Summarizes strategies and recommendations included in various prominent instructional theories (behaviorism, Gagne and Briggs' events of instruction, component display theory, cognitive research, and Keller's motivational-design) to provide guidelines for designing the practice component of instruction. (MBR)

Suggests programming structures of computer assisted instruction for teaching severely learning disabled students be related to an established educational model. Use of performance contoured programming (PCP), based upon behavioral model of precision teaching, is discussed and contrasted with cognitive programming approaches. PCP applications and…

Outlines a path analytic interpretation of data collected in light of the theoretical formulation of a dynamic model of memory. An investigation of industrial trainees' capacity to differentiate various ferrous and nonferrous metals is described which emphasizes the role of relational, strategic, and empirical knowledge in cognitive skill…

Identifies topics discussed by educational technology professors in the curriculum group at the University Consortium for Instructional Development and Technology (UCIDT) Conference in April 1985: skills and knowledges taught in instructional technology programs; impact of new technology; job market influence; role of programs in teacher training;…

Describes and compares formative evaluation approaches: expert review, developmental testing, three-stage model, learner verification and revision, and general approach to formative evaluation. Discussion of differences among approaches related to duration of try-out/revision cycle and recommendations for effective acquisition of data are…

Two computer-based instructional design strategies were investigated to improve the two-phase process of concept learning by being response sensitive to error patterns. The first strategy determined the format of examples by adaptive or fixed selection; the second strategy adjusted the selection according to rules of generalization and…

Discusses rationale for distinguishing between task analysis and instructional analysis, contributions they make to instructional design, and why they are dependent on each other. Major functions in the instructional analysis process are described, examples are provided, and benefits of using this approach to achieve effective and efficient…

Discusses two ways in which task analysis can be integrated with instructional design--substantive integration, where the type of task analysis is determined by design type, and temporal integration, where analysis activities are interspersed with design activities. Flowcharts, examples of and procedures for instructional analysis, and references…

The degree of implementation of the Adaptive Learning Environments Model in special education and its association with efficient use of student's time and other classroom resources and processes were examined. Primary grade teachers were able to establish and maintain the model at moderate to high criterion levels. (Author/DWH)

Report on efforts to provide course-integrated library instruction module for older student populations who commute to use library facilities highlights development of programed text and evaluation of effectiveness of instructional program, using test scores to determine whether students' library skills would improve as result of instruction.…

Reviews development of bibliographic instruction in colleges and examines various components of such instruction (orientation, basic skills, course specialized skills, course-integrated study). Discussion of efforts to study user needs and to present library services as direct answer to these needs notes use of certain marketing techniques.…

Describes use of authoring systems--software packages which guide authors through the programming process, eliminating the need to know how to program--as a practical solution to the problem of teachers developing their own microcomputer courseware. Some representative authoring systems, their benefits and costs, and specific products are…

Describes a study conducted at a Texas elementary school which examined the types of questions second-grade children ask as they are taught to use microcomputers. A classification of questions into eight categories indicates children asked most about keyboard, data entry, and meaning of program instructions. (MBR)

PLANA is a training program for subject matter analysis and construction of instructional objectives. This evaluation compared the performance of PLANA-trained and control-group teachers as to their precision in defining teaching objectives and their corresponding instructional tasks and test items. (BW)

Presents an outline for an inservice teacher training program on computer-assisted instruction that focuses on curriculum goals and identifying student problems. (MD)