An explanation of the Subsidiary Communications Authorization and its possible application to instruction. (HB)

A discussion of whether learning should be structured or open-ended. (HB)

Article suggests several reasons for the successful use of computers to augment learning and offers some principles and procedures for catalyzing creativity in computer-related learning environments. (Author)

Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

The use of illustrations in textbooks is reviewed and seven functions of explicative illustrations are presented--descriptive, expressive, constructional, functional, logico-mathematical, algorithmic, and data-display. (RAO)

A computer-assisted examination program, written in TUTOR for PLATO IV at the School of Basic Medical Sciences, University of Illinois College of Medicine, is discussed. The system is automated from the scheduling and delivery of basic medical examinations to the analysis of student performance data. (RAO)

Briefly reviews the literature on instructional interactions and introduces the Mega Interactive Model of Instruction, the variable dimensions of which are instructor, learner, instruction/content/context, and time. (RAO)