It was the purpose of the latest TACT conference to ascertain whether there still remains a place in technology-delivered training for instructional design, and, if so, how it can assume a higher status.

Opening the discussions was Judith Christian-Carter of Effective Learning Solutions. With the purpose of establishing whether instructional design was dead or merely dying, Christian-Carter began by emphasising the key role that learning plays in TBT. She then examined the various components of learning design which are essential if learning is to be effective.

Highlighting the importance of clearly defined objectives from the outset and the need for effectively structured and sequenced content, Christian-Carter laid out the ingredients for successful instructional design.

Delivering a positive presentation from the start, Christian-Carter declared that "The world is our oyster", referring to the numerous possibilities offered by CD-ROM and online training. She particularly emphasised the wonders of interactive distance learning, self-managed learning and student management.

Behind the brightly coloured theoretical argument however lay the dark truth. Explaining the reality of TBT today, Christian-Carter shed light on the fact that users are falling in love with the messenger rather than the message. She then warned against the danger of flashy technology blinding us to its real purpose: learning.

ELearning programmes are notorious for creating frustration in the user, commented Christian-Carter. The usual suspects include the necessity of reading long passages without interaction, the display of out-of-date images, the requirement of endless clicking and the lack of consideration for those who do not possess the latest technology.

After harking back to the darker days of eLearning, Christian-Carter set out what is required if the future for instructional design is to brighten. Like the Conservative Government of the mid Nineties, she stressed the need to go back to basics in order to strive for greater standards.

The second presentation concentrated on the conflict between training courses and learning environments. Delivered by Maurice Finney of Lloyds TSB, the speech took the form of a short analysis of instructional design and the showcasing of a health and safety training programme.

Finney opened with a dissection of instructional design, highlighting framework, (which should provide a solid basis for training solutions), principles, (which should form a checking mechanism that can be referred back to at any point), structure and discipline.

Finney then fired a warning shot across the bow of current and prospective instructional designers by setting out the practical constraints faced in their field. These included interference from the development team, conflicting demands, a lack of time and money and the difficulty of grasping hard concepts.

After a comprehensive showcasing of the particularly amusing and well-animated health and safety training programme, Finney summarised his thoughts by advising providing users with everything they need but in a way that demands they work for it and not have it delivered to them on a plate.

The penultimate presentation was given by Andrew Marsh, Director of CC Information Systems (CCIS). After an amalgumation, CCIS formed part of New Media Services Ltd who provide, amongst other things, public information kiosks. Marsh’ speech focused on this product, discussing whether or not they represent the ultimate managed distance learning environment.

With a choice between touchscreen and "thru-the-glass" environments, Marsh detailed the checklist to which each and every kiosk has to comply before becoming operational. In terms of location, there must be adequate queuing arrangements, level surfaces and wheelchair access and signs must be easily comprehensible. Operating instructions must employ simple vocabulary and possess the ability to carry audio and video capabilities.

Marsh explained that his company’s product, which is able to distribute training course data, is specifically aimed at those with limited computing skills.

Quick to promote a consideration of modern technology, Marsh then spoke of the kiosk’s ability to provide the user with Internet access, including 24 hour access to an abundance of training information. Also promoted were its multiple language, full motion graphics and video-conferencing capabilities.

Ending with a vision statement, Marsh outlined his company’s aim to serve an internal audience, measure accurately the performance of the kiosks and provoke the return of training investment. Particular emphasis was placed upon the need for performance measurement in order to terminate hardware, software and courseware problems.

Rounding off the day was Engage’s Tony Grace, who gave a lively presentation entitled "Bringing Home the Bacon/Quorn!" Revolving around delivering benefit from instructional design, the speech compared instructional design to a picture as both are made up of countless aspects yet are effectively organised at the same time.

In defining the "bacon", Grace commented on the time to market a product, operating cost, efficiency, profitability, innovation and customer satisfaction.

Using the McDonalds corporation as an example, Grace explained the key issues surrounding learning from the point of view of the trainer. He highlighted the importance of questioning, assimilating information and knowing the product and used McDonalds’ high turnover of its multicultural staff and decentralised business to lend perspective to his argument.

Looking to the future, Grace predicted a considerably rapid rate of change where training products are concerned, and made clear his belief that a reduction in delivery time and an increase in importance of instructional design will be natural consequences of such change.

Grace went on to predict that, in response to an increasing rate of change, there would follow moves from scheduled to continuous learning and from instructors to facilitators. This would, in turn, lead to a quicker hit success, easily administered and immediately accessible learning, and, most importantly, the transition from trainer push to learner pull.