOperatorsFaculty: Gary Conway Powell, WayneState University

Get in Gear! is an interactivemultimedia instructional program(Windows) that teaches many of thebasic skills required to operate aComputer Numerical Control machine.It was developed as part of a Federallyfunded workplace literacy program. Thelearning audience are line workers at aChrysler plant in Detroit. The programwill be demonstrated as an example ofinnovative multimedia design.

1:00 pm-2:00 pmClients are from Mars, Consultantsare from Venus: Multiple Perspectivesabout HPTSponsors: ITED, DIDChair: Vicki Williams, PennsylvaniaState University-University ParkFaculty: Debra Haney, IndianaUniversityPatricia Todd, Eli Lilly and CompanyPeter MacDonald, Eli Lilly andCompanyRobin Wachter, Eli Lilly and Company

An ongoing problem for humanperformance technologists is thedifference in perception and expectationbetween HPT professionals and theirclients. This problem is examined interms of the consultants' scope of action,requisite skills, and the consultingprocess itself. Strategies forcircumventing these problems, alongwith appropriate applications, will begiven.

2:30 pm-3:30 pmTraining: From the Present to theFutureSponsors: ITED, INTNL, DID, MDPDChair: Hank Bromley, State Universityof New York-Buffalo1 Life in the Fast Lane: TrainingChallenges, Innovative Solutions,and I. T. Competencies in theSilicon ValleyFaculty: Al Lowe, Sun MicrosystemsMei-Yan Lu, San Jose State University

The ultimate goal of this study is tobuild an optimal training model for theinformation society. It will be achievedby conducting a combination of surveyfocal groups, and in-depth in-personinterviews of local AECT, ISPI, ASTD,IICS Bay Area Chapters, and 15 hightech firms. These companies are: Acer,

ITED plans to continue its 25 years ofexcellence in representing members' needsby Andrew Yeaman, ITED President

This ITED report emphasizes the ITEDBoard's ongoing activities and planning.It discusses the identity of the Divisionand how our volunteer work is meaning-ful and worthwhile to our profession.Specific strategies and tactics are listed.Challenges are suggested as consider-ations for the future of AECT. Somehistorical information about ITED isprovided in conclusion.

Who and what is ITED?The Industrial Training and EducationDivision (ITED) is involved with:

Designing, planning, evaluating, andmanaging training and performanceprograms.

Promoting appropriate uses of educa-tional techniques and media.

This revised statement of purpose wasadopted by the ITED Board, November1, 1995. Note that the ITED Boardworked to avoid the usual run-on sen-tences and to give a current explanationof our members' work activities and ourmembers' professional interests.

Earlier versions of this statement aredefunct. The current version authorizedby the ITED Board can be identified at aglance. It uses a stem sentence followedby two phrases indicated by bullets.

Adobe, AMD, Amdahl, Apple, H.P.,IBM, Intel, Lockheed, Macro Media,Motorola, National Semiconductor,Silicon Graphics, Sun Microsystems,and Tandem.2 Non Traditional Roles forTraditionally Trained InstructionalDesignersFaculty: Thomas W. Jury, NCRCorporationAlma L Rameriz, Indiana UniversityThis presentation discusses some of theskills being emphasized by the leadinginstructional design universitydepartments and describes howinstructional designers are applyingthose skills in one company in areasother than human resources andtraditional training departments. A casestudy of one intern's experiences with aproduct development group will bepresented.

It will, of course, be developed to reflectnew perspectives and professional con-cerns which surface as time goes on.

ITED members' interestsThe members of ITED are interested in:

Good practice in the development oftraining and performance programs incorporate, industrial, and other edu-cational settings.

Sharing professional knowledge of ef-fective techniques for communicat-ing.

Applying the systematic, social, andaesthetic foundations of educationalcommunications and technology topractical instruction projects.

ITED's concernsAs a Division of AECT, ITED's con-cerns are to:

Provide a forum for exploring the pro-fessional interests of ITED members.

Promote interaction between 'TEDmembers.

Serve AECT as the link to educationin the business community.

Support the contributions of educa-tional communications and technol-ogy to learning in the work place.

