A game which deals with the design of instructional games. The player tries to predict the average attitude of the group toward instructional simulation games. The game allows the generation and verification of a number of hypotheses. (Author/LS)

A discussion of learner verification and revision, which attempts to provide student input into the final design of instructional materials. (HB)

In contrast to their instructional use, games may also be used for operational purposes. TAG deals with the process of task anslysis which is an important preliminary activity in instructional development. The game is designed for use by teams of instructional developers. (Author/JA)

Presents guidelines for giving feedback to improve the instructional effectiveness of other people's products and for getting feedback; and considers the subjective human element in both formal expert review, and more intimate colleague feedback. (VT)

Defines instructional product verification and revision (IPVR) and presents 20 questions with relevant speculations about each. The philosophy of IPVR suggests beginning with our best guesses, and verifying and revising them on the basis of feedback from the field. (VT)

Author explains why he believes that individualized instruction is important, even essential in certain learning situations, but at times it can actually be detrimental to learning. (Author)

How to design a programed course with successive classes of students until the role of the instructor becomes minimal. (LS)

In the form of a "letter to his son," the author takes a long, hard look at the instructional developer. (Author)

Author describes a game on the analysis of attitudinal goals into observable indicators based upon the skills of instructional analysis, design and development. (Author)

A description of the instructional development model of interactive teaching. The model incorporates many principles of instructional development, yet retains the element of face-to-face teaching. (Author)

Experiential learning packages help learners effectively attain affective, empathetic, interactive, and complex cognitive objectives, and unlearn undesirable cognitive prejudices and affective anxieties. They are recommended for vocational education in the helping professions and in instructional situations that involve internships. The beginning…

Discussion of instructional design strategies focuses on principles to create faster, cheaper, and better strategies by using unconventional methods. Presents six case studies that show how training objectives were met and discusses basic principles of training design activities compared to traditional instructional systems design, including a…

Presents eight noninstructional strategies for improving employees' performance in any organization. These alternatives to instruction include job redesign and reassignment, recruitment, organizational development, facilities and tool redesign, incentive and feedback systems, and provision of a strong rationale for the desired performance so…

This article summarizes the systematic process of instructional development by breaking down the three major stages of instructional analysis, design, and formative evaluation into the steps of needs analysis, learner analysis, task analysis, concept analysis, specification of instructional requirements, and the statement of instructional…