With the introduction of computers into education, learning is becoming a student-centered process actively directed by the students themselves, rather than a teacher-centered process in which students receive information passively. This situation requires a substantial reassessment of concepts of curriculum and courseware development. This document begins by clarifying the differences between traditional and computer-based delivery of education. The author then proposes a six-phase systems approach to courseware development. The analysis phase involves defining learning requirements and the instructional program, surveying existing courses, and planning the design and development effort. The seven tasks performed in the design phase are analyzing instructional tasks, specifying instructional objectives, defining entry behaviors, grouping and sequencing objectives, specifying learning activities, creating an assessment system, and creating an evaluation system. The development phase involves preparing all initial drafts of instructional materials and tests specified in earlier phases. The formative evaluation phase consists of trying out and revising the course materials in student use situations. In the implementation phase the materials are reproduced and distributed for actual use at a select number of sites. The final, summative evaluation phase features making assessments permitting modification of the courseware and the delivery system. (Author/PGD)