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1. Learning and Teaching about Food Webs in a Computationally Rich Environment: A Mixed-Methods Study

Author

Rachmatullah, Arif

Abstract

This dissertation conducted a science classroom intervention using two instructional approaches, computational modeling and paper-based pictorial modeling, in the context of food webs. A series of research papers were written on the impact of the intervention on students' attitudes and learning, and on teachers via professional development and teaching. The first study employed quasi-experimental design, examining the impacts of computational modeling and paper-based pictorial modeling on students' systems thinking and CT skills. A total of 365 seventh-grade students were involved in week-long online learning activities. The students were purposefully assigned to either synchronous computational modeling condition (n = 224) or asynchronous paper-based pictorial modeling condition (n = 141). Students modeled the interrelation between concepts and components of a food web in both conditions. The students took CT and systems thinking-embedded food web assessments before and after the activity and formative assessment after each activity to gather their perceptions of what they thought they learned from the activities. Multilevel modeling and Epistemic Network Analysis were used to analyze the data. The findings indicated a significant increase in students' systems thinking skills regardless of the conditions. Students in computational modeling condition had a substantial increase in their CT scores, while such a result was not detected in the paper-based pictorial modeling condition. ENA results supported this finding, showing that students in computational modeling condition expressed that they learned both science and CT concepts. The second study explored the predictors of students' interests in computationally intensive (or AI-informed) science careers and the impact of computational modeling activity on middle school students' interests in such careers. In parallel, an instrument to measure students' career interests called the Computationally Intensive Science Career Interest (CISCI), was developed and validated. A combination of classical test theory and item response theory was used to validate the CISCI instrument using a sample N = 934. Multiple linear regression and paired-sample "t"-tests were performed to analyze the data. The results showed that the CISCI is a valid and reliable instrument consisting of five constructs. Results from regression tests revealed that students' science attitudes, computer science attitudes, CT skills, and prior computer science-related activities significantly predicted students' career interests. Furthermore, a significant increase in students' perceptions of intensity of discussing computationally intensive careers with their parents was detected after participating in a computational modeling activity. The third study employed a mixed-methods design to investigate the changes in, and sources of, middle school teachers' self-efficacy for teaching science in a computationally rich environment. A total of eleven middle school teachers participated in this study. They took two questionnaires four times--before and after training and teaching--measuring their self-efficacy for teaching science and CT. The teachers were also either interviewed or asked to provide written reflections after taking the questionnaires. Non-parametric Skillings-Mack tests and thematic analysis were used to analyze the data. The results revealed a significant increase in teachers' self-efficacy for teaching science and CT after training and teaching. These changes in self-efficacy were tied to three sources, namely: (1) exposure to computer programming, (2) students' interests and responses to a computationally rich science environment, and (3) teaching repetition and field experience. Results from the three studies highlight the potential benefit of engaging students with learning science in a computationally rich environment to positively influence both their CT and systems thinking skills as well as content knowledge. The study also highlighted the challenges and possibilities for preparing science teachers to teach computational modeling with little or no background in programming or computer science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2021

2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)

Author

International Association for Development of the Information Society (IADIS)

Abstract

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

Published
2012

3. Developing Educational Materials in Java: A Report from the Front Lines.

Author

Kurtz, Barry and O'Neal, Michael

Abstract

This paper describes the use of Java to develop a variety of educational materials to supplement both traditional instruction and Internet-based instruction. Efforts have focused on three projects that vary in course level, content, and style of interaction. Unlike the simple Java applets on the Web, these are very sophisticated simulation environments that are at the cutting edge of Java development. The freshman Overview of Computer Science course uses a set of elaborate Java simulations in a closed lab setting where students work in small groups to explore a problem domain while the instructor circulates among them providing assistance as necessary. The Concurrency Simulator used in the sophomore level Introduction to Parallel Programming course is used for demonstration during classroom instruction and for students to complete programming assignments outside of class. The Operating Systems course uses Java applets to provide student interaction in an Internet-based course. After presenting an overview for each of these projects, the Java programming environment is discussed, including successes and problems encountered during implementation, common factors in the design of materials, measuring the educational effectiveness of the materials, and advice on the development of Java-based educational materials. (Author)

Published
1998

4. Topics in CAI: Information Transfers and Review. Paper I; Control and Feedback in the Environment of a Computer Tutor. Paper II; Review in CAI: The Problem and an Implemented Solution.

Author

Texas Univ., Austin. Computer-Assisted Instruction Lab. and Siklossy, Laurent

Abstract

Two papers are included in this report. "Control and Feedback in the Environment of a Computer Tutor" investigates some control and feedback properties of a tutorial environment comprised of a student, his computer tutor, and the designer of the computer tutor. Three classes of computer tutor are described: rigid, generative, and knowledgeable. These classes are distinguished by an increase of the interactions among tutor and student and a decrease of the control of the tutor over the tutorial environment. Full partnership between tutor and student could be achieved with the help of programs that understand natural language. "Review in CAI: The Problem and an Implemented Solution" discusses review of material, which is made necessary by human memory loss. The computer tutor that incorporates review is built around performance programs that know what the student is to learn, generator programs that generate problems the student must learn to solve, and extensive diagnostic programs that guide the tutor in his interaction with the student. Borrowing compiler-writing techniques, a multi-level system for review has been implemented that avoids extra coding and repetition of material in identical form. (Author/JK)

Published
1971

5. Student-Initiated Reports: Operational Analysis in the Evaluation of CAI Curricula. Professional Paper No. 15-74.

Author

Human Resources Research Organization, Alexandria, VA. and Hillelsohn, Michael J.

