For some time now, the arts education community has designed for broader outcomes for youth. These programs intentionally foster not only youth achievements within the arts or academics, but also youth and community thriving--through outcomes such as youth civic engagement, occupational identities, and wellness. In this report, the authors seek to…

Presents six research-based guidelines for the design of instruction which can be applied by instructional developers to increase achievement of affective objectives. (Author)

Rules number 3, 4, 5, and 6 are detailed for avoiding commonly made mistakes in designing simulations and games. (HB)

Describes, from a practitioner's point of view, the use of instructional technology in the design and implementation of teacher training courses. Specifically, the author discusses 10 research-based "principles" found effective in his teacher training experiences and illustrates them with examples from his course on instructional design and…

Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

Advantages and disadvantages of group discussion as a method of instruction are reviewed in this paper and criteria are suggested for determining when group discussion is or is not an appropriate instructional method. The guidelines provided take into consideration the characteristics of the students, the teacher, the group as a whole, and the…

Discussion of attitude change through mediated instruction and how attitudes are related to learning is followed by guidelines for the use of six categories of persuasion techniques by instructional designers. Summaries of research findings on the effectiveness of each technique in mediated instruction are included. (MBR)

Describes a number of different frames of reference through which educators can look at the opportunity presented by compact-disc interactive (CD-I) technology, and proposes general guidelines to help them begin thinking about a more creative role as prospective authors of CD-I materials. (MES)

Reviews relevant features for interactive video images of the four primary technologies that merge to intertwine themselves in interactive video (computers, television, instructional design, visual design); outlines critical structural elements of interactive video; and presents guidelines for creating interactive video images. (MBR)

Identifies 16 issues considered significant in the planning of educational projects and offers to assist in the selection of the most appropriate media and in the design of software. Twenty references are listed. (LLS)

The second in a series that discusses effective approaches to presenting information, this article examines six guidelines useful for translating a script into a memorable film or tape. Six references are cited. (Author/MER)

Intended to help educators select textbooks that represent the highest standards of quality instruction, these guidelines describe major aspects of textbooks--of language arts instruction--considered essential. Following an introduction, the eight guidelines (whose features should be central to a program's design and should pervade the entire…

Guidelines for the preparation of a distance learning program plan for submission to the Texas Education Agency (TEA) are presented in this document in outline format. Each of the eight topics to be addressed in the plan is described: (1) funding; (2) the operator or agency responsible for program administration; (3) quality factors in content and…

Instructional designers who are asked to convert existing training materials into computer-based training (CBT) must take special precautions to avoid making the product into a sophisticated page turner. Although conversion may save considerable time on subject research and analysis, courses to be delivered through microcomputers may require…

Presents ten propositions for increasing the likelihood that simulation game participants will learn to make more adequate decisions as a result of game play. (CMV)