The selection of an instructional format is a complex process. Making the selection requires examining not only performance technology but also the technology of survival. Several possible factors to consider are examined, including the political and fiscal considerations. (CT)

Gives recommendations for training college and university faculty in the fundamentals of simulation design using short, concise training programs. Thirteen references are listed. (Author/LLS)

Points out differences between the "instructional design" and "authoring" approaches to creating courses and courseware for computer-assisted instruction (CAI). Describes models and procedures for designing effective CAI packages. (Author/RW)

Describes a theoretical instructional development model for planning college and university bibliographic instruction programs. Potential advantages of the approach are identified and specific application of the model is encouraged to gain empirical data and refine the methodology. Ten references are listed. (RAA)

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)

Describes a new method designed to identify defects in existing instructional programs so that ineffective parts may be repaired, and poor programs may be replaced with better ones. Four references are listed. (MER)

The authors define three levels of content complexity in ethnic materials and present a sequence for incorporating complex ethnic content with an appropriate instructional strategy in order to elicit a higher level of cognitive functioning. (Author/SJL)

Recommends an instructional design strategy derived from information processing theory and research which would include the planned presentation of retrieval events and encourage learners to manage some aspects of their own learning. Twelve references are listed. (MER)

Identifies design variables directly related to the development of computer-based instruction (CBI) and shows how those variables can be applied in the actual development of a course. The design is for a computer literacy course concerned with both content and student attitudes about that content. (Author)

The article examines the traditionalist, conceptual-empiricist, and reconceptualist views of curriculum. It gives a framework for examining the underlying teacher intentions, teaching theory, and teaching models of teacher education programs that reflect those views. (SB)

Discusses the importance of models of instruction and the need to consider subject-matter structure in organizing instruction. The components of the elaboration model and variations in the model for different kinds of goals are described. (Author/CHC)

Describes ways in which algorithms which refer to underlying procedures should be represented in order to improve communication in educational and/or training materials. Representations of linear procedures, decision rule procedures, and complex procedures are provided. (MER)

Briefly reviews the literature on instructional interactions and introduces the Mega Interactive Model of Instruction, the variable dimensions of which are instructor, learner, instruction/content/context, and time. (RAO)

Outlines a decision matrix for use by students in selecting a project in graduate educational technology design and production courses. Decision variables relevant to the product, audience, and developer are discussed and the matrix used at San Diego State University is presented as an example. (RAO)

This review covers the past 25 years of research literature on training observers of behavior, specifically in the areas of interviewing, reducing rater bias, interpersonal perception and observation as a research tool. The focus is on determining the most successful training methods and their theoretical bases. (Author/SJL)