Discusses the limitations of existing instructional design models, including Gagne's, and describes a new, more complete model meant to improve upon those now in use. Twenty-four references are appended. (LLS)

Argues that a deeper analysis of the affect and how it develops is needed for the design of effective learning activities. Topics discussed include the Taxonomy of Educational Objectives in the Affective Domain; a model of skilled behavior; theories of the development of attitudes and affect; affective objectives for instruction; and instructional…