This paper describes the history, philosophy, and outcomes of work at the Educational Technology Center at the University of California, Irvine, with particular emphasis on the activities of the Physics Computer Development Project. Ten years of evolution for the physics projects and its basis of grant support are examined, and a series of principles is outlined as a guide for anyone working in the development of computer-aided learning materials. The outcomes of the project which are described include the preparation of computer dialogs, the use of the computer for problem solving, the Irvine Center course management system, the design of full courses, and the Irvine authoring system. Background information on the evaluation procedure used for the Irvine project is also provided, as well as recommendations for the future of computer-based learning at the Irvine Center and in other educational settings. (MER)