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A systems approach was applied to the development of a multimedia computer managed course in college physics for the U. S. Naval Academy by the New York Institute of Technology with funds provided by the U. S. Office of Education. The experience in the construction of the program is incorporated into a course development model to serve as a prototype for construction of similar programs in other hard science courses. Extensive record keeping capabilities of the program allow it to serve as a vehicle for educational research. The course is individualized; self-paced with an iterative process of successive tryouts and revisions. Each student's learning experience is individualized by offering optional routes through the learning materials using various media. Over a thousand measurable behavioral objectives were developed to completely specify the performance which the program should elicit. The media components, testing, remedial materials, and laboratories are described. (TS)

A self-paced, individualized, multimedia physics course developed by the New York Institute of Technology for the U. S. Naval Academy with funds provided by the U. S. Office of Education is evaluated. Student performance is measured by "core problems." A core problem is a terminal objective in problem form. The student uses his results as a basis for choosing one of three alternatives: to proceed to the next core problem, to try the core prime problem (a variation of the core problem), or to address a sequence of enabling problems (illustrating major steps for the achievement of the core problem). In comparisons with "conventional" instruction, no achievement differences were found between the forms of instruction. However, reasons were cited which indicated that under the conditions of the experiment the self-paced students were placed at a disadvantage with respect to these criteria. It was concluded that the individualized, self-paced system makes a substantial difference in performance over conventional instruction. Included are evaluations of the media used and the cost effectiveness of the program. Extensive tables of statistical data are added as appendices. (Author/TS)

The purpose of this study was to develop a taxonomy which would categorize high level physics problem-solving behaviors, and to examine the usefulness of such a classification system. This classification of learning objectives is based on complexity, a nonarbitrary measure which does not rely upon comparison between students but rather is based on the number of computational steps required. An experiment was conducted to compare the results of criterion referenced items based on the classification scheme with problem difficulty. Significant differences indicated that performance on more complex problems could not be predicted on the basis of zero or one step problems. Included are samples of zero-step, one step and multiple step criterion test items. The computer programs used to analyze the data are also included. The project was carried out by the New York Institute of Technology and was funded by the U. S. Office of Education. (TS)

As a supplement to the principal reports, a compilation of criterion check items and diagnostic test items identified by terminal objectives is presented in this document relating to the U. S. Naval Academy Self-Paced Physics Course. Included are a progress check item bank, student terminal objective key sheets, quarterly diagnostic tests and their answer keys, test item statistics for the Fall 1969 posttests, and pretests and posttests for the Fall 1969 volumes A through O. Skill ratings are provided for the progress check item. Multiple questions for each terminal objective are contained in the item bank. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

As a supplement to the principal reports, basic revision guidelines, philosophy, and procedures are discussed in this document relating to the U. S. Naval Academy Self-Paced Physics Course. Following a brief course description, analyses are made of the rationale for revision activities, study guide alteration, and content, objective, format, and remediation evolution. Revision decisions are made on the basis of empirical findings obtained during the Fall 1969 tryout in weekly posttests, final examinations, and students' study guide performances. The "confidence" scores, faculty and student item ratings, student preferences, fragmentary time logs, and options taken by students when assigned to the option condition are also referred to as additional information pertaining to the improvement of learning materials and processes. Included are a compilation of student academic performances, a detailed record of revision actions, comments of subject matter specialists on each revised problem, and major statistical results used in revision. (Related documents are SE 016 065 - SE 016 087 and ED 062 123 - ED 062 125.) (CC)

As a supplement to the principal reports, a total of 776 verbal behavioral objectives are incorporated in this document relating to the U. S. Naval Academy Self-Paced Physics Course. The objectives are related to the following aspects: physical measurements, frames of reference, significant figures, statics, dynamics, kinematics, electricity, and magnetism. All are on the level of the Halliday and Resnick physics textbook. (Related documents are SE 016 065 through SE 016 088 and ED 062 123 through ED 062 125.) (CC)

Four study segments of the Self-Paced Physics Course materials are presented in this fifth problems and solutions book used as a part of student course work. The subject matter is related to work in electric fields, potential differences, parallel plates, electric potential energies, potential gradients, capacitances, and capacitor circuits. Contained in each segment are information panels, core problems enclosed in a box, core-primed questions, scrambled problem solutions, and true-false questions. Study guides are provided and used to answer the true-false questions and to reveal directions for reaching solutions. When the core problem is answered incorrectly, the study guide requires students to follow the remedial or enabling loop, leading to the solutions of core-primed questions. Also included is a sheet of problem numbers with corresponding page numbers which locate correct answers. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

