Journal of Instructional Science and Technology
ISSN: 1324-0781

Editors-in-Chief: Olugbemiro JEGEDE (jegede@ouhk.edu.hk) and Som NAIDU(s.naidu@meu.unimelb.edu.au)
Volume 1 No 1, October 1995
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Analysis of Information Repackaging (IR) Processes using the Instructional Systems Design (ISD) Mode
John Agada, Ph.D
E-mail: agada@csd.uwm.edu
School of Library and Information Science
University of Wisconsin - Milwaukee
Milwaukee, WI 53201

Abstract

Information repackaging is a systematic approach to the design and provision of information services, particularly in the corporate environment. This paper analyzes the processes involved in repackaging using the Systematic Instructional Design (ISD) model.It contends that, until empirical data is available on information repackaging, the ISD model could be adapted as the Systematic Information Repackaging (SIR) model to give structure to it's elements. The team approach to service design and provision is alsoadvocated for SIR.
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Satellite Transmission for Education & Training
Ray Winders
E-mail: rwinders@plym.ac.uk
Telematics Coordinator
University of Plymouth, Devon PL4 8AA
United Kingdom

Abstract

This paper provides a very brief review of contemporary development in the use of satellite transmission for education and training. It traces the launch of the European Space Agency of the Olympus satellite in 1984 which enabled point to multipointeducational transmissions through current efforts being channelled into the Telematics applications. The paper recommends that the new European Commission Fourth framework funding should address the building of self-financing networks of users with a combinationof technologies.
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A Comparison Of Teaching Models In The West And In China
Zhang Ji-Ping
Department of Educational Information Technology
East China Normal University, China
Betty Collis, Ph.D.
Faculty of Educational Science and Technology
University of Twente, Netherlands

Abstract

Models of teaching commonly used in the West and in China are analyzed and compared, using an analytical approach that systematically considers different aspects of the models. The purpose of the exploration is three-fold: (a) to create better understandingof both Chinese and Western models, for mutual insight and to strengthen the development of pedagogical theory building in China; (b) to guide a joint project between the Netherlands and China relative to the development computer-related learning resources forChina; and (c) to contribute to better overall understanding of how instructional resources can be adapted for use in both Western and Chinese situations. The analysis provides a contribution for each of these goals.
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Published by the University of Southern Queensland