Examines the possibility of physically placing the confirmation of responses made by students in programed instruction somewhere other than immediately after the question. (AA)

Looks at the need to clarify instructional objectives in order to achieve simplicity in instructional design. (AA)

The author suggests that the problem in programming, no matter what the size of the frame, is to ask a better question." (Author/AA)

Suggests that most production problems would disappear if developers and producers could deal with some fundamental misunderstandings. Proposed solutions include two-way communication (early, at an appropriate level with continuing feedback); and demanding high-quality work but being realistic about production costs. (VT)

Proposes, as a solution to the dichotomy between development and production, the creation of the production coordinator who helps both developer and producer to achieve management goals and improve the cost/benefit performance of the training effort. (VT)

A brief description of a home study course which would provide immediate orientation upon job entry" for Civil Defense Directors. (Author/AK)

A brief description of four major behavior levels which the author suggests the student must pass through during the learning process. (AK)

Argues that all subject matter, from the training technologist's point of view, is the same because it is all treated in the same way (translated into behavioral condition/action terms) and shows that no phase of instructional development depends on the technologist's having prior subject matter knowledge. (Author/JD)

Presents and expands upon a seven-step model that is used to identify factors that bear consideration in the development of audiovisual materials for presentations. (JD)

Includes two pages of sample sequences. (LS)

It will be the job of instructional designers to find the knowledge structure underlying various subject matter areas and to redesign materials so that they become more accessible to beginners in a new discipline. The problem is to find procedures for bringing such structures into being as efficiently as possible. (VT)

The problems inherent in developing programed materials for the gifted are examined, and a list of 15 characteristics that programs for these children should include is discussed at some length. Appended is a list of over 25 references. (LS)