Educational Technology | D

Daniels, A. (1969).  Practical Application of Educational Systems in Industry  Audiovisual Media, 3, 3. 

Full-Text Availability Options: 616.

David, Austin (1969).  Teacher Education Through an Innovation of Modern Technology  NCEA Bull, 65, 4. 

Full-Text Availability Options: 638.

DAVIS, O.L., JR.; MATHEWS, VIRGINIA H. (1967).  A STUDY OF THE CONCENTRATION OF EDUCATIONAL MEDIA RESOURCES TO ASSIST IN CERTAIN EDUCATION PROGRAMS OF NATIONAL CONCERN. PART 1, EDUCATION OF THE CULTURALLY DISADVANTAGED. FINAL REPORT. 

THE ROLE OF EDUCATIONAL MEDIA IN THE EDUCATION OF THE CULTURALLY DISADVANTAGED WAS ANALYZED BY A COUNCIL SUBCOMMITTEE, APPOINTED IN MAY 1965. BASIC FINDINGS INCLUDE--(1) MEDIA RESOURCES SEEMED TO BE BOTH LITTLE USED, AND INEFFECTIVELY USED, (2) PROGRAM ADMINISTRATORS SEEMED TO BE UNAWARE OF THE AVAILABILITY AND EFFECTIVENESS OF MEDIA RESOURCES, (3) MEDIA RESOURCES WERE GIVEN ONLY PERIPHERAL ATTENTION IN TEACHER EDUCATION EITHER AS A METHOD FOR TEACHER EDUCATION OR AS A TEACHING TOOL, (4) ALTHOUGH NO ONE SEEMED TO KNOW WHAT KINDS OF MEDIA RESOURCES PROGRAMS THE CULTURALLY DISADVANTAGED NEEDED, MOST RESEARCH BYPASSED QUESTIONS OF MEDIA AND MEDIA USAGE, AND THERE WAS NO CONCERTED EFFORT TO BRIDGE THE GAP BETWEEN BASIC RESEARCH AND PROGRAM DEVELOPMENT. PAPERS COMMISSIONED BY THE COMMITTEE ARE INCLUDED IN THE APPENDIXES--(1) "TRENDS IN EARLY CHILDHOOD AND ELEMENTARY SCHOOL PROGRAMS, ASSOCIATED WITH THE CURRENT EMPHASIS UPON THE DISADVANTAGED CHILD," BY GEORGE W. DENEMARK AND MARION METZOW, (2) "EDUCATIONAL TECHNOLOGY AND THE DISADVANTAGED ADOLESCENT," BY DAVID TURNEY, (3) "MEDIA AND CHILDREN OF THOSE WHO ARE NOT LIKE US," BY DAORU YAMAMOTO, AND (4) "EDUCATIONAL MEDIA AND THE INHUMAN CONDITION," BY JOE L. FROST. "MEDIA AND THE CULTURALLY DISADVANTAGED," BY VIRGINIA H. MATHEWS AND WENDA S. THOMPSON SUMMARIZES INFORMATION FROM COMMITTEE INTERVIEWS AND MAIL SURVEYS OF INDIVIDUALS ACTIVE IN THE EDUCATION OF THE DISADVANTAGED. "A SELECTIVE BIBLIOGRAPHY ON NEW MEDIA AND THE EDUCATION OF THE CULTURALLY DISADVANTAGED," BY WENDA THOMPSON IS ALSO INCLUDED. | [FULL TEXT]

Declan, Sister Mary (1969).  Loop Induction System  Amer Ann Deaf, 114, 2. 

Full-Text Availability Options: 652.

Deitch, Kenneth M., Comp.; McLoone, Eugene P., Comp. (1966).  The Economics of American Education: A Bibliography, Including Selected Major References for Other Nations. 

