Provides recommendations for designing computer screens that will have positive effects on readability and learning. Topics discussed include the use of capital versus lower case letters; interlinear space; line length; and strategies that aid recall, including the use of chunks and margins, and the location of information in relation to graphics.…

This document consists of a number of figures and diagrams suitable for overhead transparencies that illustrate and elaborate on the prnciples of failure-oriented training (a model for improving the effectiveness of instructional analysis). By adding a few simple steps to analysis, the resulting training will be closer to the idealized tutor:…

Describes a series of evaluation criteria for self-instructional materials for adult learners that focuses on computer-assisted instruction and interactive video instruction. Five categories are included: (1) content; (2) instructional strategies; (3) instructional presentation; (4) documentation; and (5) technical aspects. (10 references) (LRW)

Describes model for evaluating computer-assisted instruction (CAI) that includes training needs; instructional objectives; types of learning; organization of program content; and the design of instructional modes. Also discussed are evaluation of CAI courseware and student-oriented review of courseware, and a condensed evaluation checklist is…

Presents guidelines and suggestions for the use of computers with young children. Provides a checklist of attributes of good early childhood software and tips for introducing software to young children. (RJC)

Discusses learner/computer interaction, learner control, sequencing of instructional events, and graphic screen design as effective principles for the design of instructional software, including tutorials. (MBR)

Microcomputers in education are only valuable if there is software to stimulate each specific student. Teachers must understand each student's learning style then use computer software to meet individual needs. Students should become aware of their individual learning preferences and apply specific techniques to acquire knowledge more efficiently.…

Discusses the use of computer assisted instruction to enhance learning basic skills within the traditional language arts curriculum. The Teaching for Transfer approach to software evaluation that is described is designed to provide teachers with information about how well a given piece of software can be integrated into the existing curriculum.…

This discussion of the use of microcomputers by mentally handicapped learners focuses on software availability and selection. Criteria for evaluating software are given, including considerations of visual display, reading level, program design, drill and practice opportunities, positive reinforcement, format variety, graphics, instructional…

Presents guidelines for developing computer-assisted instructional materials that are based on theoretical instructional theories, including behaviorism; neobehaviorism (imitation and modeling); information processing; cognitive psychology; and learning styles. Guidelines highlight feedback and reinforcement, practice opportunities, sequencing,…

Examines the processes involved in building instructional systems that are based on artificial intelligence and hypermedia technologies. Traditional instructional systems design methodology is discussed; design issues including system architecture and learning strategies are addressed; and a new methodology for building knowledge-based…

Studies effectiveness of using computer simulation in a fifth grade social studies class. Concludes that a computer simulation can be used as an adjunct to teaching and that one computer may be used as effectively as many in the classroom. States that educators should use software that incorporates graphics, cuing, randomization, immediate…