Computer-based instruction (CBI) has undergone tremendous changes in the past decade. This paper focuses on the following three areas of designing information presentation: (1) screen design literature is dated, and the existing guidelines do not allow for advances in computer technology; (2) open-ended guidelines may offer designers sufficient guidance for designing computer screens and user interfaces without stifling the creativity of the individual designer; (3) the paradigm of static screens has changed to one of active, interactive, screens filled with dynamic visual elements. The evolution of computer use and graphical user interface design, and the outdated literature are briefly described. Browsing is presented as a broad concept of interface design in computer-based learning environments, and seven guidelines for browsing are presented. Icons are proposed as a way in which CBI programs can use graphics (as opposed to the traditional redundancy between the object and the representational text.) Icons are considered dynamic, and are differentiated from static graphics because they show the user that a choice is available. Interactive graphics, animations, and interactive text are other examples of possible screen dynamics. This paradigmatic shift is a move away from thinking of screens as individual pieces of the program, and a move towards thinking of screens as thread that can hold the interface and the program together. Three figures illustrate a CBI program interface. (Contains 22 references.) (MAS)