This bibliography lists 724 books and articles dealing with the economics of education. With a few exceptions, the listings begin with 1950 and the majority have been published since 1960. Areas covered include (1) theory of human capital, (2) textbooks, (3) collected readings, (4) the political economy of education and broad social concerns, (5) consuming the product: price, enrollment, and demand for education, (6) producing educational services: salaries, relationships between quality and cost, and technology in instruction, (7) finance: role of government, financing primary and secondary schools, financing higher education, and fellowships and loans to students, (8) measuring the supply and demand for specialized manpower, (9) the role of educational institutions, government, and private industry in training specialized manpower, (10) the payoff to investment in education: individual returns and social returns. Bibliographies and articles reviewing important portions of the literature are included. Highly technical material, collections of data, and articles on the methodology of collecting data are excluded. | [FULL TEXT]

Demak, Leonard S. (1969).  New Ideas in Michigan Education; Behavior Modification. 

This document provides summary descriptions of a dozen ESEA Title III programs using behavior control techniques on various populations of school-age youth, for different objectives. Each program summary gives the title, population served, approximate annual cost, procedures, a brief evaluation, and whom to contact for further information. | [FULL TEXT]

Denova, Charles C. (1969).  Building Employee Self-Confidence on the Job; An Unexpected Benefit of Industrial Training  Educ Technol, 9, 9. 

Article from TRAINING TECHNOLOGY, v1 n1 pS29-S31, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

De Old, Alan R. (1969).  A Social Force  J Ind Arts Educ, 28, 3. 

Full-Text Availability Options: 635.

_____. (1968).  Designing Instructional Facilities for Teaching the Deaf: The Learning Module; Sumposium on Research and Utilization of the Educational Media for Teaching the Deaf (4th, Lincoln, Nebraska, February 5-7, 1968). 

Eleven conference papers treat designing learning modules, or complete instructional facilities, for the deaf. The following aspects are considered: the changing classroom, a multimedia approach to teaching American History, a project design for a special school, and educational implications of architecture for the deaf. Further topics are acoustical design of classrooms for the deaf, the use of amplification in educating deaf children, furnishings in the workshop classroom, and lighting in the learning module. Creating environments for learning, providing through architecture for social needs, and planning the deaf child's complete formal education are also discussed; a report from Captioned Films for the Deaf, conference and discussion summaries, foreward, and introduction are provided. Appended are the program and roster of participants.

_____.  Descriptors: Computer Assisted Instruction; Design Requirements; Educational Innovation; Educational Technology; Higher Education; Learning Theories; Programed Instruction; Relevance

Diamond, James J. (1969).  A Report on Project GROW: Philadelphia's Experimental Program in Computer Assisted Instruction. 

Computer assisted instruction (CAI) in Biology and Developmental Reading was administered at two junior high schools and two senior high schools in Philadelphia. The achievement of the students in CAI was compared with comparable students in traditionally instructed classes. The results of the standardized tests were equivocal. In Reading, the CAI classes performed significantly better than comparable students in traditional classes. Differences in achievement were not obtained between the CAI and traditional Biology classes. This was attributed to computer down time and a lack of sufficient content validity in the standardized Biology test. An attitude survey constructed for the project indicated that the pupils liked working with the machines, but were frustrated when the system did not function properly. A discussion of the project, including the results of unstandardized achievement tests, and an analysis of the pupils' responses while interacting with the computer is included. Tables of statistical data supplement the report. The appendix contains a list of topics covered in the CAI units and samples of the student and teacher questionnaires.