As one of three audiovisual media in the U. S. Naval Academy Self-Paced Physics Course 27 topics relating to mechanics, electricity, and magnetism are presented in this volume for enriching and supplementary purposes. Each topic is primarily composed of figures and formulas associated with explanatory statements. Terminal behavioral objectives and directions for reaching subsequent study guides are incorporated at the end of the topic. The material is designed to optimize and individualize the student learning process. (Related documents are SE 016 065 through SE 016 088 and ED 062 123 through ED 062 125.) (CC)

As a supplement to the principal reports, descriptions are given in this report for the development, validation, and installation of the Self-Paced Physics Course at the U. S. Naval Academy. Following an executive summary, an introduction to course characteristics, and an overview of the project, statistical tests are discussed in connection with discriminant analysis, one-way analysis of variance, and step-wise regression. Sample data from one experimental group and two control groups, collected during the Fall 1969 tryout from weekly posttests, final examinations, and reported proctor time, are used together with background scores in statistical calculations. Relationships are determined between audiovisual and non-audiovisual groups and among the variables, and student performance including differences resulting from individual test items is studied in relation to study guides. Learning category, confidence, and difficulty ratings are also analyzed. As a result claimed in Technical Report 5.6, this multi-media course is at least as effective as traditional courses. Besides 53 tables, the formula used in discriminant analysis and the learning category taxonomy in a problem form are given in the appendices. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

The second review segment of the Self-Paced Physics Course is presented in this volume and arranged to match study segments 19 through 40. The segment is divided into five subsegments, each of which is composed of a set of problems and solutions. A study guide is provided for each subsegment. The problem set is designed in a back-referencing system, and the scrambling method is used in solution presentation. Directions for reaching solutions are revealed through the use of latent image study guides. The purpose of the review segment is to help students in isolating and organizing essential physics concepts which are common to problem situations. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

As a supplement to the principal reports of the U. S. Naval Academy Self-Paced Physics (ED 062 123 - ED 062 125), the course objectives, structure, and sequence are discussed in this document to provide an overview of the program's development and operation. Following a description of goals, characteristics, content, systems approach, media components, testing, remedials, and laboratories, the objective statements are first presented in the form of core problems to avoid ambiguity in the verbal explanation of level, scope, complexity, emphasis, and assessment measures. Criteria for subject matter sequencing are then given in groups of inclusion and student difficulty. Included are 179 core problem sheets with references to pertinent auxiliary material and a chart of broad subject matter constrained sequences. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

The first part of the Self-Paced Physics Course remediation materials is presented for U. S. Naval Academy students who miss core problems on the progress check. The total of 78 problems is incorporated in this volume to match study segments 1 through 14. Each remedial sheet is composed of a statement of the missed problem and references to pertinent auxiliary material. The content is given under the headings: Measurement and Vectors, Vector Multiplication and Velocity, Motion in One and Two Dimensions, Newton's Laws of Motion, Linear Motion; Friction, Uniform Circular Motion, Work and Energy, Conservation of Energy, Motion of the Center of Mass, Linear Momentum, Impulse and Collisions in One Dimension, Collisions in Two Dimensions, Gravitation, and Gravitational Potential Energy. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

As a supplement to the principal reports, the underlying management system of the U. S. Naval Academy Self-Paced Physics Course is presented in this documentation report. The management system is discussed on three "levels" which are intrinsic in the programmed-instruction format, focused on remedial activities, and related to the handling of student performance data. Detailed information is given in connection with the recommended course implementation procedures, nature and form of tests, methods of scoring and recording scores, kinds of feedback provided by students, methods of presenting feedback, record-keeping procedures and forms, and computer-managed operations. Also described are the methods of utilizing data generated during the course to evaluate and improve the course material and presentation strategies. Besides a flow chart reflecting the responsibilities of students, clerks, instructors, and managers, a total of 25 exhibits and illustrations are provided. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

