Suggests standard operating procedures for non-routine and low priority customer requests for media services and gives an example of prioritizing the distribution of audiovisual presentation services. (RAO)

Based upon objectives mutually agreed upon by faculty member and department chairperson, the model involves evaluation by (1) faculty member (self-evaluation), (2) chairperson, (3) student, (4) peers, and (5) postgraduates. (RAO)

Presents a model of the elements common to all consultant-contractor relationships, be they consultant-determined, contractor-determined, or balanced. Logical and psychological dimensions of these interactions are highlighted. (RAO)

Addresses the relationship of research to educational technology. (RAO)

Reports on uses of microcomputers at the University of Michigan including word processing, extending laboratory experience, simulation, games, tutorial uses, and building skills in computing. (RAO)

Presents a case for conducting exploratory rather than confirmatory research in generating hypotheses as opposed to testing them. Exploratory data analysis, the National Assessment Design, and the analysis of assessment data are explained. (RAO)

Discusses four models of needs analysis: Kaufman's "Needs Assessment," Coffing's "Client Need Assessment," Lee's "Needs-Assessment," and Harless'"Front-End Analysis." A matrix comparing these models is included. (RAO)

Four testing schemes are outlined: post-test only, pretest/post-test, the Individually Prescribed Instruction (IPI) Model, and the EIPI Model which takes into account the learning style and the psychosocial background of the learner. The EIPI model has three phases: placement, counseling, and intervention. (RAO)

Suggests a common format for analyzing and evaluating learning systems which takes into account costs, skill requirements and sequence, instructional techniques and requirements, motivational factors, and evaluation. (RAO)

Acquaints the reader with the personal computer, emphasizing its use as an aid in the learning process; considers the types of hardware available and software related to educational uses; and offers advice to those just entering this area. (Author)

Discusses some prominent applications available today for most microcomputer systems, including: teaching computing to all students, the computer as a problem solving tool, games, drill and practice, simulation, and testing. (Author)

Presents a survey of user needs for microcomputer software in elementary and secondary schools. Approaches to software development are highlighted and the future of microcomputers is discussed. (RAO)

Suggests criteria for choosing a programing language in courseware development. Authoring languages (PILOT, TUTOR, BASIC, and PASCAL) are compared; driver programs' compilers and interpreters are discussed; and the tasks of an authoring system are presented. (RAO)

Presents a case for the integration of stand-alone microcomputers into the educational environment through time-sharing networks utilizing medium to large-scale central computer facilities. The PLATO system is used to illustrate the evolution of distributed processing in the computer-based education environment. (Author)

Discusses the following microcomputer storage devices: floppy discs, cassette tapes, and cartridge drives; and notes the potential of magnetic bubble and charge coupled device memories. (RAO)