Job performance aids. Job aids really can work: A study of the military application of job aid technology     

Charles S. Duncan 《Performance Improvement》1985,24(4):1-4

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Change warriors or strategy for organizational change     

Esther S. Powers  John B. Duncan 《Performance Improvement》1989,28(10):32-34

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Analyzing and Selecting Instructional Strategies and Tactics     

David H. Jonassen  R. Scott Grabinger  N. Duncan C. Harris 《Performance Improvement Quarterly》1991,4(2):77-97

“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design model vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer–assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, & Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as subsumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.  相似文献