Abstract

Operational analysis is defined as a part of formative evaluation, taking place while a course is in progress. Student-perceived problems, as reflected by student-initiated reports, are the source of data for this phase of formative evaluation. The self-reporting techniques can reveal individual differences in student/learning-environment interactions which are not obtainable (or more difficult to obtain) by other means. The individual student's perceptions can then be used to improve the instructional program. This technique (report) is described, and some applications of the data for administrative purposes are discussed. The administrative staffing for the Project IMPACT operational computer-administered instruction course is described. (Author)

Published
1974

6. A Basic Reference Shelf on Interactive Use of Computers for Instruction. A Series One Paper from Eric at Stanford.

Author

Stanford Univ., CA. ERIC Clearinghouse on Educational Media and Technology. and Zinn, Karl L.

Abstract

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)

Published
1968

7. Incorporating On-Line Testing into Face-to-Face Traditional Information Systems Courses.

Author

Granger, Mary J. and McGarry, Nina

Abstract

One of the critical components in the curriculum is evaluation of students' knowledge or the amount they learned in the course. Over time, the assessment process has not changed significantly; it is only recently that university instructors are turning to technology for assistance in this labor-intensive task. There are disadvantages and advantages for both instructors and students of online testing. Much of the discussion surrounding alternative testing implementation centers on various learning styles. One question is: Why do we continue to assess students in traditions set long ago? Some other questions are raised: Does the online testing improve student learning and achievement? Can/should instructors tailor tests to student's preferences for learning? How does the creation of online exams affect the instructors workload? This research looks at two traditional face-to-face Information Systems courses which incorporated online testing into their curriculum and begins to provide some answers to these questions. (Contains 18 references.) (Author)

Published
2002

8. A Software Laboratory Environment for Computer-Based Problem Solving.

Author

Kurtz, Barry L. and O'Neal, Micheal B.

Abstract

This paper describes a National Science Foundation-sponsored project at Louisiana Technological University to develop computer-based laboratories for "hands-on" introductions to major topics of computer science. The underlying strategy is to develop structured laboratory environments that present abstract concepts through the use of computer simulations. These simulations allow students to explore meaningful, but domain limited, problems that are representative of real problems solved by computer scientists and computer engineers. The laboratories focus on: spreadsheets; relational databases; data structures; graphics; the imperative, functional, and logical programming paradigms; and digital logic. Types of laboratories that are candidates for future development include finite state automata; automatic theorem proving; and machine organization and assembly language. In order to insure that the laboratory experiences are useful from a pedagogical standpoint, a rigorous evaluation program will be conducted. Pre- and posttests will be used to measure the changes in, and generalization of, problem solving abilities. Standardized instruments for measuring student attitudes will also be used. (Contains 11 references.) (AEF)

Published
1994

9. Approaches to Classroom-Based Computational Science.

Author

Guzdial, Mark

Abstract

Computational science includes the use of computer-based modeling and simulation to define and test theories about scientific phenomena. The challenge for educators is to develop techniques for implementing computational science in the classroom. This paper reviews some previous work on the use of simulation alone (without modeling), modeling alone (without simulation), and computer-based modeling and simulation. In addition, it describes Emile, an environment which offers software-realized scaffolding to support student modeling activities. Four figures depict a physics explorer simulation of gravity; a student's simulation created in Emile; and Emile text program components. (Contains 23 references.) (AEF)

Published
1994

10. Distance Education: The Application of Technology to Education and Training (APTEC).

Author

Mizell, Al P.

Abstract

Nova University (Florida), offers off-campus undergraduate and graduate degree programs in education, business and public administration, psychology, and computer sciences. This paper describes one of these offerings, the Application of Technology to Education and Training (APTEC) specialization in the Ed.D. program in Child and Youth Studies (CYS). The APTEC program requires six courses in the specialization area and is designed to prepare the student as a child and youth advocate in the use of educational technology. Students in the CYS program meet twice a year for a 3- to 5-day period to interact with the instructor; this is followed by interaction through the audiobridge, videotapes and audiotapes, electronic mail, and the electronic classroom (an electronic forum on the Unix system). Four clusters of students are included in an ongoing evaluation that will encompass the 3-year span of the program and study its effectiveness. Results of the first evaluation year indicate that the program is successful. Appendix A contains a description of field-based programs by John Scigliano, and Appendix B describes the APTEC courses. (SLD)

Published
1993

11. Small College AI.

Author

Kollmeier, Harold H.

Abstract

The feasibility of conducting computer science courses in artificial intelligence at a small liberal arts college is examined. The following problems are examined in detail: isolation; student abililty, motivation and expectation; equipment; and faculty readiness. Providing a focus to the discussion, three issues are addressed in terms of combating isolation--the choice of the textbook, the resources of the Internet, and the use of the library. (AEF)

Published
1997

12. Faring with Facets: Building and Using Databases of Student Misconceptions

Author

Madhyastha, Tara and Tanimoto, Steven

Abstract

A number of educational researchers have developed pedagogical approaches that involve the teacher in discovering and helping to correct misconceptions that students bring to their study of their subject matter. During the last decade, several computer systems have been developed to support teaching and learning using this kind of approach. A central conceptual construct used by these systems is the "facet" of understanding: an atomic diagnosable unit of belief. A formidable challenge to applying such pedagogical approaches to new topic areas is the task of discovering and organizing the facets for the new subject area. This paper presents a taxonomy of misconceptions and a methodology for going about the task of preparing a database of facets. Important issues include the generality and diagnosability of facets, granularity of facets, and their placement on a scale of problematicity. Examples are drawn from the subjects of physics and computer science and in the context of two computer systems: the Diagnoser and INFACT. (Contains 2 figures.)

