Different feedback formats were utilized on a series of computer assisted lessons on physical diagnosis for second year medical students. Each lesson in the series is broken down into four or five major sections; in each section, the student is presented with a list of possible actions to be taken. On each item, three forms of feedback, two of…

The vast amount of literature on curriculum and instructional design does not establish a clear frame of reference to help teachers utilize and operationalize concepts and information. Four specific problem areas are of special concern in the literature: (1) the terminology and definitions are confusing; (2) the place of the classroom teacher is…

A system of computer assisted design for instructional materials (CADI) would increase the productivity of instructional designers of software, and keep costs from escalating as rapidly as they are at present. At Wayne State University, some steps toward CADI have been taken, with the result that personnel time has been reduced for some…

The purpose of this investigation was to examine the interactive effects of prior mathematics preparation and instructional method on achievement in an introductory calculus course taught by both Personalized System of Instruction (PSI) and conventional approaches. Subjects were 248 university students, 60 from the self-paced method and 188 from…

Intended to assist in the development of instructional products that can be used without direction or assistance from the developer, this guide identifies and describes in a systematic yet flexible approach steps in the product development process. These steps, called phases, serve as chapter headings: Phase I--Clarifying the Need; Phase…

An exploratory study of the contribution to learning of typical introductory and summarizing sequences in instructional films underlined the need for further experimental work to determine what kinds of introductory and concluding sequences are most useful in promoting learning from films. The first part of the study was concerned with film…

Learning as an indirect, individual process operates through two overlapping school environments, the interpersonal (or extracurricular student teacher relationships) and the instructional. Two teaching abilities, interaction skills and planning or design skills, are necessary for the teacher to manipulate both environments effectively; however,…

This appendix lists the planned level of work by the participants in the Summer Institute courses. These levels were coded from 0 through 5 in relation to the following definitions: work at level of introductory course; work at level normally requiring approximately a year of prior study of basic subject matter; work at level normally requiring…

The purpose of this review was to analyze the literature on feedback in order to specify feedback variables whose further study could make the greatest potential contribution to the design of effective instructional materials and of group instructional materials. Topics considered include modes of feedback, amount of information in the feedback…

This annotated bibliography contains listings of 17 books on how to state behavioral objectives. Most of the books refer specifically to designing programmed materials, but the procedures and principles apply to general instructional design and evaluation. Books and articles about behavioral objectives are not included. (MBM)

Although there are fundamental differences in the objectives of the two activities, the programing of instructional materials bears many similarities to the construction of tests. A systematic comparison of the problems and procedures reveals important implications for programing from the older field of testing. Theory and experience in test…

Discusses the adoption of a notation system that is generalizable to all instructional designers and will allow and encourage a common communication base. Ten instructional design models are discussed as systems approaches to instructional design. (JEG)

Suggests a variety of techniques for the instructional designer to implement and develop materials, and curricula that will be used and benefit all involved. (JEG)

Guidelines for teachers involved in curriculum development activities. (MLF)

Describes the instructional development of two related courses: Managerial Finance, a personalized system of instruction; and Finance, Learning Theories, and Practices, a practicum. Student evaluations of both courses were conducted, focusing on student tutors and the systems of instruction. (VT)