This review of four different computer-assisted instruction algorithms concludes that current authoring guides are more concerned with "user orientation" than with instructional principles, and advocates the application of a design model based on Gagne's information processing model of instruction. Nine references are listed. (MER)

Identifies 16 issues considered significant in the planning of educational projects and offers to assist in the selection of the most appropriate media and in the design of software. Twenty references are listed. (LLS)

Argues that instructional development (ID) faculty in higher education settings should use a systematic approach grounded in ID principles to present the case for filling vacant positions in their field and provides guidelines for using message design techniques to develop a file to support the case. Eight references are listed. (MER)

The Instructional Systems Development process and the application of a mastery learning strategy is used to train Marine Corps recruits. This method seems to hold promise in training widely divergent groups of human beings for high levels of performance. (Author/MLF)

Discusses three issues related to the use of positive and negative examples during instruction: sequence, quality, and quantity of examples. Some possible resolutions based on available research evidence and theoretical work in the field are suggested. Twenty-eight references are listed. (Author/LLS)

Two versions of an instructional program designed to teach student nurses to perform intravenous infusions--a no-practice version and a more costly individual practice version with simulated arms--were developed using systematic development procedures. Two separate studies compared the effectiveness of the two versions; four references are listed.…

Reviews the organizational elements model of Kaufman and English, which uses internal factors alone as the basis for planning, and argues for reversing its order of consideration to achieve more useful results; i.e., to start with outcomes (societal requirements) and then move back through outputs, products, processes, and inputs. (Author/JD)

Presents specific guidelines for designing instructional programs that will be delivered on microcomputers so that these programs will use the capacity of the microcomputer system in a way that will develop in learners a range of cognitive skills and help learners to evolve useful learning strategies. (Author)

Discusses the importance of client styles, consulting modes, and development of relationships in the management of a process designed to provide better instructional alternatives. A summary of factors contributing to effective relationships is included. (CHC)

Describes the instructional development of a course for advanced finance students on the use of data files and/or databases for solving complex finance problems. Areas covered include course goals and the design. The course class schedule and sample learning assessment assignments are provided. (JD)

Described is the use of a two-stage peer review which provides a mechanism for assessing content and educational design of instructional materials. This offers excellent opportunities for cooperation between institutions using similar course material to avoid duplication of effort. (Author/TG)

Describes the systematic approach used by the training department of the Canada Trust Company to develop a training program for operators of the new terminals for the online banking system to which the bank was converting, the Canadian On-Line Financial Information System (COFIS). (JD)

Required features of random access videodiscs are presented in the context of potential applications, and four classes of possible systems are described. The implications of these features for courseware design are discussed. Communication with hardware manufacturers is encouraged. (Author/JEG)

Describes an effort to improve the effectiveness of an instructional development program in a dental school by modifying the level of organizational readiness and individual faculty readiness for instructional innovation and change. It is a tactical example of an attempt to alter the setting in a specific educational institution. (Author/JEG)

Describes the use of the "Why 10?" game at the beginning and end of a course on instructional development to test its feasibility as a means of evaluating the course. The game showed promise as a valid tool for assessing changes in students' attitudes. (JEG)