The second part of the Self-Paced Physics Course remediation materials is presented for U. S. Naval Academy students who miss core problems on the progress check. The total of 101 problems is incorporated in this volume to match study segments 19 through 40. Each remedial sheet is composed of a statement of the missed problem and references to pertinent auxiliary material. The content is given under the headings: Electric Charge and Coulomb's Law, The Electric Field, Electric Field Problems, Electric Dipoles and Electric Flux, Gauss's Law, Electric Potential, Electric Potential Energy, Capacitance, Energy Storage in Capacitors, Current and Resistance, Electrical Energy and Electromotive Force, Circuits and Kirchhoff's Rules, Ammeters and Voltmeters, Charge in a Magnetic Field, Current in a Magnetic Field, Magnetic Flux and the Earth's Magnetic Field, Ampere's Law, The Biot-Sacart Law, Faraday's Law of Induction, Self Inductance, The RC Circuit, and the LR Circuit. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Five study segments of the Self-Paced Physics Course materials are presented in this seventh problems and solutions book used as a part of student course work. The content is related to magnetic fields, magnetic moments, forces on charged particles in magnetic fields, electron volts, cyclotron, electronic charge to mass ratio, current-carrying loops, torques, electric motors, magnetic flux, earth's magnetic fields, Ampere's law, solenoids, toroids, and Biot-Savart law. Contained in each segment are an information panel, core problems enclosed in a box, core-primed questions, scrambled problem solutions, and true-false questions. Study guides are provided and used to answer the true-false questions and to reveal directions for reaching solutions. When the core problem is answered incorrectly, the study guide requires students to follow the remedial or enabling loop, leading to the solutions of core-primed questions. Also included is a sheet of problem numbers with corresponding page numbers which locate correct answers. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Four study segments of the Self-Paced Physics Course materials are presented in this eighth problems and solutions book used as a part of course assignments. The content is related to magnetic induction, Faraday's law, induced currents, Lenz's law, induced electromotive forces, time-varying magnetic fields, self-inductance, inductors, resistor-capacitor circuits, resistor-inductor circuits, and current decay problems. Contained in each segment are an information panel, core problems enclosed in a box, core-primed questions, scrambled problem solutions, and true-false questions. Study guides are provided and used to reveal directions for reaching solutions. When the core problem is answered incorrectly, the study guide requires students to follow the remedial loop, leading to the solutions of core-primed questions. Also included is a sheet of problem numbers with corresponding page numbers which locate correct answers. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Five study segments of the Self-Paced Physics Course materials are presented in this fourth problems and solutions book used as a part of student course work. The subject matter is related to electric charges, insulators, Coulomb's law, electric fields, lines of force, solid angles, conductors, motion of charged particles, dipoles, electric flux, surface charge densities, charging processes, and Gauss's law. Contained in each segment are information panels, core problems enclosed in a box, core-primed questions, scrambled problem solutions, and true-false questions. Accompanying study guides are used to answer the true-false questions and to reveal directions for reaching solutions. When the core problem is answered incorrectly, the study guides require students to follow the remedial or enabling loop, leading to the solutions of core-primed questions. Also included is a sheet of problem numbers with corresponding page numbers which locate correct answers. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Four study segments of the Self-Paced Physics Course materials are presented in this sixth problems and solutions book used as a part of student course work. The subject matter is related to electric currents, current densities, resistances, Ohm's law, voltages, Joule heating, electromotive forces, single loop circuits, series and parallel circuits, Kirchhoff's rules, ammeters, galvanometers, potentiometers, and Wheatstone Bridges. Contained in each segment are an information panel, core problems enclosed in a box, core-primed questions, scrambled problem solutions, and true-false questions. Study guides are provided to answer the true-false questions and to reveal directions for reaching solutions. When the core problem is answered incorrectly, the study guide requires students to follow the remedial or enabling loop, leading to the solutions of core-primed questions. Also included is a sheet of problem numbers with corresponding page numbers which locate correct answers. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Eighty-seven problems are included in this volume which is arranged to match study segments 2 through 14. The subject matter is related to projectiles, simple harmonic motion, kinetic friction, multiple pulley arrangements, motion on inclined planes, circular motion, potential energy, kinetic energy, center of mass, Newton's laws, elastic and inelastic collisions, Kepler's laws, universal gravitational constants, planetary orbits, and escape speeds. Also included are study guides for the problem set. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Three review segments of the Self-Paced Physics Course materials are provided in this volume which is arranged to match study segments 1 through 14. Each of the three segments is composed of a set of problems and solutions, and accompanied by its own individual study guide. The problem set is designed as a back-referencing system, and the scrambling method is used in solution presentation. Directions for reaching solutions are revealed through the use of latent image study guides. The purpose of review problem sets is to help students in isolating and organizing essential physics concepts which are common to problem situations. Also included is a sheet of problem numbers with corresponding page numbers which locate correct answers. (Related documents are SE 016 065 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Samples of the Self-Paced Physics Course materials are presented in this collection for dissemination purposes. Descriptions are included of course objectives, characteristics, structures, and content. As a two-semester course of study for science and engineering sophomores, most topics are on a level comparable to that of classical physics by Halliday and Resnick. Passages of four college-level physics textbooks are used as reading assignments. In the material development, emphases are placed on instructional objectives represented by core problems, an exposition through enabling and competence check problems, an iterative process of successive tryouts, and a self-instruction theory with minimum tutorial support. Contained in the whole set are 18 problems and solutions books, 72 study guides, 25 videotapes, 25 talking books, 25 illustrated texts, 12 quarterly diagnostic tests, remedial problem sets, one student manual, two instructor's manuals for course and laboratory, three laboratory manuals, and one enrichment volume. The course has been used for three years at the U. S. Naval Academy through an extensive trial-and-revision process. (Related documents are SE 016 066 - SE 016 088 and ED 062 123 - ED 062 125.) (CC)