ITED's role in AECT1TED's role is in coordinating the needsof members. They are interested in orassociated with corporate, industrial,medical, military, and governmenteducation and training. Memberstypically describe themselves asperformance technologists, instructionaldesigners, training managers, professors,and consultants, among more specificoccupational titles. To enable theirparticipation in AECT there is an ongoingdivision of the Association which isdedicated to that function.

A formal structure is required withmembers serving elected terms asofficers. The division is integrated intothe Association's overall governance andhas an official voice in order toadequately respond to the needs ofmembers.

The objective here is the representationof members in AECT governance. It isContinues on page 8

ITED NEWSLETTER. January 1997 8

ITED report identifies the Division's niche within AECT's structureContinued from page 7supported by these activities: nominatingand electing officers, delegatesrepresenting the Division at the SummerLeadership Conference,communications among the ITED Board,communicating with the national office,and management of the annual budgetby financial planning and providingaccountability for expenditures.

InteractionLike any other AECT division, ITEDserves members' needs for affiliation byoccupation and for affiliation by interest.There are ongoing efforts towardcoordination with similar groups insideAECT and affiliate oprganizations. Animportant supporting activity is the ITEDMembers' Breakfast and MembershipMeeting at the national convention. Also,each new Board reviews ITED's selfdefinition and revises it when necessary.

Professional developmentAnnually, ITED plans for conventionpresentations related to the professionaldevelopment needs of 1TED members.A program planner is assigned by thePresident to organize the proposals'review and to engage in conventionprogram planning.

Information about ITED and selectedarchival documents will be placed onthe AECT homepage. Newsletters willcontinue to be published depending onmembership revenues and theavailability of volunteer labor.

LeadershipEvery two years, 1TED members areelected as Division officers. Thisintroduces them to AECT's leadershipculture and enables further participationin the leadership social circle. ThePresident appoints additional officersand delegates as needed for Divisionand AECT governance responsibilities.

There are other leadership activities. Aconvention intern is sponsored by 1TEDwhen there are sufficient funds. Internawards are made by competition with arigorous review process. Joint meetingson training with other professionalsocieties are an option for exploration.To build awareness outside of 1TED, thenewsletter is sent to selectednonmembers, professional groups, andgraduate programs.

CommentaryStrategic and tactical planning, withvarying degrees of informality, areroutine activities for ITED in doing whatis needed. However, a formal request

for a plan is interesting because thatopens up sociological questions whichdeserve sociological answers.

For example, there are some strongindications that the success of planningvaries with social function and context(see Harvard Education Review, 1995,pp. 504-9). A fundamental flaw is inplanning becoming an extension ofpublic relations rather than an exercisein reality testing. Another flaw is that ifthe organization does not I now what it isdoing in the first place, then it is unlikelythat a demand from the top to produce aplan will help the leaders in developinggood strategy.

The previous paragraph may be the onlymemorable one so far in this report andthis sentence illustrates in a reflexivemanner how the work and academicpreparation of nearly all our membersfavors psychology. Indeed, the largestdeficiency in our profession seems thelack of insights applied from disciplinessuch as anthropology, history, andsociology. Very little is known about thecultural aspects of instructionaltechnology. That observation leads tothe next section.

Challenges for the futureNow that the final installment of the1993 $1,000.00 overrun has been paidback to AECT, the new ITED Boardmay reconsider the resources availableand the Division's objectives. However,the challenges for AECT as a whole gobeyond financial management andrequire social and cultural understandingof how the Association functions insociety.

Contemporary researchers onprofessions such as Andrew Abbott, theRutgers sociologist, show thatprofessions tend not to be unified.Different groups seek and negotiatejurisdiction over various areas of work.

In our field, it is not only AECT, ISPI,ASTD, the Human Factors &Ergonomics Society's TrainingTechnical Group, and so on, who overlapbut also nonprofit organizations whichbegan as trade shows. AECT may ormay not learn from following on theheels of ICIA which had exhibited inAnaheim only months before. Eitherway, AECT can do well as a professionalassociation by apllying what is knownfrom research: professional boundarydisputes tend to be settled verbally. Inother words: publish, publish, andpublish.

