A brief description of how "to develop independent learning modules which could be used in an independent learning laboratory for use in a nurse training program." (Author/AK)

This document is a descriptive guide for teachers on how to create a learning center cheaply but effectively. The foundational concept of this guide is that teachers are artists who must fashion and highlight the curriculum in such an attractive manner that it becomes most appealing to the child. The materials in the learning center are described…

Portrays development of a personal-computer laboratory for engineering majors at Washington Univertsity, St. Louis; reviews issues addressed by the lab including access, security, administration, and standardization of personal-computer configuration; and describes computer-based courses offered by the lab and computer software developed for…

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new or expanding private industries, this module contains three sequential learning activities on setting up learning centers for an industry services program. The first learning…

Reviews the use of microcomputers by students and faculty at Reed College, Stanford University, Carnegie Mellon, Drexel University, and Brown University. Types of computers provided and software developed on each campus are described, and a business developed to promote the distribution of software between colleges--the Academic Courseware…

These guidelines for designing and operating a computer assistance facility (microlab) to teach college level composition cover the following areas: resource materials on computers for teaching English; flexibility of microlab design; microlab software and hardware (microcomputers and printers); writing microlab manuals; research potential of the…

Defines microcomputer-based laboratory (MBL); discusses necessary hardware and software for operation of an MBL; reviews science applications in secondary education and eight steps involved in constructing a four-paddle interface box, the heart of an MBL; and provides information on suppliers of resources for creating an MBL. (MBR)

A Multimedia Learning Laboratory Program was developed at a post-secondary vocational campus to: (1) provide help in reading, math, and study skills for students with inadequate educational backgrounds, (2) provide a means by which students may enter a program at times other than the start of the school year, (3) facilitate articulation of…

A project was designed to develop a model for learning center organization in the Kentucky vocational schools and to develop a learning center handbook. During the project's first year, meetings of learning center coordinators resulted in development of preliminary models for learning center operation. One was developed for use in vocational…

This guide offers suggestions for developing learning materials for self-instruction by adults. It is based on methods used in the Bristol (England) Open Learning Centre. The guide covers the following topics: (1) using open (self-instructional) materials with basic education students; (2) supplying support for instructional materials; (3)…

This proceedings, which includes 52 papers and abstracts of 13 invited and nine tutorial sessions, provides an overview of the current status of computer usage in education and offers substantive forecasts for academic computing. Papers are presented under the following headings: Business--Economics, Tools and Techniques for Instruction, Computers…

Pima Community College produced self-paced individualized mediated drafting instruction to meet the needs of students with different skills, abilities, motivation, and experience. Areas of instructional information for skills of an introductory nature were divided into 13 units of instruction. These units were divided into areas of…

A project was undertaken to develop a model for organizing and operating learning centers in secondary and postsecondary vocational schools as well as in community colleges in Kentucky. During the first year of the project models were developed for learning centers at both instructional levels. Stressed in each model was the use of key elements of…