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The author reviews the instructional programing languages which already exist and describes their methods of presentation, organization, and preparation. He recommends that all research and development projects remain flexible in their choice of programing language for a time yet. He suggests ways to adapt to specific uses and users, to exploit the interactive mode of computer use, and to coordinate language maintenance and system operations with project goals. Drawing on a variety of sources, he lists criteria for examining a language in relation to a given user or goal. He discusses some general effects a language may have on instructional strategies and notes that a computer's record-keeping ability is a great asset in assessing instructional strategies. He feels serious consideration must be given to a means for translating instructional materials and strategies from one institution and system to another. He delineates the limitations placed on a language by its hardware, software, and communication system and warns that time-sharing systems may need larger development resources than instructional researchers can afford. He cites desirable features such as adaptability, economical operation, and documentation which should be considered in designing an instructional system. A glossary is provided. (JY)

Project CLUE (Computer Learning Under Evaluation) was an extensive review of the state of the art of the instructional uses of computers. Students, laymen, administrators and teachers will find the first volume of the two volume final report directed to their needs. The introduction discusses the scope of computer uses considered and a timetable of project activities. Next offered is an overview of computer usage, including history, current aspects, and future trends, and guidelines for using the computer. Appendixes provide a guide to information sources, descriptions of representative projects, samples of instructional programs, a definition of the domain of Project CLUE, and a glossary. Volume II, directed toward computer scientists and researchers, contains six position statements on: operations and costs, computer-based learning materials, programing languages, evaluation of materials and strategy, research on instruction and learning, and documentation and distribution of materials. These statements are generated from literature and experts in the various fields. Bibliographies provide sources of statements and dissemination activities, list other projects contacted, suggest activities for professionals, and offer notes on computer system design for instructional uses. (Author/PB)

Material on instructional computing drawn from various reports, surveys, and recommendations was assembled for use by the Communications Review Committee at the University of Michigan. The Committee was charged with the responsibility of examining the potential impact of media and instructional technology upon the University. A report, aimed at providing it with relevant information, begins with a brief history of the instructional use of computers at the University. This is followed by a section offering examples of instructional-related uses, including drill, skills practice, programed and dialog tutorials, testing and diagnosis, simulation, gaming, information processing, computation, problem solving, model construction, graphic display, the management of instructional resources, and the presentation and display of materials. The third segment relates activities at other universities, and the fourth reviews some conclusions from national studies. Recommendations for instructional computing are presented and the report concludes with a view of the future. Appendixes offer a bibliography on computers in college teaching, a review of University expenditures for instructional computing, and a list of University of Michigan schools and departments reporting the use of computers for instructional purposes. (LB)

To define the domain of interactive uses of computers for instruction and to characterize the variety of current activities is the purpose of this guide. Divided into seven sections, the guide provides an introduction and a definition of computer terms as used with instruction. One section deals with a variety of uses, another with a variety of lessons, systems and languages, and another with literature surveys, reviews and bibliographies. The last two sections deal with single meetings, conferences and symposia; professional organizations, publishers and commercial information services. It concludes with two appendices and a bibliography. (GO)

A general course in psychology was selected for a study in which a strategy was devised and demonstrated for integrating self-study materials into a program of independent study. A major problem was to maintain a suitable balance of author direction, teacher guidance, and student initiative. Materials offered the students were a set of objectives; a set of sample test questions; a study guide referencing films, audio tapes, lectures, textbook chapters, and journal articles; a programing language; and a set of quizzes and other learning exercises which could be used in booklet form or on a computer system. Most of the learning materials for the course were available in a room set aside for quiet study or small group discussion. Revision of the procedures and materials of the curriculum was continuous throughout the trial sessions, using data on student performance and attitude whenever possible to bring all students to a satisfactory level of achievement. A programing language, FORTRAN (Formula Translating System), and several instructional strategies were implemented for an IBM 360 time-sharing system. It is thought that the experience of this study is applicable to inexpensive curriculum development for self-instruction projects at university level. Appendices include materials relevant to the course and the study. (MF)

The field of computer applications in education, characterized by continuous change in technology and nomenclature, is documented by diverse information sources. This paper names methods of organizing information on computer-based instructional systems and lists sources under literature surveys and reviews, conferences and symposia (1965-68, U.S.A.), publishers, and professional organizations. Interactive uses of computers for instruction include drill strategy, author-controlled tutorial, and "dialogue" tutorial; simulation and gaming; information handling, computation and display (scholarly aids); computer aids for instructional management; and computer-based tools for the author and researcher. The variety of lessons, systems, and languages for computer-based instruction depends on instructional objectives and on records of student performance. (TI)

In this paper the present state of the art in authoring systems in surveyed and the other papers in this special issue are introduced. (Author)

Nearly 150 papers presented at this conference, sponsored by the International Federation for Information Processing, are included in this volume which surveys the state of the art of computer education. Nine papers provide an overview on such topics as computer science and mathematics, computer education in the 1970's, computers and the humanities, and mathematical learning models as tools for computer-assisted instruction. A series of papers discuss the social implications of computers on trade unions, public services, and governmental responsibilities. Part II of the volume, "Education about Computers," groups papers under these topics: computer education in secondary schools, teacher training, national schemes for computer education and governmental responsibilities, the place of computer and information science in higher education, education management, national and international efforts to develop computer education, the planning and execution of programs for computer specialists in universities, and professional training. Part III includes papers which discuss the practice of computer based learning, computer languages, simulation, and strategies for development and presentation of computer based learning exercises. (JK)

A clearly defined and formal method for comparative analysis and evaluation of computer author languages would permit the worker in computer-based instruction to select a language by its effectiveness for the task rather than its easy availability. Such a comparative framework is put forward in this study. The report identifies the useful features of various languages and their support systems, gives categories for the easy description of all languages, and identifies the requirements of authors, teachers, and students which are not being met in existing languages. Four kinds of languages are discussed--those based on a presentation of successive frames, conversation within a limited context, presentation of curriculum files by standard procedures, and data analysis and revision of materials. A glossary of terms defines the major usages in computer-based instruction and defines those used in the eight categories. The major documents of the study appear in the six appendices, including information on specific languages and sample programs. (BB)

The author comments on "the state of programming languages now, mentions some new directions, and sums up with a few evasive projections." (Author/LS)

Discusses our natural and human resources and how they relate to the quality of American life. Calls for immediate action leading to the creation of new knowledge which will re-establish the balance between man and his environment. Emphasizes the urgency of the problem by reciting factual information and statements from authorities. (RR)