Computer-Based Tools for Instructional Design: An Introduction to the Special Issue

Modern instructional theories are characterized by their focus on rich, multidisciplinary and often collaborative learning tasks that are somehow representative for authentic, real life tasks. This new view on learning heavily increases the complexity of the design process and the resulting instructional systems. It is argued that computer-based instructional design (ID) tools may help to deal with this growing complexity. A framework to distinguish different kinds of ID tools is presented. This framework is then used to introduce the contributions to this special issue. Computer-based tools for instructional design (ID) help designers or teachers to perform one or more of the various activities that can be organized according to the ADDIE model, that is the analysis, design, development or production, implementation and evaluation of instructional systems (Gustafson & Branch, 1997). The history of computer-based ID tools is closely linked to the history of computer-based instruction. After it has been decided to use the computer as the primary instructional medium, or to develop computer-based instruction, it is an evident step to use the computer not only for the delivery but also for the production of the instruction. Consequently, research and development work in the field of ID tools has been dominated, and still is dominated, by authoring tools for the development or production of computer-based instruction. Many of those systems are commercially available (e.g., ToolBook, Macromedia Director, Authorware, etc.) and dedicated systems for authoring Web-based instruction, which is currently the most popular form of computer-based instruction, are rapidly appearing on the market.