T his book is a classic reborn-an update that has been a classic in our field since it was first published in 1974. The current edition is dedicated to the memories of Robert M. Gagne and Leslie J. Briggs for their many contributions to educational psychology and instructional systems design. It is the first new edition in over a decade, but it was worth waiting for.New to this edition are two chapters: one about online learning and another on technology. All chapters have been rewritten and updated. I like the authors' informal writing style. A valuable feature of the book is its many tables and figures. The tables facilitate learning for the novice and serve as excellent job aids for the experienced professional.Rather than a step-by-step procedure, this book presents instructional design (ID) based on learning principles-as the title states. The principles are supported by research. The chapters have anywhere from 10 to more than 50 references. They include a combination of classic and current references. The book provides a solid base of research and applications from the last several decades and provides insight into the future of ID.

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It has been several years since the concept of performance technology was introduced in the literature. This article describes how the Instructional Systems program at Florida State University has responded to the changes that are required to expand its orientation from instructional technology to performance technology. Gradual changes in several existing courses and the implementation of two new courses in performance systems analysis and electronic performance support systems are described. In the new courses, students interact with clients to determine needs, examine processes, design solutions, and determine returns on investments. Consideration is also given in the article to ways other universities might respond to the changes in the direction of the field.

Computers can help educators improve the quality of instruction. How this can be done and what changes can be expected are described here by an educator who believes teachers can become designers and managers of more effective learning environ ments.