(2001). The Flawless Consulting Fieldbook & Companion. San Francisco, Jossey-Bass/Pfeiffer.
        
Aldrich, C. (2004). Simulations and the Future of Learning. San Francisco, Pfeiffer.
        
Clark, R. C. (1999). Developing Technical Training. Silver Spring, MD, International Society for Performance Improvement.
        
Clark, R. C. and R. E. Mayer (2003). eLearning and the Science of Instruction. San Francisco, Pfeiffer.
        
Connell, S. (2003). The Modality Principle. Encyclopedia of Educational Technology. R. Hoffman. San Diego, San Diego State University.
        
Connell, S. (2004). Uses for Social Software in Education: A Literature Review. San Diego. 2004.
         Along with the prevalence of distance education and increasing use of electronic  elements in traditional classroom teaching has come the realization that human interaction is as important in the virtual classroom as it is in the actual one. To respond to that need, a variety of software - commonly called social software - has been developed to facilitate student-teacher and peer-to-peer interaction. This literature review examines current definitions, thinking, and qualitative research about the various uses of social software in educational environments in order to establish a foundational overview for determining best practices for implementation and use of each type of software.

Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New York, Harper Perennial.
        
Dodge, B. (2003). The WebQuest Page. San Diego, San Diego State University. 2003.
         This site is designed to serve as a resource to those who are using the WebQuest model to teach with the web. By pointing to excellent examples and collecting materials developed to communicate the idea, all of us experimenting with WebQuests will be able to learn from each other.

A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March, and was outlined then in Some Thoughts About WebQuests.

Fleischman, J. (2001). "Going Mobile: New Technologies in Education." Converge 4(5): 36-38,40-41.
         Reviews the use of handheld computers and mobile imaging devices for teaching and learning. Highlights include features of handheld computers to consider for use in elementary and secondary education; graphic calculators as part of local area networks; digital cameras; and portable scanners. (LRW)

Foxon, M. (1997). "The Infulence of Motivation to Transfer, Action  Planning, and Manager Support on the Transfer Process." Performance Improvement Quarterly 10(2): 42-63.
        
Gagne, R. M. (1985). The Conditions of Learning and Theory of Instruction. Austin, Tx, Holt, Rinehart & Winston.
        
Hoffman, B. (2003). Educational video workshop. San Diego, Montezuma Publishing.
        
Jonassen, D. H. (2004). Handbook of research on educational communications sand technology. Mahwah, NJ, Lawrence Erlbaum Associates, Publishers.
        
Kaplan-Leiserson, E. (2003). We-Learning: Social Software and E-Learning. Learning Circuits, American Society for Training and Development. 2004.
         Early e-learning traded technology for human interaction. Now, the personal element is being added back in. New social software tools borrowed from business and the younger generations combine tech and touch for the best of all possible worlds (including virtual ones)

Keller, J. M. and K. Suzuki (1998). Use of the ARCS motivation model in courseware design. Instructional designs for microcomputer courseware. D. H. Jonassen. Hillsdale, NJ, Lawrence Erlbaum: 401-434.
        
Mager, R. (1997). Analyzing Performance Problems. Atlanta, GA, The Center for Effective Performance.
        
Merrill, M. D. (1983). Component display theory. Instructional design theories and models: An overview of their current status. C. M. Reigluth. Hillsdale, NJ, Erlbaum.
        
Rossett, A. (1999). First Things Fast: A Handbook for Performance Analysis. San Francisco, Jossey-Bass/Pfeiffer.
        
Rossett, A. and J. Gautier-Downs (1991). A Handbook of Job Aids. San Francisco, Jossey-Bass/Pfeiffer.
        
Saba, F. (2003). Distance Education, Theory, Methodology, and Epistemology: A Pragmatic Paradigm. Handbook of Distance Education. M. G. Moore and W. G. Anderson. Mahwah, New Jersey, Lawrence Erlbaum Associates, Publishers: 3-20.
        
Schank, R. C. (1994). "Active Learning Through Multimedia." IEEE Multimedia Magazine: 69-78.
        
Trupe, A. L. (2002). "Academic Literacy in a Wired World:
Redefining Genres for College Writing Courses." KAIROS: Rhetoric, Technology, Pedagogy 7(2).
         The freshman composition course and its supporting course,    basic writing, have been largely conceived as "service courses" from    their inception, designed to initiate first-year students in the literacies that the academy requires of them.    Institutions issue the mandate, "Teach students to write," to English    departments and composition instructors. In doing so, they suggest that the    students, whom we might see as simply newcomers to a specific set of discourse    conventions, lack basic literacy skills.  This institutional mandate, "Teach students to write," begs    the question, "Write what?"

Unsworth, J. M. (2004). "The Next Wave: Liberation Technology." The Chronicle of Higher Education: 16.
         If the nineties were the e-decade (e-com-merce, e-business, e-publishing, eBay, E*Trade, etc.), the aughties are the o-decade (open source, open systems, open standards, open access, open archives, open everything). This trend, now unfolding with special force in higher education, reasserts an ideology, a meme, that has a continuous tradition traceable all the way back to the beginning of networked computing (in fact, as far back as Thomas Jefferson's famous defense of the principle that "ideas should freely spread from one to another over the globe"). Call this meme Liberation Technology. It has recently been adopted by some venerable institutions -- not only by some of the great public and private universities, but also by major private foundations -- and it means business.

Zemke, R. and A. Rossett (2002). "A Hard Look at ISD." Training: 26-34.