The document recounts in a narrative scenario how fictional nursing teachers and a consultant in a work-session developed a matrix which helped the teachers organize their clinical nursing courses more effectively by discriminating carefully among knowledge, performance, and attitude objectives. Placing the objectives on the matrix revealed the degrees to which the courses were balanced. Concise language was encouraged in a series of Socratic exchanges. The document is titled "illustrated" because, in itself, it illustrates what a learning module should be, or, serves as a model, in which the reader may discern by analysis the components of a successful module. There are no illustrations in the usual sense of graphic embellishment, nor are there explicit instructions provided on developing a learning module, beyond the note that a module contains objectives, pretests, learning environments, and post-tests, just as the document does. The reader is pretested and post-tested on his knowledge of the matrix-development scenario. Thirty-two pages of the document are devoted to sample nursing education course objectives, and one completed matrix is provided for barbers. Implications for career ladders and lattices must be drawn by the reader. (AJ)