At Canada's University of New Brunswick (UNB), adult educators and computer experts jointly identified criteria for designing UNB's new Internet-based distance education delivery system called PSyCo (Presentation System for Courses). The 10 criteria that became the PSyCo blueprint were based on principles from three areas: architecture and design, cognitive environments and constructivism, and adult learning. Initially, the PSyCo system was designed to act metaphorically as the foundation, exterior, and interior walls of an unfurnished building rather than as another transmission vehicle unloading masses of information on learners. As a result, the software development team focused on function and virtually ignored aesthetics. The team also failed to consider the fact that students did not necessarily own the same high-end equipment. Eventually, input was sought from end users, and a visual design expert was brought into the project. Ten recommendations were developed for designers of Internet-based delivery systems in human dynamics terms through a process that models the constructivist view of learning. Software designers were advised to do the following: keep to real-world scenarios and problems; accept self-responsibility in declaring conflicting needs and staying the course; and acknowledge value-laden differences in skills, styles, and objectives. (Contains 25 references) (MN)