Describes a cost analysis model and procedures which permit the realignment of costs and outcomes. Full cost v direct costs, alternative approaches, accuracy of the selected approach, and the cost analysis report are also briefly discussed. (Author/JEG)

A brief introduction to the nature of cost-effectiveness analysis is followed by a review of the history and problems encountered in its use in education. A six-phase phase model is presented for applying the methods of cost-effectiveness analysis to instructional technology. (Author/JEG)

Includes a review of the elements of ideal project contracts, some suggestions concerning contract negotiation, and a sample contract from a recent development project. (Author/JEG)

Describes the elaboration model of instruction and the six major steps for implementing it. (JEG)

Presents a decision model for selecting media based on cost and benefit factors. Cost variables that should be considered, how to calculate those costs, the benefits that should be considered, how to assess the benefits, and the limitations of their model are all discussed. (Author/JEG)

Discusses the adoption of a notation system that is generalizable to all instructional designers and will allow and encourage a common communication base. Ten instructional design models are discussed as systems approaches to instructional design. (JEG)

Five aspects of applying the ATI concept are presented: (1) implementation methodology (steps in the process), (2) procedures for selecting appropriate independent and dependent variables, (3) data analysis procedures, (4) alternative module design and development guidelines, and (5) module assignment guidelines. (Author/JEG)

Operationalizes the theoretical foundation of Gagne's model as a component in the instructional design process. The description of design techniques includes a sample media analysis, and a sample sequence worksheet. (JEG)

Reports heuristic observations on how to conduct effective instructional development at the college level. Based on a 2-year study of instructional development at four major universities, the 18 heuristics listed cover objectives, software development, student involvement, relations with faculty, use of models, and management cautions. (BK)

Presents five preliminary conclusions about notetaking practices based on findings in the literature. Each conclusion is followed by a discussion of its implications for classroom instruction, and links between various lecturer and student behaviors and the external events of instruction are proposed. (Author/MBR)