Sketches a conceptual framework for motivational design using a systems approach, and gives specific ideas that might fall into its domain. Three types of motivation are identified, and corresponding instructional design strategies are suggested for each stage: entering motivation/matching, process motivation/manipulating, and resultant…

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

Clarifies the nature of sequential operations and explores some research in the area that has implications for the instructional designer. (Author)

Describes attempts within the military training establishments to systematize the planning, development, conduct, and evaluation of training. (Author)

An analysis of the resistance to change in instructional practice that can be expected at any major and democratically run university. (Author)

A model is presented which includes these components: analysis (behaviors, objectives, sequence), synthesis (competencies, materials, setting), and outcomes (evaluation, modification). (DAG)

Urges the explicit recognition of boundary conditions in instructional development. (DAG)

The author examines the role of educational technologists and proposes that evaluation is the unifying activity in which those in the field can join together.

Aspects of the artistry and knowledge involved in the videodisc design process are emphasized in a discussion of the intrinsic characteristics of the medium, the people involved, the traditions and conventions of the medium, and the expectations that people have regarding its use in the instructional process. Seven references are listed.…

Discusses instructional design using the unique features of the videodisc. Instructional and authoring strategies for linear motion, linear stills, instructional units, and integration of stills and motion, and interactive instruction (multiple-choice branching and branching from constructed responses) are offered. (RAO)

Describes the theory-base of the TICCIT system, summarizes some recent advances in instructional theory for sequencing and synthesizing related parts of a subject matter, and describes three major implications of those advances for the design of future theory-based CAI systems. (Author)

Describes some general characteristics of the deaf learner and discusses the videodisc as a means for marketing computer-based visual instructional materials, hardware functions, and possible design approaches using a variety of instructional techniques. (Author/JEG)