Because analogies are such powerful tools for communicating they should be exploited more consciously for instructional purposes. Unfortunately, analogies as a topic of investigation in the school curriculum tend to surface only as a subheading within a figurative language lesson in English class or as a test item on the SAT, MAT, or GRE. Analogy…

The concern of educators for adapting instruction to the needs of individual students is placing more and more demands upon those involved in curriculum and instructional design. The role of the teacher in such a system makes it mandatory that he be provided with well-defined outcomes to be achieved by the learner, information as to what learner…

The systematic approach to teaching provides a method for the functional organization and development of instruction. This method applies to preparation of materials for classroom use, as well as for print and non-print media. Inputs to the systems approach include well defined objectives, analysis of the intended audience, special criteria…

This translation from the Russian contains discussions on the most expedient sequence for presenting problems in firing training for military tank crews, methods of learning, and the practices and actions which can be recommended to training supervisors. The document is an attempt to summarize and systematize materials; it also presents advice and…

Instructional technology has dramatized the need for a complete overhaul of educational systems; tacking on "innovations" will not do. The grip of dead tradition on education must be pried loose. Process, rather than content, should be stressed in learning. The challenge for instructional technology, as for education in general, is to devise an…

Rules number 3, 4, 5, and 6 are detailed for avoiding commonly made mistakes in designing simulations and games. (HB)

Most theories of instruction rely on a model of the learner's internal processing system. In this article, three general models of the internal processing system involved in learning to solve problems will be outlined, and will be related to both external instructional procedures and learning outcome variables. (Author/DEP)

This article proposes to define the extent of the presence of instructional development procedures used in instructional television facilities and described in a variety of literature. (Author/HB)

Suggests that most production problems would disappear if developers and producers could deal with some fundamental misunderstandings. Proposed solutions include two-way communication (early, at an appropriate level with continuing feedback); and demanding high-quality work but being realistic about production costs. (VT)

Proposes, as a solution to the dichotomy between development and production, the creation of the production coordinator who helps both developer and producer to achieve management goals and improve the cost/benefit performance of the training effort. (VT)

Three phases of pupil involvement with school radio are considered: (1) pre-listening preparatory phase, (2) listening phase, and (3) post-listening. The importance of the teachers role in creating an atmosphere conducive to children's enjoyment of school radio is stressed. (Author/STS)

Focuses on four aspects of the management function--the management of the organization, of information, of personnel, and of resources, i.e., time, space, and money. (RAO)

Developers of self instruction units sometimes become so involved in the design and development of materials that some of the steps in the systems approach are overlooked or minimized. (Author)

Structured decomposition is explained as a process of reduction to parts of an educational program. Resulting substructures aid in an overview of the entire entity. (RAO)

The purpose of this article is to concentrate on the planning activities of the instructional development process in higher education through concentration on a particular planning device, the component diagram. (Author)