Published
2009

13. A Comparative Study to Evaluate the Effectiveness of Computer Assisted Instruction (CAI) versus Class Room Lecture (CRL) for Computer Science at ICS Level

Author

Kausar, Tayyaba, Choudhry, Bushra Naoreen, and Gujjar, Aijaz Ahm

Abstract

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city. The research was true-experimental in nature. The research design followed by researcher is The Pre-test-Post-test Equivalent groups Deign. The software used for CAI group was basically the combination of Discovery environment and simulation softwares, however, the time for drilling and practice was given to student. It a designed to cover the all levels of cognitive domain described by B. S. Blooms (1956). A question paper containing 30 items multiple choice test was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student.

Published
2008

14. A Comparative Study to Evaluate the Effectiveness of Computer Assisted Instruction (CAI) versus Class Room Lecture (RL) for Computer Science at ICS Level

Author

Kausar, Tayyaba, Choudhry, Bushra Naoreen, and Gujjar, Aijaz Ahm

Abstract

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city. The research was true- experimental in nature. The research design followed by researcher is The Pre-test - Post test Equivalent groups Deign. The software used for CAI group was basically the combination of Discovery environment and simulation soft wares, however, the time for drilling and practice was given to student. It a designed to cover the all levels of cognitive domain described by B. S. Blooms (1956). A question paper containing 30 items multiple choice test was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student. (Contains 7 tables and 1 figure.)

Published
2008

16. Planning for Instructional Use of Radio and Computers by Satellite.

Author

Suppes, Patrick

Abstract

This paper surveys approaches that are deemed practical for instructional use of radios and computers by satellite transmission. For each of the two instructional technologies a brief history is provided, a survey of the evaluation studies of effectiveness is given, and a concluding section on planning for application is provided. Because the literature on these topics is extensive, an attempt is made to select for discussion items that are deemed of special importance or of particular use to field users. The paper concluded with some general recommendations for use of either instructional radio or computer assisted instruction by means of satellite transmission. A selected bibliography is appended to the paper. (Author)

Published
1977

17. Prospects and Challenges for Using Microcomputers in School. Technical Report No. 7.

Author

Bank Street Coll. of Education, New York, NY. Center for Children and Technology. and Pea, Roy D.

Abstract

Prepared as an address for educator groups, this paper provides a theoretical perspective for thinking about problems and prospects for integrating microcomputer uses in school activities. Six major aspects of the perspective are defined: (1) the computer as general-purpose symbolic device; (2) the importance of developmental studies of children's understanding; (3) the importance of teachers and instruction; (4) the need to make computer-based learning purposive; (5) the aim of meeting educational goals effectively; and (6) the guidance of computer use by educational values. Current innovative uses of school technologies in the following areas are discussed: simulations, art and music instruction, writing skills, software for conceptual dexterity, integrated media for math and science learning, and programming languages. A list of references is included. (Author/THC)

Published
1984

18. Communications Technologies: Their Effect on Adult, Career, and Vocational Education. Information Series No. 244.

Author

ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. and Singer, Norman M.

Abstract

This compilation of four papers provides an overview of recent developments in communications technologies and suggests how these developments will affect adult, career, and vocational education. Following an introduction, by Juliet V. Miller, that both summarizes each of the papers and synthesizes the information presented, the first paper, by Christopher J. Dede, considers the reshaping of adult, career, and vocational education by the emerging communications technologies. Discussed are the way changes are affecting the world of work and, subsequently, educational content and delivery. The second paper, "Recent Developments in Telecommunications Technology," by Frank W. Norwood, reviews developments that will lead to the home becoming a telecommunications center with the capability of delivering a wide variety of knowledge and instruction. Next, Jo Ann Harris-Bowlsbey, in "Educational Applications of Communications Technology," addresses three questions: (1) How can educators be trained to use communications technologies? (2) How can computers assist individuals in career decision making? and (3) How can computers be used to support instruction? The final paper, by Katy Brown Greenwood, focuses on the need for and process of developing a philosophy to guide the use of communications technology in vocational education. The author emphasizes studying alternative futures and past and current values in order to broaden vocational education for the preferred future. A list of references concludes the document. (DTT)

Published
1982

19. Influence of Recent Developments in Computer Technology on Professional Development in Vocational Education. Final Report.

Author

Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies. and Passmore, David Lynn

Abstract

Intended for developers of vocational education professionals and for educators making decisions about the usefulness of personal computers in education, this report deals with the effects of the personal computing revolution on professional development of vocational educators. The two major papers and published opinion pieces that make up this document result from the analysis of the state-of-the-art, projected advances, and current applications of personal computing technology. "Educating for Work in a High Tech Society" (Daun M. Anderson) considers the role of computer literacy in vocational education. It advocates teaching computer literacy as a basic skill, examines some existing assumptions about education for technology, considers the implications of attitudes toward technology and work, describes a noninstrumental orientation to education in high technology work, and discusses preparing vocational teachers from a noninstrumental perspective. "The Role of Personal Computers in Vocational Education: A Critical View" (David Lynn Passmore, Daun M. Anderson, Chi-Yin Yuen) is an analytical look at the opportunities and problems personal computers pose for vocational education. Four general uses are discussed: the personal computer as instructional content, for program administration, for instruction, and for communication. Three expected developments are reviewed: artificial intelligence, networking, and portability. Finally, three problems that limit the infusion of personal computers in vocational education are considered: lack of suitable professional orientation of vocational educators, poor quality of instructional software, and the validity of the "Law of Hammer" (the law states that if a hammer is available, something will be found that needs pounding). (YLB)

Published
1983

20. Educational Technology in Voc Ed. Information Series No. 268.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Lipson, Joseph I.

