This material was shipped to Fenwick Library Special Collections, George Mason University, Fairfax, VA on 23 October 2000. A discussion of learning principles and how they might be connected to classroom uses of graphics which are displayed and amended as learning progresses, through use of a computer. This is followed by an appendix in which the author's "Options Profile" methodology is described, concluding with an example of an Options Profile for environmental education at the secondary level. (Actual date of presentation was 9 April, the second day of the conference) Maybe this manuscript is at home in the basement. The manuscript file at the office contains only a printout of the ERIC catalog record, with the annotation below: "The author discusses complexity, environmental education, and learning strategies. Using the concept of time, complexity is divided into two main types: 1) substantive and 2) structural. The author asserts that there exists a principle of tradeoff between these two types where one of the types can be increased while the other is decreased until there is a reasonable chance of enhancing understanding of the complex object of study. That is discussed along with several ways to mitigate structural complexity: 1) variety; 2) redundancy); 3) translatable graphics; and 4) computer-assisted learning processes that facilitate creation, display, amendment and retention of structures. The author indicates a way of classifying graphic portrayals and lists several types of graphic portrayal that are useful in environmental education. Finally, the author mentions how strategies for learning have been incorporated in the treatment of environmental education." [The above annotation is an abstract written by an ERIC cataloger, whose initials are MA.] This paper IS DESCRIBED in the ERIC database under Accession No. ED17071, Clearinghouse No. SE27696. An ERIC notation states that the paper is not available in hard copy from the Clearinghouse, due to "marginal legibility of original document."

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