Dickson, George E. (1969).  Educational Specifications for Teacher Education.  [Educational Comment] 

By October 1968 nine out of 80 conceptual models submitted in the elementary teacher education project had been selected for funding. One of the nine models, designed by a consortium of Ohio state universities, is directed at six target groups because of the encompassing impact of change in education. The groups--inservice teachers, preschool and elementary preservice teachers, teacher educators, and administrative and supportive personnel--are trained by the college and public schools to work with multiunit, multicultural elementary schools which employ techniques of team teaching and individualized instruction. The training medium is the specification, which is a printed (and computerized) page of instructions about the treatment, materials, and evaluation to be used to train the teacher in one or more of the program's 2,123 behavioral objectives. The latter are organized according to particular topics and subject areas with five "contexts" of the training program--instructional organization, educational technology, contemporary learning-teaching process, societal factors, and research. For example, the behavioral objective of listing factors to be considered in individualizing reading instruction is ordered under Instructional Organization (context), Necessary Training for Instruction (subject), and Academic Disciplines and Skills-Methodology Reading (topic). Progress through the program is determined individually. The model also provides for continuous and systematic evaluation. (ED 025 456-7 are related documents.)

Dickson, George E.; And Others (1968).  Educational Specifications for a Comprehensive Elementary Teacher Education Program. Volume II; the Specifications. Final Report. 

This second volume (SP 001 927 is the first volume) contains a list of 818 educational specifications for the development of a comprehensive program of elementary teacher education, as compiled by a consortium of the 12 State Universities of Ohio with support from several cooperating school districts. An introductory chapter delineates the assumptions on which the proposed program is based, generally describes the development of the specifications, and explains their organization. The specifications, each of them concerned with implementing a behavioral objective, are presented in five groups, one for each educational context considered of major importance to the formulation of a teacher education program: instructional organization, educational technology, contemporary learning-teaching process, societal factors, and research. Each group is then divided into a number of major subject areas which, in turn, are divided into topics. The specifications under each topic include (1) behavioral objectives (and designation of the target population to which it can be applied), (2) the treatment needed to accomplish each objective, (3) materials required (both general types and major published sources), (4) techniques to be used in evaluating the accomplishment of the objective. Supplementary bibliographies are included for each major subject area. ED 018 677 summarizes the nine models.

Dimitroff, Lillian (1969).  An Annotated Bibliography of Audiovisual Materials Related to Understanding and Teaching the Culturally Disadvantaged. 

This annotated bibliography lists films, filmstrips, and records concerning the appreciation, understanding, and teaching of the culturally disadvantaged. Its major emphasis is the inner city population. The materials cover a wide scope of subject matter, and no effort has been made to evaluate or select material. However, the description of each item makes the document a reference tool for many school and community groups. A major portion of the items are designed to sensitize adults rather than to instruct children.

Dolansky, Ladislav; And Others (1969).  Teaching of Intonation Patterns to the Deaf Using the Instantaneous Pitch-Period Indicator. 

The research was concerned with the experimental use of Model II of the Instantaneous Pitch-Period Indicator (IPPI) with deaf subjects, and with the design and construction of a portable unit. Deaf adults and deaf children participated in training programs designed to develop more effective patterns of speech using the IPPI for visual monitoring of intonation usage. The deaf adults' study suggested equipment modifications, teaching materials, and research design for the children's study. The children's study revealed that deaf children improved during training with the IPPI, most noticeably during the first 4 weeks of the 8-week program. Resulting data on the sequence of rhythm and intonation learning tasks were incorporated into an expanded training program, and new features were designed and constructed into apportable unit designated as Model III, Instantaneous Pitch-Period Indicator: Amplitude, Intensity, Duration | [FULL TEXT]

Dolyatovskii, V. A.; Sotnikov, E. M. (1967).  Some Principles of Learning and Learning with the Aid of Machines. 

A translated Soviet document describes some theories of learning, and the practical problems of developing a teaching machine--as taught in an Industrial Electronics course (in the automation and telemechanics curriculum). The point is stressed that the growing number of students at institutions of higher learning in the Soviet Union, up forty percent from 1957 to 1963, has led to increased pressure on teaching personnel to rationalize the teaching process. After outlining the basic principles of the learning process, the authors describe the teaching program for the students of the industrial electronics course which served as the basis for the construction of the appropriate table model electronic teaching machine. The entire course was divided into eight sections each of which was further subdivided into three subsections or information units. The program as well as the design and operation of the teaching machine is given, including print-outs of electronic components.

