Designed to illustrate effective course design for user-oriented materials for data processing education or training, this paper argues that conceptual knowledge should be integrated into a course only as it is needed to support task knowledge. The importance of determining the direction of a course by planning and controlling the informational content is emphasized, and an end-user fourth-generation language (4GL) course is described to illustrate the differences between conceptual and task knowledge and how they should be integrated. Step-by-step guidelines for sequencing information in a course unit to achieve this type of integration are given: (1) isolate the tasks; (2) isolate the concepts; (3) put the tasks in order; (4) integrate the information; (5) number the objectives; and (6) create an outline. The conclusion suggests that since there is never a prototypical consumer, painstaking initial design is the only way of avoiding information overload in a training package or educational program, and any information which is superfluous should be ignored. (JB)