A look at the need for cooperation between teachers and media specialists in the development of instructional materials. (AK)

"The usefulness of a structural analysis of pretest items in designing an instructional system is illustrated by the application of this technique to 100 addition computation problems. (Author)

A designer of educational games and simulations analyzes his own design process which revealed unexpected weaknesses in his mode of working, led him to consider how to minimize them when designing future games and simulations, and resulted in changes to a more efficient and effective work style. (EAO)

Discusses the need for good reviews of research on behavioral objectives emphasizing practical applications, points out a few extrinsic and intrinsic problems involved in reviewing such research, and presents a set of six prescriptions for the use of behavioral objectives based on experimental studies. Six references are listed. (MER)

Presents a model for developing competency-based instruction via a matrix containing five conceptual dimensions: area of instruction, learning units, time allocations, levels of mastery, and objective classification. (CT)

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)

Reports on a study that found people could follow instructions from flowcharts or lists more quickly and accurately than from prose. (HOD)

Argues that librarians who instruct library users should work out instructional approaches that combine emphasis on the particulars of sound library use with broader concepts of research and use of information. (FM)

Describes the Elaboration Theory of Instruction (ETI) and charts its correspondence with several major principles drawn from contemporary cognitive psychology. Components of the ETI are related to current models of knowledge representation, schema theory, memory processes, and earlier cognitive based instructional frameworks. Fifty-three…

Discusses the contributions of cognitive theory to continued progress in the field of instructional design, and, correspondingly, what designers can do in the coming decade to facilitate the growth and development of the understanding of human cognition. Forty references are appended. (Author/LLS)

Reviews findings from the behavioral sciences which are related to the referential, informational, demand, relational, and image-of-the-other characteristics of instructional presentations. The need for research which would extend knowledge about these items is also discussed. Five references are appended. (Author/LLS)

Describes the process of causal attribution as it is hypothesized to operate in learning environments, discusses the results of current attribution research, and examines the validity and utility of present approaches to attribution research--what is and what should be. (Author)

The institution of results-oriented technology in delivering predictable learner success is explored. Models for the Systematic Approach for Effectiveness (SAFE), educational planning, and closed/open looped instruction and learning are offered. (RAO)