Variety and programed instruction or what can’t be programed?

Summary I have attempted first to define programed instruction primarily in terms of a process by which self-instructional materials are developed. Using that definition, I have tried to deal with the problem “What can be programed?” by citing several kinds of answers : in terms of traditional content categorizing, on the basis of specifiability of the outcomes desired, and in terms of the traditional rote-versus-concept dichotomy. This essay attempts to break away from stereotyped answers to the question posed at the outset and to produce new questions rather than present old answers.     

An analysis of guidelines for expert reviewers

Forty eight sets of recommendations identified by their authors as practical heuristics for the evaluation and revision of instructional materials were reviewed and consolidated. These guidelines were extracted from professional journals, book chapters and independent publications. Initially, all items were compiled, and then sorted into three categories according to their specific focus: content (subject matter), design, and presentation. In a second sort, identical items were eliminated and semantically equivalent items were grouped together. Three independent judges performed the same tasks for reliability. The outcome is a comprehensive list of 67 items, representing all of the reviewed guidelines. This instrument could be a successful aid in identifying deficiencies of instructional materials in the areas of content, design and presentation.