The report is a review of research results which concern sequencing (procedures for validating the hypothesized ordering of the subordinate tasks in a learning hierarchy) and practical applications of learning hierarchies in instructional design. Indirect versus direct validation procedures are examined in detail. (Author)

This paper attempts to synthesize a variety of instructional models in a way which builds upon the contributions of existing theory, while establishing a focus on the purposes, needs, motives and interests of the learner. A table of seven contemporary models provides brief descriptions and illustrative references. These models are discovery,…

In 1969, the author proposed that a teaching team should consist of a horizontally differentiated staff with team members trained in four distinct skill areas: 1) instructional design, 2) instructional interaction, 3) interpersonal design, and 4) interpersonal interaction. The present paper proposes, in addition, a vertically differentiated staff…

Instructional development should be based on theory rather than raw empiricism. The dimensions and possible form of an instructional theory are outlined in three premises. It was presumed that a limited set of behavior categories exist and that all behaviors can be calssed into one or more of these categories. It was also presumed that for each…

A study was designed to explore what cost-effectiveness methods are being used, determine what differences exist between the methods, and recommend the most appropriate cost-effectiveness analysis method for instructional design. Analysis of questionnaires sent to appropriate institutions led to the finding that cost-effectiveness analyses differ…

Second-year shorthand instruction should include work in theory mastery, general shorthand vocabulary expansion, specialized shorthand vocabulary development, dictation and transcription skillbuilding, and office-style dictation skill development. An opportunity to integrate those skills under realistic office conditions should be provided. Course…

A learning module specially suited for subjects in technology and engineering is presented. (Author)

A discussion of the reasons for PSI's effectiveness. The key features of the system appear to be three: small steps, immediate feedback, and a unit-mastery requirement. (Author/HB)

Focuses on communication problems caused by the vocabulary associated with evaluation in instructional development projects (i.e., the terms "formative" and "summative"). (Author/JEG)

Discusses five factors usually associated with the concept of project management which can facilitate the creation and operation of an effective production team, including (1) analyzing available resources, (2) defining roles of specialization and generalization, (3) establishing communication networks, (4) determining rules of team operation, and…

Reports a survey of the 89 biomedical communications units in U.S. institutions offering baccalaureate or higher level programs in the health sciences. Findings are reported under these headings: unit assignment, perceived unit importance, centralization-decentralization, and unit mission. (VT)

Difficult medical procedures, such as umbilical vessel catheterization, are more easily and safely taught with a simulator than with the actual patient. The need, conception, design, and construction of such a stimulator is presented. (Author/VT)

Summarizes some vital concepts of motivational theory, and then discusses four types of motivational problems: motive-conflict, incentive/reward, expectancy, and environmental. Some examples are presented which are representative of existing motivational problems in many different organizational contexts. (VT)

Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject matter content, and some implications of these content classifications are discussed. (VT)

This review considers the validity of the question raised by R. L. Meek in his critique of the major features of PSI: Does PSI foster worthwhile instructional objectives? (VT)