Identifies stages in the process of educational software development: pre-specification stage in which educators identify the software's educational considerations; specification stage in which educators and programers work together to develop the program; documentation stage; field testing stage; and support stage. (MBR)

Describes a method for videodisc courseware development utilized by the University of Notre Dame Interactive Videodisc Laboratory staff, which includes production of a storyboard as the final component of the design phase. The three steps of group storyboarding, formative evaluation, and generation of production documents are discussed in detail.…

Raises critical management issues and proposes guidelines for technical management of large-scale development of courseware with complex content. Discussion covers the technical management of such a project as it relates to organizational structure; leadership shifts throughout the design process; prototype development; and the systematic process…

Examines characteristics of the successful computer assisted instruction (CAI) author, including knowledge required and time for planning, developing, and testing. Obstacles to successful teacher-author are described, including need for extensive training and uninterrupted free time. An alternative approach of teamwork between computer…

Presents a model for instructional software design as a collaborative effort involving computer scientists and educators, which stresses the process of design through documentation. The documentation used to exchange information at each phase of the process is described, and the advantages of this model are discussed. (CLB)

Discussion of courseware development for computer-based training (CBT) focuses on the effects of the use of authoring systems on courseware team roles and team communication. A team concept known as Team Integrated Productivity (TIP) is described and its possible effects on courseware development are discussed. (10 references) (LRW)

The question of ownership of courseware development decisions made by subject matter specialists working with skilled programmers, an issue arising from the team approach to developing high-quality courseware, is examined in the context of two universities' and one corporation's current use of the approach. (MSE)

Reports on the state of the art in software development for computer-assisted language instruction, with some emphasis on Russian, and describes 10 areas in which much current software is deficient. It is suggested that our best teachers be given time to work in teams to develop good software. (Author/SED)

Discusses the effectiveness of classroom trials as a method of providing feedback in the development process for educational software. The impact of formative evaluation on the development of computer-assisted learning (CAL) by a team is discussed, criteria for software selection are described, and steps toward successful implementation are…