Instructional design of interactive multimedia : a cultural critique

Instructional design is socially and culturally constructed. This article explores the proposition that the selective traditions of instructional design consist of values, ideologies and images which act in the interests of particular cultural (class and gendered) groups. It examines this premise and argues for multiple cultural, rather than multicultural, contextualisation of instructional design. It situates the multiple cultural model in an eclectic paradigm that appropriately combines elements from (a) behaviourist, constructivist, and critical theory paradigms and (b) weak and strong culturally contextualised design strategies. Cultural context is the very stuff, the scaffolding, of instructional design if users are to be positioned as active participants who are given and take responsibility in the learning-teaching paradigm

Planning for tourism education and training in the 1990s: bridging the gap between industry and education

Goodenough, R. A., and Page, S. J., 'Planning for tourism education and training in the 1990s: bridging the gap between industry and education', Journal of Geography in Higher Education, Vol. 17 (1): 57-72, January 1993. Available online at: http://www.tandfonline.com/doi/abs/10.1080/03098269308709208Geographers have played an important role in developing degree programmes in tourism studies during the 1980s and 1990s. This paper examines trends and developments in education for tourism in the 1990s and considers the development of degree programmes in tourism within a geography department. It highlights Potential labour market problems and the need for closer contact between education and industry. The paper argues that education for tourism at degree level needs to be more industry-centred and it reports the results of a questionnaire survey of major tourism employers in Kent and the implications for future course and curriculum development. © 1993, Taylor & Francis Group, LLC. All rights reserved.Peer reviewe