Increasingly experimental, modality-specific, and cognitively focused research provides new ways to measure and map brain activity in the context of media-facilitated instruction. Today’s instructional designer is equipped with a growing body of skills and knowledge, a metaphorical toolbox overflowing with information. Knowing how to use this information is increasingly challenging. For one, the toolbox is messy, as is the process of design (Meikle, 2005) and
models used by instructional designers (Bichelmeyer,2005). Unclear guidelines and the nature of academic rhetoric contribute to the confusion.