The sociological answer is not inoccasional newsletters like this one(subtitled: How Your Editor AvoidedChristmas Vacation) but in printing theAssociation magazine more often.TechTrends has greatly improved inquality as a peer reviewed publicationbut it is needed in members' mailboxesmore often, too.

Starting in 1987, TechTrends was cutback from eight to six issues per yearand published from September throughApi Il. However, business people workall year round. In the 1990s, many schooland university colleagues do the same.They are all being neglected but AECTcould work up 1.) putting TechTrends intheir mail bo.ces 12 times a year.(Similarly, if enough excellentmanuscripts become available, it will dous all good to increase ETR&D to sixissues per year.)

By the tactic of sending out a highstandard magazine each month, AECTwill support a strategic gain in visibilityas a professional association. In thecompetition of professions, increasingthe frequency of TechTrends would be awise use of members' dues. Also,regularly providing members withTechTrends is a reminder of the obviousbenefits of membership in AECT.

The 1971 ITED charter

Industrial Training and EducationDivision is organized for AECTmembers interested in and con-cerned with the improvement ofcommunications between formalclucational organizations, the pro-ducers of instructional equipmentand software, and the business andindustrial orglinizations.

In particular, its purpose is to in-sure that the most significant ad-vances in educational technology(technique and media) are dissemi-nated to interested users.

The activities of the ITED willinclude the promotion of the sensi-tive and sensible use of media andtechnique in improving the qualityof education and training; provid-ing a professional program whichdemonstrates the state of the art ofeducational technology as part ofthe AECT annual convention; im-provement of communications toinsure the maximum utilization ofeducational techniques and mediawhich can give demonstrable, ob-jective evidence of effectivenes.

[TED NEWSLETTER, January 1997

Candidates' qualificationsfor election to ITED offices

9

The Nominating Committee presents afull slate of excellent candidates withsome basic good qualities in common.Each candidate has been an active mem-ber of ITED and AECT for at leastseveral years. All have served as ITEDsession chairs and presenters at AECTnational conventions.

President-ElectPeter MacDonaldPerformance Technologist withEli Lilly and Company, Indianapolis.Ed.D. Syracuse University.ITED Secretary 1995-1997.

Edward MannSystems Engineer withStorage Technology, Bethesda, MD.M.S. in Environmental Science fromUniversity of Colorado at Denver withadditional graduate courses in Instruc-tional Technology

Two Directors-at-LargeRebecca Rinehart CohenInstructional Designer withFederal Express, Memphis, TN.Ed.D. University of Memphis.

May LowryCoordinator of the Corporate TrainingProgram at the University of Coloradoat Denver.Ph.D. University of Colorado at Denver

Vicki NapperInstructional Designer withInstruction by Design, Ogden, UT.M.Ed. in Instructional Technology fromUtah State University. Now completingdissertation toward the Ph.D.ECT Foundation Intern 1996.1TED Director 1995-1997.

SecretaryAlan JanuszewskiAssistant Professor of InstructionalTechnology at SUNY Potsdam.Ph.D. Syracuse University.1TED Director 1995-1997.

Hyunjoo KimManager, Learning Center,LG Corporate Academy, Korea.Ph.D. Florida State University.ITED Intern 1996.

ITED ELECTION BALLOT

Instructions Only ITED members are permitted to vote in thiselection. Complete the ballot below, indicating your choices forthe various ITED Executive offices. Please return the ballot toarrive no later than Friday, February 2, 1997.

ITED members may vote by either mailing thl, ballot to:

Dr. Andrew R. J. Yeaman

9016 Vance St. #305

Westminster, CO 80021-6496

or FAX this ballot to: (303) 940-7994

or email your choices to: [email protected]

President-Elect (vote for one)

[ ] Peter MacDonald

[ ] Edward Mann

Two Directors-at-Large (vote for two)

[ ] Rebecca Rinehart Cohen

[ ] May Lowry

[ ] Vicki Napper

Secretary (vote for one)

[ ] Alan Januszewski

[ ] Hyunjon Kim

g5


ITED membership applications invited from AECT members and nonmembersThe Industrial Training and Edu-cation Division (ITED) is for allAECT members interested in:

Designing, planning, evaluat-ing, and managing trainingand performance programs.

Promoting appropriate uses ofeducational techniques andmedia.