Abstract

This monograph provides a vision of the future for vocational educators in a position to improve programs, such as teachers and administrators of local educational agencies and state leaders who set priorities in educational agencies. The monograph addresses nationwide technological concerns of the computer, image storage and creation, and communications. It promotes understanding of organizational factors and the learning processes needed to make good use of the computer hardware and software tools becoming available for educational programs. The paper is organized to provide ideas on developing skilled workers, selecting useful hardware and software, and interpreting trends in educational technology. Examples of technological application in industry are cited, and likely future trends are indicated. The monograph provides change-oriented educators with insights into future use of technology and promotes an increased awareness of future trends, uses of technology in education, and priority research and development needs. A glossary of computer terminology is provided. (KC)

Published
1984

21. Reflections on Computers and Metacognition.

Author

Psotka, Joseph

Abstract

Current notions of metacognition merge with the predominant scientific model used in psychology, that of information processing. Metacognition is seen as a control process that governs the action of more elemental cognitive skills. Given the centrality of this notion, it is important that metacognition should be examined in detail. From the point of view of how metacognition relates to highly sophisticated computer systems in use today and in development for the future the following are discussed: (1) debugging and metacognition; (2) cognitive compatibility and learning; (3) problem definition and analyses; (4) procedures and facts; (5) process and product; and (6) tools for the mind. The perspective of this paper is that higher order languages like logo and lisp are only beginning to have an impact on the understanding of psychological processes. The whole development of computer-aided instruction, artificial intelligence, and special environments for instruction will unquestionably have profound effects on education, but its more enduring and important effect may well be increasing the understanding of cognition and learning. (PN)

Published
1985

22. What Does CALL Have to Offer Computer Science and What Does Computer Science Have to Offer CALL?

Author

Cushion, Steve

Abstract

We will argue that CALL can usefully be viewed as a subset of computer software engineering and can profit from adopting some of the recent progress in software development theory. The unified modelling language has become the industry standard modelling technique and the accompanying unified process is rapidly gaining acceptance. The manner in which these can be used as a design aid will be demonstrated using, as a concrete example, the London Metropolitan University "Interactive language learning" authoring package. We will show how, by applying such formal techniques, existing functionality has been improved and new functionality has been developed. This approach can lead to a greater understanding between the developer and the user, both student and teacher, as well as helping to bridge the gap between the second language acquisition expert and the software developer to the benefit of both. This development process has led us to believe that CALL, as the most advanced of the computer aided learning disciplines can also make a valid contribution to more general computer science in areas of interface design, evaluation and requirements analysis. Modern computer science is dominated by the "business model." We argue that CALL can offer an approach which is driven by both pedagogy and research and which offers what we might call a "public service model" but which we will call "process model" for the sake of political neutrality. A case study will explain how these ideas have been applied in practical development of our authoring package and on-line course material. In particular, we show how the use of Java Server technology has provided tracking and improved online assessment. (Contains 2 notes and 33 figures.)

Published
2006

23. Sixth New Zealand Computer Conference (Auckland 78). Volume I, Papers.

Author

New Zealand Computer Society, Auckland.

Abstract

This collection of conference presentations includes 23 papers on a variety of topics pertaining to the use of computer in New Zealand. Among the topics discussed are computer science techniques in a commercial data processing situation, data processing personnel and their careers, the communication aspects of an airline system, implementation of Alsol-W programming systems, computer communications and the fire service, observations on user/vendor communications, future database and application development techniques, system control via a high level language, the organization and management of systems development, and human communication between educational data processors and those outside the profession, e.g., the users. (JEG)

Published
1978

24. The Papers of the ACM SIGCSE-SIGCUE Technical Symposium, Computer Science and Education (Anaheim, California, February 12 and 13, 1976).

Author

Association for Computing Machinery, New York, NY. Special Interest Group in Computer Science Education., Association for Computing Machinery, New York, NY. Special Interest Group in Computer Uses in Education., Colman, Ron, and Lorton, Paul

Abstract

Over 65 papers presented at a joint symposium sponsored by the Association for Computing Machinery's Special Interest Groups on Computer Uses in Education and on Computer Science Education are gathered here. The papers cover a wide range of topics, including structured programing, computer literacy, computer science education, computerized test generation, secondary school mathematics instruction, computer-assisted instruction, advanced computer science courses, and computers in society. (JY)

Published
1976

25. Distance Education in Southern Africa Conference, 1987. Papers 3.2: Media and Technology in Distance Education.

Author

South Africa Univ., Pretoria. and Adey, David

Abstract

Thirteen papers from the University of South Africa's Conference on Distance Education are presented on media and technology. They include: "Making the Abstract Concrete: A Slide/Sound Programme to Illustrate Abstract Concepts on the Concrete Level" (Grace Reeler); "The Microcomputer and Distance Education" (Johanna S. Rossouw); "A Multimedia Approach to Creating Learning Experiences in Distance Education" (Louis J. van Niekerk); "The Training of Teachers by Means of Teletuition: The Audio Cassette and Teaching Practice" (Lawrie McFarlane); "Microteaching and Distance Education--The Self Teaching Experience" (Paul J.N. Steyn); "Written Language as Didactic Medium: From Principle to Technology" (Hannes van Deventer); "Computer-Aided Instruction in Quantitative Management--Part 1" (Ilze Olivier et al.); "Computer-Aided Instruction in Quantitative Management--Part 2" (Erica Ferreira, Gordon Erens); "The Application of Computer Technology in Offering Equal Education Opportunities to Students from First- and Third-World Environments" (J. Dewald Lubbe); "The Law Student and the Law Library" (Jean Burdzik); "The Effect of Advances in Information Technology on the Teaching of Practical Aspects in Computer Science at UNISA" (C.H. Bornman et al.); "Die Gebruik van Inligtingstegnologie in Afstandsonderrig" (N.F. du Plooy et al.); and "Computer-Aided Education as Student Centred Education: Practical Applications for Today and the Future" (P.J. van Dyk). (LB)

