Characteristics of Computer-based Tools for Education and Training Development: An Introduction

  • Nienke Nieveen
  • Kent Gustafson


Currently, Information and Communication Technology (ICT) permeates almost every profession, including those of designers and developers in education and training. This part of the book consists of ten examples of recently created design and development tools (see chapter 14 through 23). These tools can be classified in many ways. A conceptual framework can be of help when organizing the tools into different types. In this introductory chapter such a framework is presented with the following set of attributes: type of output; purpose and evidence of benefits; type of development process supported and any underlying theory; task support; and intended user group. The framework appeared to be useful in analyzing the tools presented in the following chapters. Results of the analysis are presented in an extended table. The chapter concludes with a discussion of the interpretations of the analysis and projected future trends.

Key words

Education development Training development Computer support tools Electronic performance support systems 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Bergman, R. and Moore, T., 1990, Managing interactive video/multimedia projects, Educational Technology Publications, Englewood Cliffs, NJ.Google Scholar
  2. Burton J., Moore, D. and Magliaro, S., 1996, Behaviorism and instructional technology, In Jonassen, D. (Ed.), Handbook of research for educational communications and technology, pp. 46–73, Macmillan, New York.Google Scholar
  3. Carr, C., 1989, Expert systems: What do they mean for training—, Training, 26(12), 41–48.Google Scholar
  4. Dick, W. and Carey, L., 1996, The systematic design of instruction (4th ed.),, Harper Collins College Publishers, New York.Google Scholar
  5. Duffy, T. and Cunningham, D., 1996, Constructivism: Implications for the design and delivery of instruction, pp. 170–198, In Jonassen, D. (Ed.), Handbook of research for educational communications and technology, Macmillan, New York.Google Scholar
  6. Ertmer, P. and Newby, T., 1993, Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective, Performance Improvement Quarterly, 6(4), 50–72.CrossRefGoogle Scholar
  7. Gayeski, D.M., 1991, Software tools for empowering instructional developers, Performance Improvement Quarterly 4(4), 21–35.CrossRefGoogle Scholar
  8. Gery, G., 1987, Making CBT happen: Prescriptions for successful implementation of computer based training in your organization, Weingarten, Boston, MA.Google Scholar
  9. Gery, G.J., 1991, Electronic performance support systems: How and why to remake the workplace through strategic application of technology, Boston, MA, Weingarten.Google Scholar
  10. Glasersfeld, E. von, 1995, Radical constructivism: a way of knowing and learning, Falmer Press, London.CrossRefGoogle Scholar
  11. Gustafson K., in press, Designing technology-based performance support, Educational Technology.Google Scholar
  12. Gustafson, K. and Branch, R., 1997, Survey of instructional development models (3rd ed.), Syracuse, NY, ERIC Clearinghouse on Information Resources, Syracuse University.Google Scholar
  13. Halff, H.M., 1993, Prospects for automating instructional design, In Spector, J.M., Poison, M.C. and Muraida, D.J. (Eds.), Automating instructional design: Concepts and issues, pp. 67–131, Englewood Cliffs, NJ: Educational Technology.Google Scholar
  14. Hedberg J., Harper B., Brown, C. and Corderoy, R., 1994, Exploring user interfaces to improve outcomes, In Beatie K., McNaught, C. and Wills, S. (Eds.), Interactive multimedia in university education: Designing for change in teaching and learning, pp. 15–29, Elsevier, Amsterdam.Google Scholar
  15. Henderson, J.V., 1998, Comprehensive, technology-based clinical education: The virtual practicum, International Journal in Psychiatry in Medicine, 28(1), 41–79.CrossRefGoogle Scholar
  16. Jonassen, D.H. and Reeves, T.C., 1996, Learning with technology: Using computers as cognitive tools, In Jonassen, D. (Ed.), Handbook of research for educational communications and technology, pp. 695–719, Macmillan, New York.Google Scholar
  17. Jonassen, D.H. and Wilson, B.G., 1990, Automated instructional systems design: A review of prototype systems, Journal of Artificial Intelligence in Education, 2(2), 17–30.Google Scholar
  18. Law, M.P., 1994, Electronic performance support system:Cognitive “training wheels ” for the acquisition of skilled performance, Paper presented at the Association for Educational Communications and Technology conference, February 16-20, Nashville.Google Scholar
  19. Lippert, R.C., 1989, Expert systems: Tutors, tools, and tutees, Journal of Computer-based Instruction, 16(1), 11–19.Google Scholar
  20. Raybould, B., 1995, Performance support engineering: An emerging development methodology for enabling organizational learning, Performance Improvement Quarterly, 8(1), 7–22.CrossRefGoogle Scholar
  21. Rossett, A., 1996, Job aids, In Plomp, Tj. and Ely, D.P. (Eds.), International encyclopedia of educational technology, pp. 132–136, Pergamon, Oxford.Google Scholar
  22. Seels, B.B. and Richey, R.C., 1994, Instructional technology: The definition and domains of the field, Association for Educational Communications and Technology, Washington, DC.Google Scholar
  23. Smith, P.L. and Ragan, T.J., 1999, Instructional Design (2nd ed.), Merrill, Upper Saddle River, NJ.Google Scholar
  24. Stevens, G.H. and Stevens, E.F., 1995, Designing electronic performance support tools: Improving workplace performance with hypertext, hypermedia and multimedia, Educational Technology, Publications. Englewood Cliffs, NJ.Google Scholar
  25. Taba, H., 1962, Curriculum development: Theory and practice, Harcourt, Brace & World. New York.Google Scholar
  26. Tennyson, R.D., 1993, A framework for automating instructional design, In Spector, J.M., Poison, M.C. and Muraida, DJ. (Eds.), Automating instructional design: Concepts and issues, pp. 191–212,, Educational Technology, Englewood Cliffs, NJ.Google Scholar
  27. Tripp, S.D. and Bichelmeyer, B., 1990, Rapid prototyping: An alternative instructional design strategy, Educational Technology and Development, 38(1), 31–44.CrossRefGoogle Scholar
  28. Visscher-Voerman, J.I.A. and Schulten, E., 1997, Design approaches in training and education: Insights from practice, Paper presented at the annual meeting of the American Educational Research Association, March 25–29, Chicago.Google Scholar
  29. Walker, D.F., 1990, Fundamentals of curriculum, Harcourt Brace Jovanovich, San Diego, CA.Google Scholar
  30. Wilson, B., 1997, Reflections on constructivism and instructional design, In Dills, C. and Romiszowski, A. (Eds.), Instructional development paradigms, 63–80, Educational Technology Publications, Englewood Cliffs, NJ.Google Scholar
  31. Winn, W. and Snyder, D., 1996, Cognitive perspectives in psychology, In Jonassen, D. (Ed), Handbook of research for educational communications and technology, pp. 112–142, Macmillan, New York.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 1999

Authors and Affiliations

  • Nienke Nieveen
    • 1
  • Kent Gustafson
    • 2
  1. 1.University of TwenteThe Netherlands
  2. 2.The University of GeorgiaUSA

Personalised recommendations