Focusing on the impact on the instructor of the experience of preparing and using guided design modules, this conference paper highlights some of the positive outcomes of this instructional approach; the presentation of an educational psychology course module via an Apple IIe microcomputer is used as an illustration of the process. It is argued that developing guided design modules requires an analysis of the content of a course to determine critical information, and that this provides the instructor with a valuable learning experience in determining what will be most useful to the student. In addition, the nature of the instruction will require the teacher to identify the most significant and pertinent information and resources in the topic area, and engaging in that analytical activity is likely to lead to an increased perspective of the field. A microcomputer application of guided design for basic concepts related to the adult learner is then presented (with sample screens), and suggestions for its implementation are given. Concluding remarks speculate that students are likely to transfer the problem-solving skills they learn in guided design to other life experiences, thus adding to a teacher's feeling of accomplishment. (JB)