Published
1987

26. Design of an Instructional Management System. SWRL Working Paper.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and McManus, John F.

Abstract

This is a collection of 12 working papers dealing with instructional management systems (IMS). The papers are divided into three sections--systems definition, pedagogical studies, and hardware/software studies. IMS is generically defined as a set of procedures and mechanisms for gathering and processing pupil data and returning useful information to those persons responsible for some phase of pupil performance. This definition requires further consideration of its two components: (1) the communications system used for moving data through IMS and (2) the data-gathering techniques, processing requirements, output report generation, and audiences involved in the successful operation of IMS. The first component is discussed in the first section of the papers, the second component is dealt with in the remaining two sections. (Author/IRT)

Published
1972

27. Trends in Instructional Use of Computers. A Panel Discussion.

Author

Weeg, G. P.

Abstract

The computer center of the University of Iowa is the topic of this informal panel presentation. The present structure of the facility is described in terms of batch and remote terminal services. The job scheduling method used is shown to provide acceptable turn-around times, but usage is unexpectedly low, in spite of the low cost to student users. Plans for a large number of remote terminals are reviewed, and the allocation of terminals to departments within the university is described. Finally, a line drawing showing the interconnections between the main processor, the small minicomputers, and the remote terminals is provided. (WDR)

Published
1973

28. Computing in Research.

Author

Ashenhurst, Robert L.

Abstract

The introduction and diffusion of automatic computing facilities during the 1960's is reviewed; it is described as a time when research strategies in a broad variety of disciplines changed to take advantage of the newfound power provided by the computer. Several types of typical problems encountered by researchers who adopted the new technologies, together with the solutions adopted by the researchers, are described. It is shown how the local computing facility expanded to the centralized facility as a result of these problems; new types of needs and uses for computers continue to favor evolution and change. One result was the growth of large-scale computer networks. An alternative to established forms of networks--hierarchical computing systems--is suggested as providing better answers to more kinds of needs. The Minicomputer Interfacing Support System (MISS), developed at the University of Chicago, is briefly described as a prototype system allowing minicomputers to be used in a hierarchical system which would provide more powerful capabilities when they are needed. Finally, it is suggested that traditional attitudes of researchers toward computation facilities should be reevaluated, as new possibilities are being developed and made available. (WDR)

Published
1973

29. Some Experience with Interactive Computing in Teaching Introductory Statistics.

Author

Cornell Univ., Ithaca, NY. Center for Environmental Quality Management. and Diegert, Carl

Abstract

Students in two biostatistics courses at the Cornell Medical College and in a course in applications of computer science given in Cornell's School of Industrial Engineering were given access to an interactive package of computer programs enabling them to perform statistical analysis without the burden of hand computation. After a general discussion of the possible educational impact of the package, a brief report is given of its use in the above mentioned courses at Cornell. (Author)

Published
1974

30. Interactive Systems for Education: The New Look of CAI.

Author

Illinois Univ., Urbana. Dept. of Computer Science. and Nievergelt, Jurg

Abstract

Computer-assisted instruction (CAI) during the decade of the 60's was characterized by a number of limiting factors: insufficiently powerful computers and terminals, restriction to a few rigid "teaching strategies," and the splitting of resources among too many projects below critical size. During the present decade, CAI has undergone a remarkable change, due to a fair extent to two large-scale projects, PLATO and TICCIT, which differ in significant respects from earlier approaches to CAI. Some key aspects of this large-scale experiment involving PLATO and TICCIT are discussed, and some tentative conclusions, based on limited experience with actual instruction, are drawn. As an example of the use of such large systems, an automated system developed on PLATO for teaching computer science is discussed. (Author)

Published
1975

31. Proceedings of NECC/2 National Educational Computing Conference 1980 (Norfolk, Virginia, June 23-25, 1980).

Author

Iowa Univ., Iowa City. Computer Center., Harris, Diana, and Collison, Beth

Abstract

This proceedings, which includes 52 papers and abstracts of 13 invited and nine tutorial sessions, provides an overview of the current status of computer usage in education and offers substantive forecasts for academic computing. Papers are presented under the following headings: Business--Economics, Tools and Techniques for Instruction, Computers in Humanistic Studies, Computer Literacy, Science and Engineering, Structured Programming, ACM Elementary and Secondary Schools Subcommittee, Computer Science Education, Integrating Computing into K-12 Curriculum, Mathematics, Testing-Placement, Pre-College Instructional Materials, Minority Institutions--ECMI, Computer Laboratories in Education, Computer Games in Instruction, and Computing Curricula. Abstracts are provided for 13 invited sessions dealing with such topics as microcomputers in education; research in microcomputer uses; personal computing; educational computing: past, present, and future; the Open University; CAUSE program and projects; funding academic computing programs; computer-based resource sharing; computers and instruction; improving utilization of 2-year college computer centers; teaching computer ethics; data sets available from the federal government; and MIS education, as well as nine tutorial sessions designed to provide attendees with the opportunity to expand their appreciation of and involvement in educational computing. (CHC)

Published
1980

32. Technology in the Classroom: Initiative or Response? New Directions in Curriculum Development.

Author

Damarin, Suzanne K.

