A systematic approach to preparation of successful college lectures is outlined, including four stages: anticipation (of content and expectations); preparation (selection, acquisition, design, and construction); execution (attention to speech habits, demeanor, and body language); and support (evaluation, maintenance, and enhancement). (MSE)

Curriculum developers must work hard to avoid the "what errors" of curriculum development. They must avoid failing to teach what should be taught and teaching what is no longer relevant and needed. Curriculum "what errors" are likely to occur when teachers design courses so as to teach what they know best, what they were…

Developing instruction is a critical part of the education process. For instruction to be effective it should be organized and well planned. Development of an effective program should include careful consideration of the need for instruction, the audience, and the course content. Instruction delivered via telecommunications can be even more…

This book is intended to promote the development of systems of continuing education and describe some of the principles involved in establishing them, at either a national or regional level. The book is designed for workshop organizers, workshop participants, and persons interested in promoting continuing education systems. Resources are provided…

A model for the development of computer-assisted instruction (CAI) is presented for the college classroom teacher. The following common software design models that have been helpful in developing CAI models are briefly reviewed: composite or structural design model, Jackson model, META stepwise refinement model, and higher-order software model.…

Developers who use the systems approach to training begin developing a lesson by identifying the skills and knowledge to be learned and the kinds of learning experiences required. The next step is to develop instructional segments. These segments include all instructor and trainee activities required to master the skill. Learning segments include…

This book, which is designed for use by adult educators, details a comprehensive, systematic approach to designing instruction for adult learners that is based on a process of identifying learning goals and objectives, developing learning activities to meet those goals and objectives, and designing evaluation procedures to ensure that the goals…

This pamphlet is intended to assist managers and professional trainers alike in using a systems approach to training. Addressed in the individual sections of the guide are the following topics: identifying the training need (the main job objectives, the conditions under which the job is performed, and the responsibilities it involves); analyzing…

This paper focuses on the Purdue University (Indiana) Continuing Engineering Education (CEE) experience in producing distance education over the past 20 years. Discussion includes the role of several educational theories in the formalization of distributed learning; the importance of effective communication in delivery of distance education;…

This book presents a blueprint for using a quality assurance-based approach to planning and developing open and distance learning (ODL) courses in the United Kingdom. The following are among the specific topics discussed: (1) typical aims of ODL (opening access to education; responding to student needs; designing self-study materials; student…

This document is designed to help adult educators implement the Teach with Style model of teaching adults. The introduction discusses how adults learn and the best way to teach them. Chapter 1 explains the tenets of the Teach with Style model, which is based on four distinct instructor styles. Chapters 2-5 detail the strategies and activities…

This book, which is intended for practicing or aspiring instructors, curriculum developers, and others engaged in work force development at the secondary and postsecondary levels, contains eight papers explaining how to plan education and training for work. The following papers are included: "Determining the Market Demand for Skilled Workers"…

This document is intended to assist practitioners involved in the delivery of Part One General National Vocational Qualifications (GNVQs), which are GNVQs designed for students in the United Kingdom who are at Key Stage 4 and the post-16 level. Section 1 examines the following topics of interest to centers that are contemplating introducing Part…

This document is intended to assist organizers of professional development activities for arts and sciences faculty members of preservice teacher education programs at Ohio colleges and universities. The following materials are included: (1) a decision matrix to organize the decisions made by facilitators of professional development activities;…

This document is intended to assist organizers of professional development activities for education faculty members of preservice teacher education programs at Ohio colleges and universities. The following materials are included: (1) a decision matrix to organize the decisions made by facilitators of professional development activities; (2) a…