The role of educational technologists in the British Open University is examined, and the underlying assumptions of educational technology are questioned.

Examples of mathematics objectives classified under the headings of creativity, understanding (second level), and evaluation are given. Assessing and redesigning curriculum in light of the objectives are discussed. (DT)

Three discussions of the practical application of music theory are presented. (CK)

College students, in three experiments, learned to recite a counting pattern in the base three number system. Although all subjects learned to a criterion of two errorless trials, learning with different rule systems resulted in different levels of understanding and performance on transfer tasks. (GDC)