This paper elaborates on a list of procedures contained in an accompanying handout entitled "The 27 Steps in the Development Program." These 27 steps are subsumed under 12 categories: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing, 5) main product revision, 6) main field…

This paper pulls together the knowledge and insights that have been accumulated in the development of Minicourses. It is expected that the guidelines will be revised and enlarged as new knowledge about this work is accumulated. The guidelines cover the following aspects of Minicourse development: initial planning, the introduction film, the…

A new kind of systems approach to science educational publishing is presented in this paper. This synergistic approach to the publishing of instructional materials for science education would require input from psychologists, scientists, classroom teachers, and science education researchers. The role of the science education researcher is…

THIS STUDY CLASSIFIED MNEMONIC STRATEGIES, EXAMINED THEIR THEORETICAL CHARACTERISTICS, AND REPORTED EXPERIMENTS INVESTIGATING THE RELATIVE EFFECTIVENESS OF MNEMONICS IN PROGRAMED INSTRUCTIONAL MATERIALS. THE FIRST EXPERIMENT INVESTIGATED THE COMMON MNEMONICS USED BY STUDENTS IN STUDYING A MEDICAL TEXTBOOK. THE SECOND EXPERIMENT TESTED THE…

The time and trouble taken with printed materials will most certainly be reflected in the success of the training program. In a discussion with graphic artist Richard J. Lionetti, various aspects important in communicating trainer needs to the artist are presented. (BP)

This article describes the activities of the Chinese-English Translation Assistance Group (CETA), including the development of a dictionary of general terms, and the formation of files of colloquial, scientific, and technical terms. CETA also serves as a clearinghouse for information of interest to students of Chinese. (CLK)

A description of Project Skill, a computer assisted instruction unit development course at the National Technical Institute for the Deaf (NTID). The course is given for faculty as part of the in-house professional development program in the Institute. (Author/HB)

Suggests ways to maximize the individualization of packaged instruction and discusses techniques for developing tutor-assisted modules as a means of keeping a human element in packaged instruction. (RAO)

Selection and modification of instructional materials to meet the needs of handicapped students are considered. (CL)

The article describes Texas's four vocational instructional materials centers, all located in universities, and the development and dissemination of curriculum materials in distributive education, industrial arts, agriculture, home economics, teaching the disadvantaged, and others. Purchase information for the materials is included. (MF)

The article describes three steps to help business teachers choose appropriate teaching aids: (1) identify the sources of instructional materials; (2) evaluate the materials, using a variety of criteria; and (3) select materials that avoid potential problems. (MF)

Evaluated was the ability of 27 legally blind elementary students to identify and manipulate the parts of the following adapted simple machines: lever, inclined plane, wheel and axle, and pulley. (SBH)

Describes a number of different frames of reference through which educators can look at the opportunity presented by compact-disc interactive (CD-I) technology, and proposes general guidelines to help them begin thinking about a more creative role as prospective authors of CD-I materials. (MES)

The authors attempt to answer the questions how long?, how many?, and how much as they pertain to the development of training materials. The answer they found most often was "it depends." (CH)

This first in a series of articles on an instructional development project management model discusses the role of the project manager, and outlines the phases of the model that is used to meet training needs. Highlights include project planning, instructional development (including creating the materials), and followup (including evaluation). (LRW)