Article suggests a systematic approach for two teachers to integrate mastery and grouping into an effective alternative to individualized and total classroom instruction. (Author)

Discusses advantages and disadvantages of the lecture method as an instructional form; circumstances where lectures serve a useful purpose; the general lecture model, which includes an introduction, presentation, and summary; and three variations on this general model--interactive, demonstrational, and interactive demonstration lectures. (MBR)

The Experiential Taxonomy is one that teachers who have taken an introductory inservice mini-course can use in the classroom as an effective tool for planning and evaluation of student experiences. It can be used equally effectively in the classroom for planning, amending, implementing, and evaluating each student activity or learning sequence.…

Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

Describes weaknesses of traditional instruction and ways that instructional technology can help to correct these problems. Both hardware, such as computers and video, and soft technologies, such as methodologies and models, are considered. Possible negative side-effects of technology-based instruction are discussed and 27 references are listed.…

Suggests a common format for analyzing and evaluating learning systems which takes into account costs, skill requirements and sequence, instructional techniques and requirements, motivational factors, and evaluation. (RAO)

Describes a number of different frames of reference through which educators can look at the opportunity presented by compact-disc interactive (CD-I) technology, and proposes general guidelines to help them begin thinking about a more creative role as prospective authors of CD-I materials. (MES)

Reviews relevant features for interactive video images of the four primary technologies that merge to intertwine themselves in interactive video (computers, television, instructional design, visual design); outlines critical structural elements of interactive video; and presents guidelines for creating interactive video images. (MBR)

Describes the variety of types of products produced by instructional designers, discusses the role of the designer, lists the critical instructional design attributes needed by instructors who design and implement loosely structured instructional products, and discusses prototype evaluation methods for less flexible, instructor-centered products.…

Reviews possible sources of reinforcement in computer assisted instruction and systematic utilization of these sources in courseware design. Sources reviewed include reinforcement from the machine itself; from the content of the instructional modules and its arrangement in a learning sequence; and from sources external to the modules. (MBR)

Discusses steps educators should work through when reviewing educational software, e.g., role playing intended users, analyzing instructional approach, identifying inaccuracies, using software and giving incorrect responses to see how software responds, and assessing the software's human values criteria. An educational software review form is…

Examines forms of media in today's electronic environment including television, microcomputers, video games, and music television, and considers these media forms and their effects on cognitive processing. Implications for teachers and instructional designers in achieving curricular balance between print and electronic media are discussed. (MBR)