The first of three articles presenting a framework for teaching subject-matter disciplines in light of the potentials of computers considers the computer as a metaphor. Topics addressed include the state of knowledge in the disciplines, parallels between the computer and disciplinary knowledge, and implications for curriculum design. (20…

Discusses curriculum development efforts aimed at defining what curriculum is actually taught vs an intended curriculum. Curriculum mapping--used to record content, and curriculum variance--actual differences in content, are explained. (RAO)

Argues for more emphasis on the fabric which holds curriculum detail together and describes those conceptual tools which may help in redirecting thinking toward holistic approaches to instruction and teaching. Linkages between educational technology and learning theory help guide this quest. (Author/RAO)

Discusses the identification and application of instructional support services to the instructional development process. To determine the full extent of these support services a matrix is presented, listing services and criteria for their inclusion in the ID process. (RAO)

Discusses issues involved in the evaluation of hypertext computer software, including implementation considerations, documentation and packaging, control of instruction by learners, navigation aids for readers, linking mechanisms in hypertext applications, and curriculum development and classroom management considerations. A checklist summarizing…

This article offers some strategies for closing the linkage between initial needs assessment and the implementation of change. Examined are: prioritizing needs through criteria analysis, developing a cyclical implementation/staff inservice plan, and utilizing an analytical problem solving approach to curriculum and decision making. (Author/RAO)

Describes basic concepts in the field of general systems theory (GST) and explains the relationship between instructional systems design (ISD) and GST. Benefits of integrating GST into the curriculum of ISD graduate programs are discussed, and a short bibliography on GST is included. (LRW)

Questions the effects of training on the confidence people have in their ability to perform newly-learned tasks. Factors that affect confidence and measurement of confidence are discussed, and examples are given of ways in which training might intentionally try to increase confidence. (MBR)

Discussion of teaching practices that are effective in developing higher cognitive functioning focuses on curriculum development for at-risk students. Four main strategies are addressed: (1) big ideas; (2) linked concepts and connected knowledge; (3) depth of understanding, including declarative, procedural, and conditional knowledge; and (4)…

Defines performance technology, compares performance technology with instructional technology, and suggests ways to incorporate performance technology into graduate programs in instructional design and technology. Curriculum changes are discussed, similarities in analysis and needs assessment activities are highlighted, and the need for continuing…

Discusses the relationship between mass media and education, and stresses the need for better media education in the United States. The Channel One project is discussed, advertising and marketing strategies are considered, media studies in other countries are described, and U.S. barriers to media education are suggested. (33 references) (LRW)

Discusses information technology (IT) in member countries of the European Community. Topics addressed include IT in the curriculum of primary and secondary schools; activities sponsored by the European Community relating to IT in schools; IT projects; IT in postsecondary education and training; and future plans. (Contains 15 references.) (LRW)

Describes generativity theory based on the probabilities of many behaviors that are in competition and considers its effect on creativity. Topics discussed include previous and current generativity research, including behavior charts and frequency profiles; computer simulations; skills that improve generative processes; and creativity training in…

Describes a methodology for determining the extent of implementation of instructional innovations. The structural equations model used to measure the interaction among teacher, curriculum, and student, is given. (RAO)

Describes the steps needed to develop a computer-managed learning system that is derived from a network-based curriculum such as the Program Evaluation and Review Technique (PERT). System components that are described include curriculum mapping, including objectives; lesson outlines; and a framework for evaluating students and instructional…