The Vicarious Learning project is aimed at understanding the role of dialogue in learning about complex conceptual domains. The fundamental assumption of "vicarious learning" is that students can receive benefits from exposure to discussions among their peers and between students and tutors. To elicit dialogues that can be captured, F. Dineen developed "Task-Directed Discussions" (TDDs) based on exercises used in teaching English as a foreign language. Students using TDDs are able to have productive discussions very quickly. Videotapes of student discussions using TDDs were used to develop a dissemination system that allows multimedia to be integrated with the primary teaching material. An experiment was run to investigate the efficacy of these "vicarious learning" resources in a controlled laboratory setting using part of a Master's level course in computers in teaching. Eighteen students used the vicarious learning materials and 18 others did not. Results show some benefits in learning and substantial positive changes in attitudes and discussion behavior for students having access to vicarious learning resources. Implications for instruction are discussed. (Contains 17 references.) (SLD)