Describes Instructional Systems Design (ISD) and the subjectively assesses the worth of the approach by briefly addressing three of the most common complaints against it: (1) Does ISD spoon-feed the learner? (2) Is ISD more concerned with front and analysis than actual production and delivery of instructional material? (3) Is ISD nonhumanistic?…

Simplifies an instructional systems model into four components (define, specify, develop, evaluate) and argues that it can be a tool for performance technologists to use in diagnosing the political incidents they confront in their work. (Author/JD)

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)

About 300 articles and books on individualized learning were read and results tabulated in 18 clusters stressing commonalities of the various individualized instruction systems. (VT)

Identifies six stages for the development of a comprehensive instructional system (planning, design, development, implementation, management transfer, client operation) and describes briefly the general purpose of each stage as it relates to the total development efforts. Maintaining a strong user orientation and involvement at each stage is…

Advocates a new set of feedback principles: (1) providing feedback immediately is frequently less effective than later; (2) it is usually a poor idea to couple feedback with praise; and (3) holding people accountable for achieving objectives that they have set often decreases their performance quality. (VT)

Briefly discusses the phases and components of the IPISD (Interservice Procedures for Instructional Systems Development), reviews three critical points (initial analysis, determining training objectives, criterion referenced test development), and provides recommendations to assist the performance technologist in playing the difficult roles of…

Discusses the potential for using the computer as a supplement to a course, i.e., as recordkeeper, drillmaster, and evaluator of performance. It also provides guidance through the course--both the online computer portion and the textbook. (Author/VT)

Discusses how the audio-tutorial system originated, how it is currently implemented at Purdue University (independent study sessions, general assembly sessions, and small assembly sessions), and some factors which may determine the effectiveness of its application. (VT)