Dordick, H. S. (1968).  Planning Educational Change for the Primary Schools of Colombia: A Briefing. 

The primary aim of this study was to explore ways in which educational planners could improve resource allocation to increase both the quantity and quality of education in Colombia. Technological and operational innovations were sought for improving literacy training, vocational and agricultural education, and teacher training. Since only three months were allocated for this pilot effort, the research concentrated on the advantages that could be provided by the use of educational television for the primary school system. The study found that if educational television is to be really effective, it must be introduced into a system that has not only a good foundation of qualified teachers and administrators, but adequate educational facilities. As a result of this effort the feasibility and need for additional research in this area was revealed.

Downer, Alan S., Ed. (1967).  Conference on Theatre Research. A report on the Princeton University Conference (November 20, 1965 - April 29-30, 1966; October 7-8, 1966).  [Educational Theatre Journal] 

A series of conferences on theatre research were held with the following specific goals: (1) to establish the limits of the major areas of theatre research and to determine the nature of the several theatre disciplines; (2) to arrive at preliminary statements affecting methodologies, areas of specialization, research materials, centers of research activity, and fundamental conditions for research activity; (3) to initiate discussions which would lead to more general and more formal standards for theatre research; and (4) to publish and disseminate a collection of papers about the nature of research in the major theatre disciplines. The eight chapters of the document are as follows: I. Introduction: History and Procedure of the Conference; II. Historical Backgrounds to University Research in Theatre; III. Consensus of Conference Opinion on Research Areas; IV. Behavioral Science Research and Theatre; V. The Teaching of Theatre: A Challenge to Education; VI. Research in Theatre Architecture and Design; VII. Research in Theatre History; and VIII. Theatre Literature and Criticism. Appendix A presents 15 selected papers, and Appendix B lists the members of the conference and their positions.

DRESSEL, PAUL L.; AND OTHERS (1965).  A PROCEDURAL AND COST ANALYSIS STUDY OF MEDIA IN INSTRUCTIONAL SYSTEMS DEVELOPMENT. QUARTERLY TECHNICAL REPORT. 

A BROAD STUDY WAS CONDUCTED OF THE DEVELOPMENTAL PROCEDURES AND COSTS OF THE NEWER MEDIA PREPARED FOR COURSE INSTRUCTION AT MICHIGAN STATE UNIVERSITY. DETAILS OF THE STUDY WERE PRESENTED IN TWO SEMINAR PAPERS THAT WERE PRESENTED AS DISSEMINATION REPORTS IN 1965 AT THE NATIONAL CONFERENCE OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION IN CHICAGO, AND AT THE DEPARTMENT OF AUDIOVISUAL INSTRUCTION CONVENTION IN MILWAUKEE. THE FIRST PAPER DISCUSSED THE RELATION OF SYSTEMS METHODOLOGY TO UNIVERSITY CURRICULAR AND INSTRUCTIONAL PLANNING. ATTENTION WAS FOCUSED ON (1) THE ANALYSIS OF THE COMPONENTS REQUIRED WITHIN THE INSTRUCTIONAL SYSTEM, (2) THE DESIGN OF DEVELOPMENTAL PROCEDURES NEEDED TO PRODUCE THE SYSTEM, AND (3) FIELD TRIALS OF THESE DEVELOPMENTAL PROCEDURES. THE SECOND PAPER DISCUSSED THE FUNCTIONS OF THE MEDIA SPECIALIST BY (1) IDENTIFYING A LOGICAL SEQUENCE OF MAJOR DECISIONS AND (2) ANALYZING THE PROBLEMS OF TRANSLATING DECISIONS INTO ACTUAL INSTRUCTIONAL MATERIALS. MEANS OF MOTIVATING FACULTY TO UNDERTAKE USE OF NEWER MEDIA WERE ALSO

DREYFUS, LEE S. (1966).  THE ONE ROOM SATELLITE. 