Depth core discussion is designed to provide a mechanism for interaction between students and instructor with the express purpose of integrating the cognitive objectives of the leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484) with the affective domain of leadership. This syllabus for depth core discussion is divided into two parts: the first part is concerned with general guidelines and principles for depth core operations, incorporating the experiences of the on-site instructor and the practical recommendations evolving from that experience, the theoretical framework for altering the conditions of the situation, and some guidelines for grading; the second section contains the actual depth core presentations, separated into 16 discussions. EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (Author/SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on morale and esprit de corps (see EM 010 439, EM 010 440, and EM 010 461), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

As a part of a course on leadership, psychology and management developed for the United States Naval Academy (the final report appears under EM 010 484, EM 010 418, and EM 010 419) this report proposes a new model for presentation design and media selection which distinguishes between media and presentations. Presentation Design is discussed in detail, and five dimensions of presentation are proposed: stimulus encoding, response demand, management of presentation, duration of presentation, and distribution of presentation. Finally, present media research trends are discussed briefly, and where possible, their methods are compared to the new model. Continuing research dedicated toward producing an operational system is discussed. EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (Author/RH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on discipline (see EM 010 441, EM 010 442, EM 010 462, EM 010 470, and EM 010 471), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on applied leadership (see EM 010 444, EM 010 445, EM 010 446, EM 010 447, EM 010 464, and EM 010 472), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on personnel evaluation (see EM 010 443 and EM 010 463), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on group dynamics (see EM 010 424, EM 010 425, EM 010 454, and EM 010 467), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on senior-subordinate relationships (see EM 010 437, EM 010 438, EM 010 460, and EM 010 469), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on achieving effective communication (see EM 010 426, EM 010 427, EM 010 428, and EM 010 455), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on military management (see EM 010 429, EM 010 430, EM 010 431, EM 010 456, and EM 010 457), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The data processing activities to support a multimedia course in leadership (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484) are overviewed in this document. A first section describes the type of flexible systems approach used in conjunction with a comprehensive data base and data management system which was adopted. Other sections cover the data base, student data record, a sample module data record, the data management system, evaluation and validation support, course performance items, and the Project Annapolis Systems Configuration. EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on individual behavior (see EM 010 421, EM 010 422, EM 010 423, EM 010 452, EM 010 453, and EM 010 466), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on authority and responsibility (see EM 010 432, EM 010 433, EM 010 458, and EM 010 468), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

Designed to help bring students to greater understanding of concepts of the introduction to psychology and leadership course (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484), this Structural Communications unit is coordinated with the instructional unit in the core course on senior-subordinate relationships (EM 010 437, EM 010 438, EM 010 460, and EM 010 508). The basic strategy of the unit is to have the student work through the central theme which dominates problems presented in a brief series of modules. Each successive module refers to a matrix of statements which the student examines for relevance to the problem being considered. The unit can be used either individually or in a group setting, and was designed so that the end product would be a student with a more complete grasp of the elements of the theme and their interaction. EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on concepts of leadership (see EM 010 420, EM 010 451, and EM 010 465), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on leadership behavior and style (see EM 010 434, EM 010 435, EM 010 436, and EM 010 459), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The instructor's guide for the leadership course developed for the United States Naval Academy for the Westinghouse Learning Corporation describes the course structure, the student's role in various parts of the course, course administration, and the instructor's role through the course. EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents, with the final report appearing under EM 010 418, EM 010 419, and EM 010 484. (RH)

