Developing instructional programing priorities and planning program improvements require an understanding of how effectively program objectives are being met. A formalized process for evaluating programs has been developed at Vancouver Community College as an aid in these and other aspects of instructional planning. (SSH)

Establishes the connection between the learning theories of Robert M. Gagne and systematic patterns in scientific literature and discusses implications of this connection for instruction in library use. Twenty-four references are listed. (Author/EJS)

Agricultural educators must return to using problem solving as the way to teach, or as a profession they must be willing to accept that the program is well on its way to becoming nonvocational. (Author)

Discusses three implications for the structure of technical writing instruction from a discourse perspective. The implications are a "you-centered" writing development, a heuristic for perceiving and organizing experience in a technological society, and a pragmatic alternative to the traditional approach to composition instruction. (RL)

Argues that all subject matter, from the training technologist's point of view, is the same because it is all treated in the same way (translated into behavioral condition/action terms) and shows that no phase of instructional development depends on the technologist's having prior subject matter knowledge. (Author/JD)

Gives specific recommendations for the effective use of behavioral objectives in planning, designing, delivering, and evaluating training. (SK)

Suggests reasons why faculty members prefer the lecture method and describes a combination method of instruction that combines the features of the lecture method and personalized system of instruction. (JEG)

Describes two projects at Oregon State University that provide training to faculty in instructional development techniques. (Author)

Aims to help educators envision a critical pedagogy. Argues that the teaching of introductory communication skills can be reconceptualized as the teaching of cultural critique. States that, while skills competency is important, larger questions need to be asked, such as what competent communicators have to say and how they position themselves…

Discusses the need for people with object-oriented (OO) skills, explains benefits of OO in software development, and addresses some of the difficulties in teaching OO. Topics include the evolution of programming languages; differences between OO and traditional approaches; differences from data modeling; and Unified Modeling Language (UML) and…

Focuses on the state of mathematics as exemplified in New Zealand schools rather than the level of mathematical understanding of students. Regards the picture of mathematics presented in curriculum documents as healthy with respect to mathematics, but criticizes implementation of the curriculum. Suggests teaching by presenting a wider picture of…

Addresses the relationship that exists between the fields of educational technology, which stresses a performance problem-solving methodology, and distance education, which provides a context within which these methodologies may be employed. A definition of educational technology is discussed, and methodologies of instructional design and…

Outlines procedures involved in the formative evaluation of training materials in a draft stage before they are produced in their final form. The project manager's role is described, guidelines for conducting the tests and determining revisions are given, and worksheets to use in the process are provided. (LRW)

Research shows that programs in faculty and instructional development make a difference. These differences are seen in more positive actions and attitudes of faculty toward the institution and a more inspired vision of their role in teaching and learning. (JOW)

Defines and discusses task analysis and presents a method by which goals can be achieved with the integration of task analysis and design. Highlights include the fact that prerequisites must be kept in mind during the development process. (JKP)