This annotated bibliography contains listings of 17 books on how to state behavioral objectives. Most of the books refer specifically to designing programmed materials, but the procedures and principles apply to general instructional design and evaluation. Books and articles about behavioral objectives are not included. (MBM)

Although there are fundamental differences in the objectives of the two activities, the programing of instructional materials bears many similarities to the construction of tests. A systematic comparison of the problems and procedures reveals important implications for programing from the older field of testing. Theory and experience in test…

Discusses the adoption of a notation system that is generalizable to all instructional designers and will allow and encourage a common communication base. Ten instructional design models are discussed as systems approaches to instructional design. (JEG)

Suggests a variety of techniques for the instructional designer to implement and develop materials, and curricula that will be used and benefit all involved. (JEG)

Guidelines for teachers involved in curriculum development activities. (MLF)

Describes the instructional development of two related courses: Managerial Finance, a personalized system of instruction; and Finance, Learning Theories, and Practices, a practicum. Student evaluations of both courses were conducted, focusing on student tutors and the systems of instruction. (VT)

Shares some of the day-to-day management techniques that help maintain a positive supportive atmosphere with the instructor/client and the administration during long-term instructional development projects. The degree to which this can be done is very often the determining factor in the success of a project. (VT)

Guidelines are provided for developing illustrations for use in distance education materials for rural adults in different cultural situations. (STS)

Argues that too much emphasis is currently being placed on vertical analyses of course content, aggravated by the fragmentation of content into numerous objectives stated as learning outcomes. The approach proposed is to focus upon the relationships between major coordinate course elements, and the use of task-based objectives to enable students…

The CTEA process described provides a systematic, step-by-step process for comparing proposed training and education system alternatives. (Author)

The results of this study indicate that order of practice does have a significant effect on skill acquisition with sequential ordering (practice of a successive nature) being the most efficient method for improving bilateral skill acquisition. (MB)

Decision model for instructional and curriculum design. (DAG)

In two experiments, college undergraduates completed a 20-frame instructional program and did or did not receive feedback following each frame response. Feedback groups outperformed the controls on the 20-item criterion test, but subjects who received repeated feedback showed the greatest probability of correcting an instructional error.…

Identifies different types of statements that make up the structure of a lecture, including concepts, definitions, formulas, theories, models, and predictive statements. The selection of statements and their relationship to pedagogical processes is described, and the importance of knowledge of the abilities of the intended audience is discussed.…

The fifth in a series of surveys of computer courses for humanists, this article provides information about past and present courses for those designing such a program. Presents statistics on the numbers of courses offered by departments, the texts used, the types of equipment available, and the programming languages taught. (GEA)