Reviews the Clarifying Environments Program, the goal of which was to develop an empirically grounded theory of human higher-order problem solving. Four problem areas discussed are: communication and educational technology, analysis of human interaction and higher-order problem solving, applications, and heuristic-theory development. (RAO)

Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction. (RAO)

This article contrasts instructional science with instructional technology, defines empirical research as it relates to instruction, and provides an example of this science-technology continuum. (Author)

Reflects on the development of instructional design, relating the progress made in task analysis, the use of taxonomies of learning outcomes, sequencing of instruction, simulation, media selection, and instructional strategies. (RAO)

Defines the role of instructional developer and relates issues of research, certification, and evaluation as they influence the field. The future of instructional development in higher education, business, and industry and the eventual merger of faculty, organizational, and instructional development are explored. (RAO)

The role of educational technology, the cautionary use of instructional development in higher education change, and various personal glimpses in educational technology are discussed. (RAO)

Discusses the results of a three-year instructional research and theory-construction project which identified six basic areas which influence the quality of instruction, specify aspects of quality in each area, and prescribe specific methods for teachers and textbook writers to use in increasing their instructional quality. (RAO)

Argues for more emphasis on the fabric which holds curriculum detail together and describes those conceptual tools which may help in redirecting thinking toward holistic approaches to instruction and teaching. Linkages between educational technology and learning theory help guide this quest. (Author/RAO)

A short course on the heart comprising film and still pictures, with questions, explanations, and a glossary, were recorded on videodisc, then offered to 12 subjects via a videodisc player interfaced with a Philips P857 minicomputer. The system is described and recommendations made for future computer-interactive videodisc courses. (RAO)

The systems approach to instruction is studied through an analysis of the use of this approach by the U.S. Air Force's Air Training Command. An explanation of the USAF Instructional Systems Development (ISD) model is given. (RAO)

Reports a study of the affective impact of class size on students in a course on the utilization of educational media at the Universtiy of Maryland. Research on class size is reported. No difference in student attitude was found between large and small classes. (RAO)

Focuses upon developmental perspectives and problems in improving program effectiveness, cost efficiency, and management performance for vocational education. Means for analyzing and improving the cost-effectiveness of vocational programs are discussed. (Author/RAO)

Discusses the Computer-Assisted Instruction Project, under the auspices of the All Indian Pueblo Project, designed to help elementary Pueblo students to develop better reading skills through culturally relevant reading and the cloze technique. (RAO)

Discusses the construction and use of criterion-referenced student feedback instruments which make specific reference to course objectives and allow the instructor to determine student perceptions on how well these objectives are achieved. (RAO)

Discusses educational theory development noting that, as theories become too complex, they are replaced by simpler ones. Future educational theories may relate intellectual performance to physical performance, develop student attention, or relate relaxation techniques to self-image. (RAO)