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The Canadian Journal of Educational Communication if published by the Association for Media and technology in Education in Canada 3-1750. The Queensway, Suite 13 18, Etobicoke, Ontario M9C 5H5; Attention; Ms. Mary Anne Epp. Secretary/Treasurer. Notification of address change should be sent to the above. All articles are copyright by AMTEC and may be reproduced for non-profit use without permission provided credit IS given to CJEC Back Issues of CJEC are $16.05 Canadian and may be obtained by contacting the Editor CJEC is indexed in the Canadian Education Index and ERIC This journal is published with the assistance of a grant from the Social Sciences and Humanities Research Council of Canada.

The Canadian Journal of Educational Communication if published by the Association for Media and technology in Education in Canada: 3-1750. The Queensway, Suite 1318. Etobicoke, Ontario M9C 5H5; Attention; Ms. Mary Anne Epp, Secretary/Treasurer. Notification of address change should be sent to the above. All articles are copyright by AMTEC and may be reproduced for non-profit use without permission provided credit is given to CJEC. Back Issues of CJEC are $16.05 Canadian and may be obtained by contacting the Editor. CJEC is indexed in the Canadian Education Index and ERIC This journal is published with the assistance of a grant from the Social Sciences and Humanities Research Council of Canada.

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actual fact, many forces probably contribute to the pressure that is exerted for research of this sort (e.g., large institutional grants, pressure of publication, journal policies). 80 CJEC SUMMER 1996 hardly choose CBI if a need for group interaction has been discerned. These models suggest critical features of the instructional environment, methods and materials that should be considered at each decision point. My "solutions" are simply "off-the-cuff' answers to serious and vexing questions that plague the designers and redesigners of educational systems. In response to the critic who retorts, "decision making is not that simple." I would say, "that's true." Yet, we seem to be transfixed by the notion that research can provide "once-and-for-all", or more aptly, "one-size-fits-all" answers to these same complex instructional problems. If we are so willing to sacrifice ourselves on the alter of simplicity, we might as well go all the way, it seems to me, and simply flip a coin. References