The multidimensional nature of nonverbal communication is discussed in reference to the need for a structuring of activities, experiences, people, and materials to reflect these dimensions. (MJB)

Major factors are: administrative backing, placement of an instructional development center in the institution's hierarchy, and rewards for faculty. (DAG)

Examines some factors which may threaten the use of instructional technology in specialized subject areas and suggests procedures to reduce cost and time in producing instructional systems. (Author)

The author discusses designing instruction for distance education. He lists common dimensions of distance education programs and describes technological advancements. He presents three possible instructional designs: (1) scenario-based instruction, (2) hypermedia, and (3) parallel systems. Also gives guidelines for developing these designs. (CH)

Describes weaknesses of traditional instruction and ways that instructional technology can help to correct these problems. Both hardware, such as computers and video, and soft technologies, such as methodologies and models, are considered. Possible negative side-effects of technology-based instruction are discussed and 27 references are listed.…

Discusses the educational potential of interactive videodisc technology in terms of: (1) training applications; (2) evaluation of effectiveness; (3) advantages of interactivity; (4) design considerations; (5) courseware development and cost considerations; and (6) teacher acceptability. Fifty-two references are provided. (MES)

Described are 12 suggestions for using the overhead projector. Suggestions include preparation of transparencies, use of color, storage of transparencies, and projection of transparencies. (RH)

Six studies are reviewed which indicate that direct instruction tends to produce higher academic gains for handicapped children than traditional approaches. They also suggest that some subtle principles of direct instruction--such as insistence on complete (rather than partial) mastery of each step in the learning process--are important.…

Without practical application in industry, the emerging technologies now being embraced by the academic world could be considered mere curiosities. Such is not the case, however, as illustrated by the issues addressed, including the focus of instructional technology on learners and implementation concerns. (JN)

The article encourages using alternative instructional strategies with minority students prior to special education referral, and describes five direct instruction practices including the DISTAR model, the model developed by the Exemplary Center for Reading Instruction, precision teaching, class-wide peer tutoring, and the Adaptive Learning…

Defines the discipline of instructional science, discusses its applications, and reviews three instructional models--the component theory display, elaboration theory of instruction, and motivational design of instruction--to illustrate the kind of integrative, multi-perspectived common knowledge base needed at this point in the development of…

"Instructional design" technology focuses on the learning process and student achievement rather than on the teaching process and student control. Adoption of this technology permits the effective use of computer-managed instruction as a learning tool. Teachers must learn to use both the technology and the tool to improve instruction. (PGD)

The author developed an instructional-design model consisting of four simple steps. The model is in a circular format, rather than the usual linear series form, so it is named the training wheel. (SSH)

The Outcome Consequence Model (OCM) emphasizes the importance of evaluating instructional products and systems using a broadened perspective of the intent of learning from instruction. OCM emphasizes systematic and empirical evaluation procedures, establishes bases for comparison of instructional effectiveness, and evaluates learning beyond the…

The purpose of this paper was to present specific instructional objectives and learning hierarchies, which are diagrams of the organization of the skills and prerequisite accomplishments involved in a more complex, general learning outcome, that were developed for a creative problem-solving course. (Author/RK)