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12 results on '"Stanford Univ., CA. ERIC Clearinghouse on Information Resources."'

1. Taxonomizing Media Attributes for Research Purposes.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources. and Clark, Richard E.

Abstract

Reconstructing media research so that generalizable knowledge can be produced requires an increased emphasis on attributes of media which interact with individual differences to effect learning. In order to accomplish this, media researchers must make a distinction between research "with" media and research "on" media. Privious efforts to systematize the selection of media for instruction by developing taxonomies generally have not been derived from previous research; they also do not draw on previous efforts to organize or conceptualize individual differences in learners. An alternative approach to the structuring and testing of media attribute taxonomies might list attributes to be validated by forming a three-dimensional matrix of subjects, behaviors, and attributes. The matrix is then collapsed across each of the three factors in turn and intercorrelations factored. By collapsing across subjects, for example, it is possible to compute the correlations between all the pairs of media attributes on specific behaviors and factor analyze the intercorrelation matrix. Factors would represent functionally similar media attributes; i.e., clusters of attributes which tend to elicit the same behavior. The result would form the basis of a media taxonomy for research purposes. (Author/WCM)

Published
1974

2. Trait-Treatment Interactions (TTI), Cognitive Processes and Research on Communication Media.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources. and Di Vesta, Francis J.

Abstract

The Trait Treatment Interaction (TTI) Process approach is particularly adapted to the study of information-processing by receivers of information presented in the media. Differences in people's experiences do lead to different cognitive structures. Different people use the same machinery of perceiving, coding, storing, and retrieving. Neverthless, how they use this machinery, what information they process by this machinery, and which particular use of a given piece of machinery they prefer, will make a major difference in knowledge structures leading to an enormous variety of individual differences. Even very small differences in environment and experience can make large differences in knowledge structures including the learner's knowledge about how to process information, even though it is probably true that the underlying machinery is the same for all learners. Systematic investigations on the media based on TTI-Process oriented theories appear now to hold the promise of making a major impact on our understanding of the communication process as well as on our understanding of human behavior. In terms of the theories, technology, and research methods that the task requires there has never been a more opportune time. (WCM)

Published
1974

3. An Alerting Service Bibliography on Libraries and Media. Number Two.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources.

Abstract

Books sent to the ERIC Clearinghouse at Stanford which are not applicable for inclusion in Resources in Education, but are of general interest to those in the media/technology and library/information science field, are listed and described. All entries deal with libraries and media, but do not necessarily stress educational aspects. Books are classified by topic. An elementary classified index is included. (SK)

Published
1975

4. AECT Research Abstracts, 1975.

Author

Association for Educational Communications and Technology, Washington, DC., Stanford Univ., CA. ERIC Clearinghouse on Information Resources., Association for Educational Communications and Technology, Washington, DC., and Stanford Univ., CA. ERIC Clearinghouse on Information Resources.

Abstract

Thirty-six abstracts of media research presented at the 1975 convention of the Association for Educational Communications and Technology (AECT) are compiled in the order in which the papers were presented. Each abstract includes name, affiliations and mailing address of the person presenting the paper. Most abstracts are organized according to purpose, rationale, procedure, results, and conclusions. (SK)

Published
1975

5. Re-Examining the Methodology of Research on Media and Technology in Education.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources., Salomon, Gavriel, Clark, Richard E., Salomon, Gavriel, Clark, Richard E., and Stanford Univ., CA. ERIC Clearinghouse on Information Resources.

Abstract

Research on media and technology in education appears in many forms and styles. The results of this research so far has been quite disappointing, in that researchers have failed to point out the difference between research on media and research with media. Research also has tended to become highly specific, thus losing representativeness. A conflict between better control over specific variables and representativeness could be solved by some new research methods. In field studies a pseudo-experimental design or a staged innovative design allow research to be conducted in naturalistic surroundings. In strictly experimental studies the rotation design and the ecological design can be used. The major theme of these techniques is to move media research out of its traditional either internal-or-external validity conflict toward better and more fruitful research. (JY)

Published
1974

6. Computer Assisted Instruction: The Best of ERIC, 1973-May 1976.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources. and Beard, Marian

Abstract

This bibliography contains annotations of reports, reviews, and other documents on computer-assisted instruction (CAI) derived from a search of the Educational Resources Information Center (ERIC) system. It covers 1973 to May 1976 and serves as an update to an earlier paper, "The Best of ERIC: Recent Trends in Computer Assisted Instruction" (ED 076 025). Section one covers major issues of interest, and section two presents specific applications and cases of CAI. PLATO and TICCIT, two interactive CAI programs, are the subjects of entries in section three. Research via CAI is covered in section four, and the last section covers descriptions of other CAI work such as applications in teacher training, development of author languages, and districtwide experience implementing CAI. (CH)

Published
1976

7. Simulation and Gaming: The Best of ERIC.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources. and Coombs, Don H.