A WISCONSIN HIGH SCHOOL FRENCH CLASS AND A GROUP OF STUDENTS IN AN ENGLISH CALSS AT THE LYCEE HENRI IV OF PARIS, FRANCE, PARTICIPATED IN A COMBINED CLASS SESSION IN THE FIRST INTERNATIONAL TV CLASSROOM EXCHANGE. THE TV SIGNALS WERE EXCHANGED BY MEANS OF THE EARLY BIRD SATELLITE AND PERMITTED THE STUDENTS TO EXCHANGE MESSAGES. DURING THE TELECAST THE AMERICAN STUDENTS SPOKE FRENCH AND THE FRENCH STUDENTS SPOKE ENGLISH. THE HISTORY OF THE ARRANGEMENTS FOR THE BROADCAST, THE TECHNICAL PROBLEMS INVOLVED, AND THE SPECIAL PROVISIONS FOR TRANSMISSION AND RECEPTION OF THE SIMULTANEOUS CLASS MEETINGS, THE SPECIAL PREPARATIONS OF THE AMERICAN STUDENTS, THE PROBLEMS ENCOUNTERED DURING THE BROADCAST, AND THE REACTIONS OF THE AMERICAN STUDENTS TO PARTICIPATION IN THE TELECAST ARE DESCRIBED IN THE REPORT. THE AUTHOR STATES THIS KIND OF EVENT SHOULD BE MADE A COMMON EXPERIENCE IN THE CLASSROOM. THIS ARTICLE HAS BEEN ACCEPTED FOR PUBLICATION IN THE "NATIONAL ASSOCIATION OF EDUCATIONAL BROADCASTERS JOURNAL," 1966.

DREYFUS, LEE S. (1966).  CLOSING THE GAP - RESEARCH AND PRACTICE. 

EXAMPLES OF SIGNIFICANT FINDINGS FROM RESEARCH STUDIES OF LEARNING FROM MEDIA WERE CITED THAT HAVE BEEN IGNORED OR OVERLOOKED BY PRODUCERS OF INSTRUCTIONAL TELEVISION. CAUSES FOR THESE GAPS BETWEEN RESEARCH AND PRACTICE WERE DISCUSSED, AND CERTAIN SOLUTIONS WERE OFFERED IN AN ATTEMPT TO ELIMINATE THE GAPS. THE AUTHOR URGED THAT ALL PRESENTLY AVAILABLE, PUBLISHED RESEARCH FINDINGS BE MADE ACCESSIBLE TO EVERYONE INVOLVED IN INSTRUCTIONAL TELEVISION. A BIBLIOGRAPHY OF TITLES, AUTHORS, AND ORIGIN LOCATIONS OF ANY PUBLISHED OR UNPUBLISHED RESEARCH OR REPORT SHOULD BE COMPILED. IN ADDITION, RESEARCH SHOULD BE MORE UTILITY ORIENTED TO PROVIDE MORE RESEARCH OF THE SORT MOST HELPFUL TO THE PRODUCER AND TEACHER. A TAXONOMY OF TELEVISION SIGN SYSTEMS AND A TAXONOMY OF TV PRODUCTION ELEMENTS ARE ATTACHED TO THE REPORT. THIS PAPER WAS PRESENTED TO NATIONAL ASSOCIATION OF EDUCATIONAL BROADCASTERS (MIAMI UNIVERSITY, OXFORD, OHIO, MARCH 22, 1965).

DRISKILL, WALTER E.; AND OTHERS (1963).  SOME EFFECTS OF DIFFERING DEGREES OF WRITTEN ACTIVITY IN A LINEAR PROGRAMED INSTRUCTION PACKAGE. 

