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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)

Opening with a discussion of AARON, an artificial intelligence symbol system that is used to generate computer drawings, this document makes the argument that AARON is based upon a way of knowing that is abstract, analytical, rationalist and thus representative of the dominant, western, male philosophical tradition. Male bias permeates the field of computer science. The implications for females in the field, particularly those who use the computer for their art making and in the teaching of art making, is explored. Questions are posed about how the nature of computer science, and in particular its relationship to art making and art education, might be otherwise than one driven by the idea of masculinity and a male way of knowing. An alternative way of knowing that may be employed in computer technology emphasizes negotiating and renegotiating with well know materials (a process sometimes called "bricolage"), and using the computer to "make connections." Such an approach contrasts with the analytical, hierarchical approach of AARON. There is a need to give consideration to a multiplicity of ways of knowing in the use of the computer for art making and for art education. A 34-item list of references is included. (DB)

A pioneer program in computer graphics was implemented at Parkland College (Illinois) to meet the demand for specialized technicians to visualize data generated on high performance computers. In summer 1989, 23 students were accepted into the pilot program. Courses included C programming, calculus and analytic geometry, computer graphics, and computer ethics. During their second semester, students participated in internships. The final program that was developed was a 2-year visualization computer graphics specialist program for an Associate in Applied Science degree. After the conclusion of the original 1-year grant, a summer extension was funded. During summer 1990, 10 students participated in summer internships. Four of them worked together on a project for Motorola, a corporate partner of the National Center for Supercomputing Applications. These students created a program to convert data from an electromagnetic field created by a dipole in free space into images. Thirteen students also attended the SIGGRAPH convention. The quality of the program was demonstrated by success in job placement. Two organizations hired additional scientific visualization specialists just months after hiring a first. The greatest concern of the program was recruitment of new students. (An attached article describes students' experiences in the program.) (YLB)

The search for a satisfactory computer graphics input system led to this version of an analog sheet encoder which is transparent and requires no special probes. The goal of the research was to provide high resolution touch input capabilities for an experimental minicomputer based intelligent terminal system. The technique explored is compatible with AC plasma display technology, and the work reported demonstrates an analog realization for graphic input that is both feasible and economically attractive. Use of the encoder can result in large amounts of raw data, but the local terminal processor and storage give the programer a high degree of flexibility for data management. (WBC)

Two different uses of interactive graphics in computer-assisted instruction are described. Interactive graphics may be used as substitutes for physical devices and operations. An example is simulation of operating on man/machine interfaces, substituting interactive graphics for controls, indicators, and indications. Interactive graphics may also be used to explicate invisible processes. Examples are interactive graphics that allow the student to initiate animations of physical processes and interactive block diagrams that allow the student to learn the functional organization of complex devices. Projects are underway to test the effectiveness of these uses. (Author)

With support from the National Science Foundation and the University of California, the Physics Computer Development Project have produced in the last six years computer based material in a wide variety of modes. Among the major products are science learning dialogs, graphic additions to APL (A Programming Language), the underlying software, and the authoring system. The project has five major objectives: to produce examples of effective use of graphics in computer-based teaching materials; to explore the use of graphics in computer based teaching materials; to explore authoring modes; to introduce dialogs and other standard computer approaches into standard undergraduate environments; to seek a compatible software strategy. Future projects include an organized Research Unit in Educational Technology and a single timesharing computer for science teaching on all eight undergraduate campuses of the University of California. (SK)

The PLATO IV computer-based educational system contains its own communications hardware and software for operating plasma-panel graphics terminals. Key echoing is performed by the central processing unit: every key pressed at a terminal passes through the entire system before anything appears on the terminal's screen. Each terminal is guaranteed 1260 bits/sec of output at all time. There is no "store-and-forward" machinery, and output error and correction are integral parts of the system. (CH)

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)

This paper contains brief synopses of recent technical progress/projects in the field of advanced learning systems. This issue contains the following 12 items: (1) "Guest Editorial" (Sylvia Charp) concerning the need to provide better learning experiences for all students; (2) "Steps in Developing an Expert Systems Model," as implemented by Blue Cross; (3) "Graphics Update: New Boeing Program Represents Data in Stacked 3-D Images"; (4) "Chip Technology Update: The 486 Super Chip"; (5) "DIGITAL PAPER?"; (6) "What Kind of Testing for ETA and Vocational Training?"; (7) "Hypertext Update"; (8) "CD-ROM Review: Report on PC-SIG CD-ROM Volume 6"; (9) "Voice Recognition Systems Update"; (10) "Macintosh versus IBM"; (11) "Notes for a WORM Primer; and (12) "Quotable Quotes." A calendar of upcoming events is included. (KC)

Over the past few years, video technology has been used to assist film directors after they have shot a scene, to control costs, and to create special effects, especially computer assisted graphics. At present, a computer based editing system called "Film 5" combines computer technology and video tape with film to save as much as 50% of the cost of conventional film editing processes. Filmmaker George Lucas has a group working to provide future services to filmmakers in the areas of a database for film production, a digital sound process, computer graphics, and video editing. Unlike Lucas, filmmaker Francis Ford Coppola stresses the ways technological efficiency can encourage human and creative processes in filmmaking. His "electronic cinema" concept uses information processing systems to blend the currently separate processes of preproduction, production, and postproduction. Besides their use in generating more sophisticated computer graphics in such films as "Tron," computerized video assisted production techniques currently under development will soon revolutionize the cinema. (JL)

This report reviews four different computer systems that are available for educational use. Presented is a system overview, and the strengths and weaknesses of each of the following systems: PLATO, TERAK, Compucolor II, and PET. Each of these machines is included as a representative of a "class" of machines available to the educator. Their selection for review is not intended as an endorsement, but rather to permit specificity in discussions of properties. The report looks at the characteristics of each of these machines as they pertain to educational applications, to aid educators in evaluating computer systems, and in making a good choice from among the multitude of systems offered in the marketplace. This document concludes with a comparison among these four computers based upon a set of 25 educationally important parameters and a glossary of technical computer-related terms. (MP)

This discussion of a new computer-based medium describes microcomputer (MC) painting and its principal tool, the MC paintbrush, and explores their potential roles in mathematics, computer science, and art education in secondary schools. This paper describes the school computer, discusses capabilities of MC painting, explains how MC painting is done and what the computer does, argues for classroom use of the school computer, and discusses the meaning of literacy in mathematics, computers, and art. (Author/JD)

The differences between the media of books and computers lies partly in the way in which information is displayed, rather than in the content of the information itself. The term "legibility" denotes how specific physical characteristics of a display affect visual fatigue, reading speed, and ultimately comprehension. Some of these physical components include illumination, color, the printing surface, spacing, typography, and illustrations. There are, however, several features of the computer that affect legibility in totally new ways. For example, in a computer-reading environment, one reads "printing" not "print." There is only one surface for the display of information, the cathode ray tube. In addition, both the presentation of new text and the elimination of the old occur during the reading process. Furthermore, a new physical dimension has been added, the dimension of time. Dynamic legibility is a source of concern because of the nearly limitless ways of controlling the third dimension, the temporal features of text and graphic displays. Though the previous research on legibility provides some foundation for making decisions on how to display text and graphics, new research is needed to address the question of when to display text and graphics. (HOD)