Abstract

Within the last five years there has been a great deal of change in the role of technology in the schools. The advent of microcomputers has had an impact on instructional techniques as has the development of interactive graphics and animation, and other technologies such as videodisc and micronet. Teacher educators face the responsibility of preparing teachers to teach students who will be living and working in the computer age. There are three major issues that teacher educators must consider in addressing the effect of computers on curriculum and instruction. First, educators should consider ways that the proliferation of computers and the growth of computer-related technologies can and should affect the content of curriculum and instruction. A second issue to be considered is how the availability of computers in schools can and should affect the quality of appropriate content. The implications of the computer age for teacher education comprise the third issue. The Technology and Basic Skills Project - Mathematics at Ohio State University addresses all three issues as they are related to the teaching of mathematical concepts and problem solving skills to middle grade students. The program's principles and techniques are generalizable to other grades and to other subject areas. A primary principle of the program is that computers should be viewed by both the student and the teacher as a tool with multiple uses, including record keeping, data collecting, altering the content and quality of instruction, and problem solving. Effective use of computers can afford learners the opportunity to experiment with and control the cognitive environment in which they are working and learning. Teacher educators must begin to prepare teachers for the computer age and must focus on the very best this technology can offer to education. (JD)

Published
1982

33. Young Children and Turtle Graphics Programming: Generating and Debugging Simple Turtle Programs.

Author

Cuneo, Diane O.

Abstract

Turtle graphics is a popular vehicle for introducing children to computer programming. Children combine simple graphic commands to get a display screen cursor (called a turtle) to draw designs on the screen. The purpose of this study was to examine young children's abilities to function in a simple computer programming environment. Four- and five-year-olds were asked to solve turtle graphics problems requiring two or three commands for a solution. There were two programming-type conditions. First, children were asked to give the complete sequence of commands in advance (i.e., generate a program). Second, if the sequence did not work, they were asked to determine what went wrong and modify it accordingly (i.e., debug their program). Results of the study indicate that young children had difficulty in generating two- or three-command programs. Their ability to debug their own incorrect programs was not as high as expected. Several implications for educators are discussed. Tables and figures are provided. (TW)

Published
1986

34. Leadership in Literacy for the Information Age. A Report of the Committee on Instructional Technology, National Council of Teachers of English. Executive Summary.

Author

National Council of Teachers of English, Urbana, IL. and Oates, William R.

Abstract

Responding to concerns of the National Council of Teachers of English (NCTE) Task Force on Excellence in Education that current uses of computers in teaching English language arts may undercut rather than advance excellence, this report, prepared by the NCTE Committee on Instructional Technology, summarizes the committee's thoughts and recommendations on the issue raised. After introducing the issue, the report identifies and discusses five concerns of the committee: (1) the use of computers in teaching composing and edition; (2) computer programs with responsive interaction in reading; (3) qualifications of teachers of word processing; (4) specifying technology in today's K-12 classroom; and (5) communication skills needed in an information society. The report concludes with the committee's recommendations for action: (1) develop a model teacher-training program to help schools and teachers realize the promise of excellence in teaching English through intelligent use of computers; (2) develop a computer-based communication network to serve as a new medium for teacher and student writing, and as a communication channel for council business; (3) initiate and support a "Schools Recognition Program for Exemplary Use of Instructional Technology in the Teaching of English"; (4) begin a new era of open cooperation and collaboration with business; and (5) become a force advocating greater computer access by English teachers and students. Appendixes provide a discussion of computers and the stages of writing and a decision guide for technology in the classroom. (HOD)

Published
1985

35. How Computers Are Used in the Teaching of Music and Speculations about How Artificial Intelligence Could Be Applied to Radically Improve the Learning of Compositional Skills. CITE Report No. 6.

Author

Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. and Holland, Simon

Abstract

This paper forms part of a preliminary survey for work on the application of artificial intelligence theories and techniques to the learning of music composition skills. The paper deals with present day applications of computers to the teaching of music and speculations about how artificial intelligence might be used to foster music composition in the future. The field of music composition makes use of computer aided instruction in the areas of music theory, music history, and aural testing. Music Logo, the use of the programming language, Logo, to create music, is another application of computer technology to music. Computerized musical instruments allow students to compose and play music at their own level; to listen and adapt these compositions; and to analyze existing music for pitch, note intervals and values, and pattern recognition. Interactive videogames provide untrained students with opportunities to compose music and hear it immediately and to teach musical transformations through simple visual manipulation of music. In the future, artificial intelligence may make modest contributions to support the learning of music composition in the areas of intelligent tutors that focus on music theory, aural training, harmonization, and some highly formalized and artificial styles of composition. Intelligent tools in the form of editors, instruments, and analytical aids along with educational games also could help students learn about music composition. The document contains 16 figures. (DB)

Published
1986

36. The Instructional Development Factory.

Author

Brigham Young Univ., Provo, UT. Inst. for Computer Uses in Education. and Low, D. Stewart

Abstract

The large-scale development of Time-Shared, Interactive, Computer-Controlled, Information Television (TICCIT) at Brigham Young University is described in this paper. The TICCIT project was designed to provide a market success example for computer-assisted instruction, particularly for junior or community colleges. The project incorporated a combination of computer terminals and television consoles that were able to provide the learner with a complete instructional system. This paper discusses the relationships between the general elements of the system: design, training, courseware, and management. The system is unique because it incorporates industrial techniques to a large instructional system. (MC)

Published
1973

37. Proceedings of the Canadian Symposium on Instructional Technology (Calgary, Alberta, May 24-26, 1972).

Author

National Research Council of Canada, Ottawa (Ontario).