SEVERAL STUDIES ON THE QUESTION OF OVERT VERSUS COVERT RESPONSES WERE REVIEWED. OF THE 10 STUDIES DISCUSSED, FIVE SUPPORTED THE POSITION OF OVERT RESPONSE. THE OTHERS SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN RESPONSE MODES EXCEPT THAT LEARNING EFFICIENCY WAS LOWER IN THE OVERT RESPONSE CONDITION IN COMPARISON WITH THE COVERT AND READING CONDITIONS. A STUDY CONCERNED WITH THE QUESTION OF OVERT AND COVERT RESPONSE IN TERMS OF DEGREES OF WRITTEN ACTIVITY WAS DESCRIBED. THE EFFECTS OF COVERT ACTIVITY UPON RETENTION, TIME COMPARISONS FOR EACH MODE PRESENTED, AND EFFECTS OF LOOKING AT CONFIRMATION RESPONSES BEFORE RESPONDING WERE INVESTIGATED. THE STUDY USED A 208-FRAME LINEAR PROGRAM ON COUNTERINSURGENCY (COIN). ALL CUES WERE REMOVED AFTER THE INITIAL RESPONSE. FOUR TREATMENT GROUPS WERE USED. THE BOOKLET GROUP STUDENTS HAD NO OPPORTUNITY TO LOOK AT THE CORRECT RESPONSES. THE ANSWER SHEET GROUP STUDENTS COULD LOOK AT THE CONFIRMING RESPONSE. THE CRITERION FRAMES GROUP STUDENTS WROTE RESPONSES IN CRITERION FRAMES ONLY. THE COVERT GROUP STUDENTS WERE NOT REQUIRED TO MAKE ANY WRITTEN RESPONSE. IMMEDIATE AND DELAYED RETENTION TESTS WERE ADMINISTERED, AND THERE WAS NO SIGNIFICANT DIFFERENCE IN THE MEAN SCORES ON THESE TESTS. RESULTS INDICATED THAT THE DEGREE OF STUDENT ACTIVITY WAS UNIMPORTANT. LEARNING LEVELS FOR VARIOUS DEGREES OF WRITTEN ACTIVITY WERE NOT SIGNIFICANTLY DIFFERENT. LIMITED MOTOR ACTIVITY WAS MORE EFFICIENT THAN WRITTEN ACTIVITY IN TERMS OF TRAINING TIME AND ACHIEVEMENT.

DuBois, Philip H., Ed. (1968).  Psychological Research in Adult Learning.

Duchac, Kenneth F. (1968).  A Library Service Center for Suburban Maryland County Library Systems, Anne Arundel, Baltimore, Montgomery, Prince George's; An Establishment Proposal. 

Based on a year of inquiry and consultation, this report of the Suburban Maryland Project confirms the feasibility of cooperative technical service functions for the four public library systems of suburban Maryland. It is recommended that the proposed Library Service Center be assigned the ordering, acquisition, cataloging, preparation for book catalog input, and processing operations for the library systems. A variety of methods for handling the Center's work were explored and the methods responsive to the systems' needs are recommended and described. Topics covered include: legal considerations, organization of the Center, personnel and staff, space requests, scope of the Center's operation, cost estimates, financing the Center, and prospects for expansion of operations. Appendixes include proposed legislation to provide for establishment of cooperative library service centers, a compilation of data on current practices in technical services sections, and excerpts from "Cooperative Processing Center--System Outline," Heliodyne Corporation, June, 1968.

Ducharme, Raymond A., Jr.; And Others (1968).  A Bibliography for Teachers of Social Studies. Social Studies Sources. 

Over 175 citations of recent publications are compiled in this annotated social studies bibliography intended for elementary and secondary teachers. Although a few earlier volumes still relevant today are included, the majority of works were published in the 1960's. Emphasis is upon providing the experienced and the prospective teacher with a guide to examination of new ideas and innovations in social studies curriculum, materials, methods, and approaches. Selection of publications was based upon relevancy to recent developments in social studies. Contents include listings from the writings of authorities in the general social studies field and in the related disciplines of history, geography, economics, political science, sociology, anthropology, area studies, and educational technology. Author entries are alphabetically arranged under major divisions by disciplines. Complete bibliographic citations include prices and indications of books out of print.

