Presents a model used to help students of instructional technology conceptualize the range of instructional designs they might utilize and which could be used to classify existing materials for easy reference. (CHC)

This article concerns the limitations of behavioral performance analysis as it is currently conceptualized by many educational technologists, presents a new paradigm for classifying responses, and suggests a more holistic model for human performance analysis that incorporates elements of developmental, behavioral, and cognitive psychology. (Author)