A modified set of criteria based on sociology is suggested as a framework for evaluating the social implications of educational software. Six analytic categories are discussed: language usage, knowledge, ideology, profit, culture, and ethics. Procedures for applying the critical framework are outlined, and 32 references are listed. (MBR)

Defines holography, identifies visual factors in driving and the techniques used in on-road visual presentations, and presents the design and testing of a holographic system for driver training. (RAO)

Considers cultural diversity in the evaluation of instructional programs and products. Suggests strategies for culturally sensitive evaluation, gives examples of cultural insensitivity and cultural bias, and provides a rating scale for multicultural sensitivity in instructional products. (LRW)

Discusses the evolution of authoring tools and hypermedia learning systems based on technological and pedagogical innovations. Highlights include instructional products; computer-based instruction and Web-based instruction; classes of authoring tools; Web-based course management tools; scalability and usability; object oriented designs; learners…

Packaging of courses/programs/kits on needs assessment, instructional design, and evaluation are becoming slicker as they aim at popular consumption, but are they a panacea? (DAG)

Reviews the concepts and techniques used in developing textual materials that teach, focusing on those that have evolved during the trend toward programmed instruction. The possible application of cognitive psychology concepts to instructional material design is discussed. (21 references) (CLB)

Presents an instructional development model that incorporates formative evaluation techniques, and explores the possible application of the model in developing computer-assisted instruction courseware. Advantages and disadvantages of this approach are identified and implications for research on formative evaluation are discussed. (31 references)…

Presents guidelines for cost effective product development for training managers charged with quality control of products and training specialists who design materials. Discusses phases of educational product development--diagnosis, design, development, and evaluation. (MBR)

Verbal information contained in a multimedia presentation should be seen in a holistic sense. A close interrelationship exists between audio and visual; they express information for a common purpose. The task of the designer is to interweave them meaningfully. (MBR)

Discusses the movement toward digital-based platforms including full-motion video for multimedia products. Hardware- and software-based compression techniques for digital data storage are considered, and a chart summarizes features of Digital Video Interactive, Moving Pictures Experts Group, P x 64, Joint Photographic Experts Group, Apple…

A training program for instructional materials selection has been implemented by the Florida Department of Education. Nine instructional modules and a trainer's guide have been developed and are used for training members of state and district level instructional materials councils. Reactions to the program have been positive. (MES)

Defines copyright, and discusses what a copyright protects, the five basic rights of a copyright owner, and the rights of the software program owner. Also discussed are other forms of educational software protection including trademarks, trade secrets and patents, and software usage, copy protection, and possible future developments. (MBR)

Describes a structured set of procedures for critical script appraisal of nontheatrical scripts by carefully selected evaluators. An overview of the procedure, script reviewer qualities, the questionnaire's structure and objectives, and discussion of a sequence-by-sequence evaluation, script annotations, reviewer comments, and report preparation…

Presented a model constructed to enable a designer to logically and systematically develop and produce instructional materials which reflect the constituency's needs, interests, and environments. Four references are listed. (FM)

Proposes that Gagne's nine events of instruction be incorporated into the systematic design of computer assisted instruction (CAI) for microcomputers and describes the nine events in relation to five different kinds of learning outcomes which occur frequently in CAI. Seven references are cited. (MER)