Duke, John (1969).  Development  Educ Training, 11, 10. 

Full-Text Availability Options: 602.

Dunn, W. R., Ed.; Holroyd, C., Ed. (1969).  Aspects of Educational Technology, Volume II. The Proceedings of the Conference on Programmed Learning and Educational Technology Held at the University of Glasgow, from 5-8 April 1968. 

Eighty papers which were presented at the Conference on Programmed Learning and Educational Technology held in Glasgow, Scotland in 1968 are compiled in this volume. Contributors were encouraged to discuss plans and work in progress, rather than finished pieces of experimental research. The papers cover fundamental research into educational technology and programed learning; the impact of educational technology in the schools, higher education, medical education, industry; and the computer in education. A subject index is appended.

Dupuy, T. N. (1968).  Ferment in College Libraries: The Impact of Information Technology. 

The author visited 36 educational institutions and 22 other institutions in the United States and abroad, and interviewed 120 scholars and specialists to survey the status of American college libraries in relation to new educational technology. After defining the modern academic library and college information system, he identifies the sources of ferment--the information explosion, rapidly developing new technology, and new concepts in eduction. Using some existing libraries and information centers as illustrations, he discusses some of the trends in academic library procedures. He also discusses certain challenges the electronic revolution poses for information science technique. After outlining relevant activities abroad, he offers some conclusions and recommendations for preliminary planning and action in the development of facilities and operational concepts for a library and comparable resource collections in non-book media.

Durstine, Richard M. (1968).  Datafiles for Computerized Vocational Guidance: Requirements, Preparation, Use. Information System for Vocational Decisions. Project Report No. 15. 

The Information System for Vocational Decision (ISVD) approach to computer-managed information is explained. Drawing mainly from the experience of preparing datafiles of occupational and military information for the ISVD, the author supports and elaborates on a number of general statements: (1) data should be collected and presented specifically to aid students in their vocational decisions; (2) data should be treated in a systematic and structured form that exploits high speed commutation; (3) ready-made sources of information should be relied upon as far as possible; (4) data should be articulated from distinct and diverse sources into a working whole; (5) datafiles and means of access to them should be prepared separate from one another so they can be used in a variety of combinations; and (6) information given by the system should be suggestive, not prescriptive. Other specific criteria and general rules for their implementation are discussed in the final section of the paper.

Durstine, Richard M. (1969).  A Final Report on Forecasts and Datafiles Prepared for the Information System for Vocational Decisions by the Center for Studies in Education and Development. 

This report reviews and interprets activities carried out at the Center for Studies in Education and Development, Harvard Graduate School of Education, in support of the Information System for Vocational Decisions (ISVD) over a three year period. Included here are the contents, development, use so far, and potential of three specific datafiles within the system: (1) the Occupational Title File; (2) the Occupational Groups Datafile; and (3) the Military Datafile. The current limitations of the system are acknowledged. Besides the development and use of the three datafiles, the report also covers forecasts for two kinds of datafiles and discusses possible development of other datafiles and extensions of the existing ones. In each case the history of the work carried out during the Project is described and explained; its final results are presented; and suggestions are made for further development.

Dwyer, Francis M. (1967).  Recent Developments and the Impact of the Newer Media. 

Technical features of Penn State's Instructional Media Center are described. Unlike many other instructional units, special attention has been paid to the physiological requirements for learning in its design and construction, i.e., acoustics, lighting, visibility, and air conditioning. The building contains many unique features which may be integrated in various ways to promote better and more efficient methods of instruction and maximize the use of new techniques and resources suitable in its utilization. Contents include--(1) audio-visual equipment, (2) auditorium lighting, (3) the central core plan, (4) electronic podium, (5) acoustics, (6) additional media, and (7) television. Future provisions for installation of individual student response stations are planned.