A three-stage procedure for formulating and monitoring individualized objectives for learning disabled high school students includes: (1) surveying global writing successes and failures; (2) analyzing reliable patterns of selected writing features; and (3) selecting instructional priorities through ongoing negotiation between instructors and…

Designed to promote cooperative efforts between researchers in artificial intelligence and instruction for the development of future computer-delivered instructional systems, this article contrasts intelligent computer-assisted instruction (ICAI) and traditional computer-based instruction (CBI) in terms of the basic philosophies underlying their…

The Minnesota Adaptive Instructional System research program investigates variables and conditions that improve learning through adaptive instructional strategies. The macro- level component of the system includes a learner model, knowledge base, and expert tutor model. At the micro-level there are nine variables which form the possible…

The study assessed instructional program preferences of staff and management personnel of 74 potential community training sites for severely handicapped persons. Eight categories of community establishments were identified and responses were used to guide community based trainers in making instructional decisions appropriate to the site as well as…

Describes an approach to bridging the gap between a packaged computer-based training program and desired course goals and objectives. (JOW)

Describes hypertext, a significantly different form of data retrieval, and gives an example of how it might be used in computer-based training. Hypertext software is discussed, including TextPro and KnowledgePro; the relationship between hypertext and expert systems is explored; and a hypertext document, PC-Hypertext, is described. (LRW)

Discusses how interactive video can be used as a training tool for process operators. Highlights include instructional features of interactive video, random access and branching capabilities, examples of training for operators of automated processes, simulation and interactive video, designing interactive video programs, and suggestions for…

Reviews an internship position at the Ramada Management Institute in Tempe, Arizona. The intern relates observations that might benefit those considering a similar experience; the sponsor offers advice for interns and for organizations considering establishing internship programs; the faculty advisor addresses how the academic curriculum prepares…

We cannot assume that all teachers, however knowledgeable about their specific disciplines, are familiar with concepts in learning principles. Instructional design systems theory provides that construct. Includes seven references. (Author/MD)

Argues that the nature of science texts adopted in most schools is unscientific, static, linear, and nonparticipatory and offers children no connections between forms and forces, between observers and observed. Claims that through storytelling scientific knowledge can be kept alive for children. (NH)

Presents an instructional development model that incorporates formative evaluation techniques, and explores the possible application of the model in developing computer-assisted instruction courseware. Advantages and disadvantages of this approach are identified and implications for research on formative evaluation are discussed. (31 references)…

Describes a five-step set of procedures for designing and developing instruction that promotes student-teacher interaction and teacher responsiveness. The steps described address instructional content, objectives, questions, boundaries, and entry behavior. (MBR)

Describes four storyboard techniques frequently used in designing computer assisted instruction (CAI) programs, and explains screen display syntax (SDS), a new technique combining the major advantages of the storyboard techniques. SDS was developed to facilitate communication among designers, programmers, and editors working on a large CAI basic…

Presents a definition of educational technology that points to three areas where research is needed: instructional theory, design-oriented research, and instructional design procedures. Computer assisted instruction and perceptions of media and technologies are discussed, and 74 references are given. (Author/LRW)

This article explores the conflicting visions of curriculum promoted by humanistic educators and curriculum technologists. Notes that most schools and teachers combine aspects of both orientations, exemplifying an eclecticism which blends the efficiency of instructional technology and the personal freedom of humanistic approaches to instruction.…