Abstract
The need for instructional designers, writers and computer programmers is well known in CAL projects. Perhaps less familiar is the need to balance technological capabilities with requirements of the learning project and, above all, to be certain that candidate delivery technologies are selected because they can best accomplish the instructional tasks at hand, and not simply for their flash and gimmickry. Experience at producing a large (50 mini-diskettes of material to be delivered at each of 100 dispersed locations) training project indicates the requirement for, and de facto existence of, a Technical Management function. The person charged with this responsibility is guided by a Chief Principle: TECHNICAL DECISIONS MUST SUPPORT INSTRUCTIONAL REQUIREMENTS. Among other tasks, the Technical Manager must: (1) choose software because of its ability to carry out the instructional design; (2) provide counterforce to non-technical decision-makers who are inclined to select the latest technology merely because it is available; (3) ensure that technical and non-technical members of the staff communicate freely and accurately; and (4) support the creative staff with appropriate software tools for project scheduling, word processing, budgeting and other indispensable tasks.
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