The management aspects of the self-paced, individualized course on psychology and leadership prepared for the United States Naval Academy by the Westinghouse Learning Corporation are described in this report. Included are the instructor role, the administrator role, the use of the instructional materials, and the course description. EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents, with the final report appearing under EM 010 418, EM 010 419, and EM 010 484. (RH)

Written as a technical report for the leadership course of the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484), this paper examines the use and interpretation of the rank-biserial correlation as an index of item discrimination. The advantages and disadvantages of this index are compared with those of alternative indices derived from the response of upper and lower groups divided on the basis of total test scores. Computational procedures and tests of statistical significance for the rank-biserial correlation are presented. Appropriate correction for the spurious correlation arising from the contribution of the item to total scores is also provided. (Author/SH)

An explication of the modification to the research design for the second implementation of the United States Naval Academy leadership course developed by the Westinghouse Learning Corporation is provided. A comparison is made, where applicable, of the results of the experimental manipulations in the spring and fall implementations. A summary of the results of the two research efforts is also provided. EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. EM 010 418, EM 010 419, and EM 010 484 are the final reports. (Author/RH)

The purpose of this technical report is to describe the media and presentation variables selected for inclusion in the instructional system for the United States Naval Academy leadership course (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484). Considerations for the selection of these variables, presented fully in another technical report (EM 010 475 and EM 010 487), are first reviewed, and then those variables which were selected are discussed. A description of media and presentation variables is also provided. Finally, flowcharts depict the assignment of media to segments of the course. EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

The design specifications for the United States Naval Academy leadership course developed by Westinghouse Learning Corporation are presented in this report, covering course system design, management, and evaluation. EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents, with the final report appearing under EM 010 418, EM 010 419, and EM 010 484. (RH)

An assessment of the effectiveness of the second implementation of the United States Naval Academy multimedia course in leadership, psychology, and management is presented in this report. Descriptions of the course, the media and presentation forms used, and the procedures for course revision are provided. A brief description of the instructional research involved in the project is also given. EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents with the final report appearing under EM 010 418, EM 010 419, and EM 010 484. (Author/RH)

Westinghouse Learning Corporation's (WLC) cost and effectiveness experiences for the preparation of instructional units in the United States Naval Academy leadership course (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484) are reported in this document. The cost collection system is explained, cost experiences and instructional effectiveness for various media and presentation forms are presented, and a discussion of cost versus effectiveness is provided based on the data gained in the project. EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (SH)

This report is the second of a two-part document which presents the results of research conducted during the first implementation of a leadership, psychology and management course at the U.S. Naval Academy. Details on learner variables and performance are cited and discussed. The first part of this document is EM 010 490, the final report appears under EM 010 418, EM 010 419, and EM 010 484, and EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (Author/RH)

The effectiveness of a leadership training course (see the final reports which summarize the course development project, EM 010 418, EM 010 419, and EM 010 484) estimated from student performance on behavioral objectives is presented in this report. Descriptions and discussions of the course, of the development of materials and tests, of the media and presentation forms used, and of the procedures for course revision are provided. The instructional research involved in the project is also briefly covered. EM 010 420 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (Author/SH)

Several studies conducted in the experimental multimedia leadership management course developed by Westinghouse Learning Corporation for the United States Naval Academy are reported in this part of the final report (part two appears under EM 010 418 and EM 010 419). The research was designed to evaluate the effects of major variations in conditions of instruction involving media and presentation forms. The research plan has the distinction of being one of the first to provide a joint examination of factors in all major categories relevant to the design of an instructional system, including media, presentation factors, task requirements, and student characteristics, and in the use of an entire ongoing course system as an experimental vehicle. Supporting documents include a 12-volume set of text-workbooks (EM 010 420 through EM 010 447), coordinated test items for each content area (EM 010 451 through EM 010 464), a set of coordinated enrichment materials (EM 010 465 through EM 010 472), technical reports and papers (EM 010 473 through EM 010 483, and EM 010 487 through EM 010 500), answer and confirmation sheets to quizzes (EM 010 485), a depth core syllabus (EM 010 486), and content outlines for each area (EM 010 501 through EM 010 512). (Author/RH)

This report is the first of a two-part document which presents the results of the research conducted during the first implementation of the leadership, psychology and management course at the United States Naval Academy. A detailed discussion of the background of the research, the research plan, and its implementation is provided. The second part of this document is EM 010 491, the final report is EM 010 418, EM 010 419, and EM 010 484, and EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (Author/RH)