The author suggests that educators are not the consumers of educational materials and "raises the case for the learner as consumer through developmental as well as summative evaluation of materials." (Editor/AK)

The second in a series of short descriptive papers concerning Britain's newly-established Open University. The author discusses the nature of the teaching materials being developed by the university and some of the difficulties involved in producing these materials. (AK)

Concludes that direct instruction and practice in following directions increase students' task performance ability and stresses the need to use intrinsically motivating materials in language arts developmental skills programs. Tables and bibliography. (RW)

In response to the need for trained audiovisual technicians, a committee of the City and Guilds of London Institute has proposed two training programs leading to certification as either an omni-competent technician or a specialist technician. Both programs are discussed. (LS)

Paper presented at 3rd Annual TESOL Convention, Chicago, Illinois, March 5-8, 1969.

A taxonomy of visual attention influencing devices for mentally retarded children is presented. Five studies involving educable mentally retarded students (primary-middle school) are discussed which identified motion, verbal pointers, arrows, and spatial location as the most effective attention influencing devices. Results had implications for…

Fourteen heuristics for producing industrial videotapes are discussed. The heuristics are intended to serve as guidelines in producing programs that present content in a manner contributing to the end use of information by trainees, increase retention, relieve boredom, and/or create viewer identification with the subject at hand. (Author/JN)

Makes a distinction between the instructional development which only translates present curriculum into more effective instruction and that which develops both curriculum and instruction. A management structure for developing materials of the "translation" variety is outlined and a writing and programing technique--information mapping--is…

Discusses three issues related to the use of positive and negative examples during instruction: sequence, quality, and quantity of examples. Some possible resolutions based on available research evidence and theoretical work in the field are suggested. Twenty-eight references are listed. (Author/LLS)