Abstract

A Symposium was held in May of 1972 to assist in the resolution of the varied problems effecting the advance of educational technology. Most of the papers presented at the symposium dealt with the current situation of various aspects of computer assisted instruction (CAI) throughout Canada. Other papers covered CAI centralization, minicomputers, co-operative research projects, educational games, educational management simulations, logic instruction, program design, language standards, group use of CAI, teacher-authored instruction, and "do-it-yourself programing." The concluding speaker noted that a very small amount of hard data was presented in the papers and emphasized that the fate of CAI will be determined by cost-benefit analysis. (MC)

Published
1972

38. A General Information System for Learning.

Author

Georgia Inst. of Tech., Atlanta. School of Information and Computer Science. and Slamecka, Vladimir

Abstract

This paper is concerned with the application of information engineering approaches to the design of large general purpose educational systems. The subject is developed through a brief discussion of such topics as (1) design objectives of future educational systems, (2) an information processing model of the educational process, (3) a basic configuration of a general purpose information system for education, and (4) the state of art of information technology relevant to such a system. The paper concludes with a description of one educational system under study. (RP)

Published
1969

39. Applying a Constructivist and Collaborative Methodological Approach in Engineering Education

Author

Moreno, Lorenzo, Gonzalez, Carina, Castilla, Ivan, Gonzalez, Evelio, and Sigut, Jose

Abstract

In this paper, a methodological educational proposal based on constructivism and collaborative learning theories is described. The suggested approach has been successfully applied to a subject entitled "Computer Architecture and Engineering" in a Computer Science degree in the University of La Laguna in Spain. This methodology is supported by two tools: the Moodle platform as a collaboration framework among students and teachers and a free Instruction Level Parallelism (ILP) processor simulator called SIMDE, developed by the authors to promote the experience and help the understanding of superscalar and VLIW processors. This work is described showing how the constructivist and collaborative approaches have been applied and how the activities have been structured temporarily in phases. This educational proposal has been validated and improved with the feedback of the students during two academic years. Furthermore, the methodological procedure is also suitable to be used not only in subjects with contents which require the understanding of dynamic situations but also in subjects with other requirements.

Published
2007
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40. Computer-Mediated Communication in English for Specific Purposes: A Case Study with Computer Science Students at Universiti Teknologi Malaysia

Author

Shamsudin, Sarimah and Nesi, Hilary

Abstract

This paper will describe an ESP approach to the design and implementation of computer-mediated communication (CMC) tasks for computer science students at Universiti Teknologi Malaysia, and discuss the effectiveness of the chat feature of Windows NetMeeting as a tool for developing specified language skills. CMC tasks were set within a programme of sustained-content language instruction (SCLI), a variation on the content-based instruction approach. Various studies have confirmed the potential of SCLI as a means of familiarising language learners with academic genres and the language skills expected of them in the content classroom. To date, however, there has been little or no research into the use of CMC within SCLI. We found that students who followed a programme of SCLI using CMC ESP tasks made significant improvements in their oral communication skills, and also achieved higher scores than their peers in a computer science project undertaken in the semester following the treatment. (Contains 8 tables and 1 figure.)

Published
2006

41. Toward a Computational Model of Tutoring.

Author

Woolf, Beverly Park

Abstract

Discusses the integration of instructional science and computer science. Topics addressed include motivation for building knowledge-based systems; instructional design issues, including cognitive models, representing student intentions, and student models and error diagnosis; representing tutoring knowledge; building a tutoring system, including artificial intelligence; discourse analysis; and a computational model of explanation. (30 references) (LRW)

Published
1992

42. High School Students Learning University Level Computer Science on the Web: A Case Study of the 'DASK'-Model

Author

Grandell, Linda

Abstract

Computer science is becoming increasingly important in our society. Meta skills, such as problem solving and logical and algorithmic thinking, are emphasized in every field, not only in the natural sciences. Still, largely due to gaps in tuition, common misunderstandings exist about the true nature of computer science. These are especially problematic for high school students, who need to have a realistic view of what studying computer science would be like in order to make advised decisions about their future careers. The principal objective of Finnish high schools is to prepare young students for further studies and life in general; it can therefore be seen as something of a paradox that these schools are not obliged to provide their students with tuition in computer science. In this paper we describe the project "DASK" (DAtakunskap i SKolan, Computer Science in Schools), which aims at introducing computer science to Swedish-speaking high school students by providing university level computer science courses on the web. The purpose is to give a realistic view of computer science, at the same time removing any potential misunderstandings about its true nature. The "DASK"-curriculum includes web-based versions of the five basic courses taught at the university with no trade-offs in either contents or difficulty level. The main focus is on student activity, emphasizing the importance of continuous work throughout the courses. We have formulated the "ActiWe" (Active on the Web) principle, a main guideline applied when designing, developing and giving the courses. Instructors at the university are responsible for the courses in most ways (acting as the course lecturer, maintaining the material, checking assignments, giving feedback etc.), but each high school has a contact teacher who supports the students locally. "DASK" was initiated in 2002, and has been popular from the very beginning; feedback from both students and teachers has been positive. In a recently conducted survey (January 2005), many of the teachers stated that their schools would not be able to provide any computer science-related courses on their own, thus indicating a definite need for the "DASK"-courses. In addition, the high number of participants registering for the first course each year implies that there is a genuine interest for computer science among high school students. Our experience shows that the greatest challenges for both students and university instructors are time-related: in most schools, the "DASK"-courses are not given time in the schedule and are thus not part of the actual tuition; this leads to already stressful periods becoming even more burdensome for the students. Giving the "DASK"-courses has also proved to be time-consuming for the university instructors; much time and effort has to be invested in maintaining the material, but particularly in giving individual feedback for assignments to all students on a weekly basis. A future challenge is thus to improve the time management of both students and instructors. (Contains 2 figures and 1 table.)