Abstract

Most of the 101 citations included in this annotated bibliography on simulation and gaming were derived from a search of the Educational Resources Information Center (ERIC) indexes. Entries were published between 1972 and 1975. The bibliography is divided into nine sections: theory and research; social studies materials; environment, land use, and planning; language, communication, and reading; business and economics; political science and law; vocational education; science and mathematics; and miscellaneous. Included is an introduction giving a philosophy of simulation/gaming and listing sources of further information. (CH/PF)

Published
1976

8. Professional Scholarship in Educational Technology: Criteria for Judging Inquiry.

Author

Association for Educational Communications and Technology, Washington, DC., Stanford Univ., CA. ERIC Clearinghouse on Information Resources., Schwen, Thomas M., Schwen, Thomas M., Association for Educational Communications and Technology, Washington, DC., and Stanford Univ., CA. ERIC Clearinghouse on Information Resources.

Abstract

An attempt to establish criteria to judge scholarly activities in the field of educational technology focused on skills of inquiry, a process which includes problem definition, hypothesis formation, and hypothesis verification. To be judged adequate such inquiry should be: (1) publicly verifiable; (2) disciplined; (3) generalizable; (4) based on a conceptual structure or theoretical framework; (5) directed towards the extension of knowledge; (6) a demonstration of a comprehensive search; (7) a creative exploration; and (8) sensible. This report describes the need for such criteria, defines each criterion, and explains the implications for adopting the set of criteria. (EMH)

Published
1976

9. AECT Research Abstracts, 1976. Prepared for the Association for Educational Communications and Technology Annual Meeting (Anaheim, California, March 29 through April 2. 1976).

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources.

Abstract

Thirty-five research abstracts cover instructional technology in the following areas: (1) its application to elementary education, medical education, music reading skills, teacher education, college biology, and college student attitudes; (2) an evaluation of various university instructional technology graduate programs; and (3) its cost effectiveness. Additional abstracts deal with criteria for media evaluation, color cueing techniques in visual instructional material, and the development of instructional products in relation to higher education curriculum revision. Also reported are several learning studies testing the perceptual learning process and rate controlled speech. (NR)

Published
1976

10. AECT Abstracts of Research Papers Presented at the Association for Educational Communications and Technology Annual Conventions, 1970 through 1974.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources.

Abstract

Abstracts of research papers presented at the annual conventions of the Association for Educational Communications and Technology during the years 1970-74 are collected with an introductory statement and listing for each year. The name of each presenter is given along with title and mailing address. Papers are collected in the order in which they were presented. Most of the papers are also available in their complete forms through ERIC. (SK).

Published
1975

11. A Review of Multiple Image Presentation Research.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources. and Fradkin, Bernard

Abstract

The multiple image presentation format investigated in this research review refers in most cases to the use of more than one image, with or without audio synchronization, on a single screen or multiple screens, with slides or any appropriate media mix to accomplish a predetermined learning task. Studies reviewed are divided into three categories: (1) general studies, including historical studies, studies of perceptual readiness or literacy related to multiple image communication, and reviews of other studies; (2) experimental studies--those concerned with the constructs related to the design, format, information density, and redundancy of a multiple image learning message; and (3) utilization studies--those that test the multiple image presentation mode to determine its effectiveness as a means of instruction. Within each of the categories, reviews are arranged alphabetically by the last name of the author of the study or article. A complete citation is given, including ordering information or journal citation. A summary draws some conclusions and raises some questions about multiple image research. A subject index and instructions for ordering Educational Resources Information Center (ERIC) documents conclude the paper. (PF)

Published
1976

12. Doctoral Research in Educational Media 1969-1972.

Author

Stanford Univ., CA. ERIC Clearinghouse on Information Resources. and Kirschner, Charlene D.

Abstract

Dissertations were selected for inclusion in this annotated bibliography if they used some form of educational media as the subject or as the methodology of their research. Selections were made from "American Doctoral Dissertations" and from "Dissertation Abstracts." For those selected from the latter, volume and page citations to "Dissertations Abstracts" are included to aid in locating the full abstract. This bibliography is divided into eight sections entitled: audio, audiovisual, computers in instruction, library, programed instruction, projected materials: motion, projected materials: stills, and television. For those dissertations which fall in more than one category, cross-references are supplied. Within each of the eight chapters, citations are arranged alphabetically by author. (Author/SL)

Published
1975

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