Send this form (or a copy) toAssociation for EducationalCommunications & Technology1025 Vermont Ave. NW # 820Washington, DC 20005

Call (202) 347-7834 to inquire aboutdues rates for students, international,and corporate memberships.

ITED NEWSLETTERDr. Andrew R. J. Yeaman9016 Vance St #305Westminster, CO 80021-6496


I am already an AECT Member and wish to join ITED.

Division fee: $10 (20% goes to the AECT national office.)

I wish to join both AECT and ITED.Regular membership: $75. (AECT, ITED, and TechTrends subscription.)Comprehensive membership: $110*

Please bill me.

My check or money order for $ , payable to AECT, is enclosed.

Charge dues in the amount of $ to my credit card.

MasterCard VISAAccount # Exp. Date

Signature Tel.

Name Title

Address

* Also includes Educational Technology Research & Development (ETR&D).

FIRST CLASS MAIL

66

U.S. Dept. of Ed. Release Form (pl of 7)

U. S. Department of EducationEducational Resources Information Center (ERIC)

Reproduction Release Form

For each document submitted, ERIC is required to obtain a signed

reproduction release form indicating whether or not ERIC may reproduce

the document. A copy of the release form appears below or you mayobtain a form from ERIC/IT. Please submit your document with a

completed release form to:

ERIC Clearinghouse on Information & Technology

4-194 Center for Science and TechnologySyracuse UniversitySyracuse, New York 13244-4100

If you have any questions about submitting documents to ERIC, please

phone: 1-800-464-9107

I. Document Identification

Title: E. I) @W s. Let-ice-7 s sit 7 1 `19 7Author(s):

Date:

AAd , Ye ot.

g -18 -1

II. Reproduction Release

R. Timely and significant materials of interest to the educational

community are announced in the monthly abstract journal of the ERIC

system, "Resources in Education" (RIE). Documents are usually made

available to users in microfiche, reproduced paper copy, and

electronic/optical media, and sold through the ERIC DocumentReproduction Service (EORS) or other ERIC vendors. Credit is given to

the source of each document. If reproduction release is granted, one

of the following notices is affixed to the document.

"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY:

A444A) 1 .17 (signature)

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

--OR--

"PERMISSION TO REPRODUCE THIS MATERIAL IN OTHER THAN PAPER COPY HAS

BEEN GRANTED BY:

_(signature)

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

B. If permission is granted to reproduce the identified document,

please CHECK ONE of the options below and sign the release.

2.1 Permitting microfiche (4" x 6" film) paper copy, electronic, and

optical media reproduction (Level 1).

___ Permitting reproduction in other than paper copy (level 2).

Documents will be processed as indicated provided quality permits. If

permission to reproduce is granted, but neither box is checked,documents will be processed at Level 1.

C. "I hereby grant to the Educational Resources Information Center(ERIC) nonexclusive permission to reproduce this document as

indicated. Reproduction from the ERIC microfiche or electronic/opticalmedia by persons other than ERIC employees and its system contractorsrequires permission from the copyright holder. Exception is made for

non-profit reproduction by libraries and other service agencies to

satisfy information needs of educators in response to discreteinquires."

Home:

Signature:

Organization:

Position:

Address:

Tel. No.:

Zip Code:

E-mail:

AAre( 03) 4.

y e et,.. a A. ak ca., b wt. cikae^,4 . eatLi,

TTG-b ro-t

DR. ANDREW R.J. YEAMA19016 Vance St. #305

Westminster, CO 80021

III. Document Availability Information

(Hon-ERIC Source)

If permission to reproduce is not granted to ERIC, or, if you wishERIC to cite the availability of the document from another source,please provide the following information regarding the availability of

the document. (ERIC will not announce a document unless it is publiclyavailable, and a dependable source can be specified. Contributorsshould also be aware that ERIC selection criteria are significantlymore stringent for documents which cannot be made available throughEDRS) .

Publisher/Distributor:

Address:

Price Per Copy:

Quantity Price:

IU. Referral to Copyright/ Reproduction Rights Holder

If the right to grant reproduction release is held by someone otherthan the addressee, please provide the appropriate name and address:

Date post:	21-May-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times