Published
2005

43. Computers, Networks and Education.

Author

Kay, Alan C.

Abstract

Discussed is how globally networked, easy-to-use computers can enhance learning only within an educational environment that encourages students to question "facts" and seek challenges. The strengths and weaknesses of computers used as amplifiers for learning are described. (KR)

Published
1991

44. Communications, Computers and Networks.

Author

Dertouzos, Michael L.

Abstract

The infrastructure created by fusing computing and communications technologies is described. The effect of this infrastructure on the economy and society of the United States is discussed. The importance of knowing the value and role of information is emphasized. (KR)

Published
1991

45. Using the Internet to Improve University Education: Problem-Oriented Web-Based Learning with MUNICS

Author

Fischer, Frank, Troendle, Pamela, and Mandl, Heinz

Abstract

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications. (Contains 5 figures.)

Published
2003
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46. Computer-Assisted Instruction for the Deaf.

Author

Fletcher, John D.

Abstract

A three-year project involving 4,000 students from 15 schools for deaf students supported the development and evaluation of computer-assisted instruction (CAI) for the hearing-impaired. Activities ranged from evaluations of specific curriculums to theoretical studies of language use by the deaf. The project demonstrated that CAI can benefit deaf students, that it can support relevant research in deaf education, and that it is economically feasible. In addition, the outcomes of the project made it clear that CAI can be used for other purposes. These include: 1) the development of symbolic representations of the learner so that specific instructional treatments can be prescribed to maximize educational outcomes; 2) the creation of teaching strategies which respond to wrong answers, allow multiple responses, and permit student control; 3) the identification of the specific cognitive skills of deaf students, and 4) the specification of the economic and technological feasibility of CAI. (LB)

Published
1974

47. Facts and Futures; What's Happening Now in Computing for Higher Education. Annual Proceedings of the EDUCOM Fall Conference (9th, Princeton, New Jersey, October 9-11, 1973).

Author

Interuniversity Communications Council (EDUCOM), Princeton, NJ.

Abstract

The ninth annual EDUCOM conference developed its theme along four major lines: computing for research; computing for instruction; management information systems; and the allocation of computing resources. Papers in this volume address primarily the organizational and political considerations (Parts II, III, IV, and V), and technological/economic issues (Part VI) relevant to the utilization of computing and networking in higher education. (WCM)

Published
1974

48. A Question-Answering System for Elementary Mathematics.

Author

Stanford Univ., CA. Inst. for Mathematical Studies in Social Science. and Smith, Nancy Woodland

Abstract

This paper describes a project concerned with the understanding of natural language by computers. The project involves the development of both a theoretical model of natural language processing by computer and an actual implementation of the theory. The specific implementation chosen is a question-answering system for elementary mathematics which uses unrestricted natural language input. Details of the question-answering system are given and basic features in the perspective of the theoretical model are discussed. (JP)

Published
1974

49. Diagnosis and Remediation in the Context of Intelligent Tutoring Systems.

Author

Aberdeen Univ. (Scotland). Dept. of Computing Science. and Sleeman, D.

Abstract

This paper provides an overview of the four major aspects of the PIXIE Intelligent Tutoring System: the field work undertaken to determine how teachers diagnose and remediate in introductory algebra; the set of experiments run to determine the relative effectiveness of Model-Based-Remediation (MBR) and Reteaching; systems work carried out to remedy shortcomings noted earlier in the Intelligent Tutoring System, PIXIE; and an experiment conducted to determine whether it is possible to enhance teachers' diagnostic capabilities. The major conclusions from the four phases of the work are: (1) the teachers involved in the study, essentially tutored algebra procedurally; (2) for algebra, when taught procedurally with this age group, reteaching seems as effective as MBR; (3) the initial basic PIXIE system has now been enhanced so that it can diagnose and remediate in several domains; and (4) this experiment concluded that exposure to the TPIXIE program did enhance the teacher trainees' ability to diagnose student errors. (Author/TW)

Published
1988

50. Enhancing PIXIE's Tutoring Capabilities.

Author

Aberdeen Univ. (Scotland). Dept. of Computing Science., Moore, J. L., and Sleeman, D.

Abstract

This paper discusses the overall design of the PIXIE Intelligent Tutoring System, and more specifically a series of recent enhancements. The original system has been implemented to involve three separate phases: the offline, or model generation phase; the online, or tutoring, phase; and the analysis phase. The offline phase, which is completed prior to any interaction with a student, involves the construction of a set of student models for a given domain. The online phase involves the tutorial interaction with a student, consisting of both diagnosis and remediation of errors. During the post-interaction analysis phase, undiagnosed errors are examined and, if consistent, added to the existing domain knowledge base. Four recent enhancements to the system are discussed, each arising from a shortcoming that was noted in the system as a result of student trials. Two of these additions to the system involve the diagnosis of errors, and two involve the remediation of errors. (Author/TW)

Published
1988