This paper discusses various educational strategies for interactive videodisc design that were derived through scanning, synthesizing, and simplifying implications from a wide variety of learning theories. Four initial assumptions about videodisc technology are presented: (1) videodisc systems are more likely to be effective if learning theories inform their design; (2) application of videodisc systems should not be limited to lower levels of behavior or cognitive functioning; (3) the capabilities of interaction (control, feedback, pace) inherent in videodisc microcomputer technology can expand access and multiply the flexible use of visual materials; and (4) combinations of videodisc and microcomputer technologies may give rise to additional instrumentation of learning theory research. Five unique features of the videodisc are also identified and briefly discussed. The major part of the paper focuses on three learning theories--behavioral, cognitive, and humanistic--and videodisc applications for each. It is suggested that educators should continue to evaluate the implications, assets and limitations, and best instructional uses for the videodisc and recognize that this medium can also provide instrumentation for research, particularly on higher order cognitive learning and critical reflectivity. A chart displaying the three learning modes, theoretical traditions, major learning theorists, associated concepts, and potential videodisc utility is provided, as well as a list of references. (JB)