103 research outputs found
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Total animation: A multimedia computer resource program for secondary art education
This HyperStudio animation project covers the basic concepts, techniques, and procedures in producing animation. The purpose of this program is to furnish the user with enough information that will serve as a basic foundation to produce a simple animation for themselves
SEPEC conference proceedings: Hypermedia and Information Reconstruction. Aerospace applications and research directions
Papers presented at the conference on hypermedia and information reconstruction are compiled. The following subject areas are covered: real-world hypermedia projects, aerospace applications, and future directions in hypermedia research and development
Multimedia Prereading Strategies
Prereading activities are important in enabling students to comprehend and enjoy the books they read. Teachers are always in need of good prereading activities, and the increasing popularity of computers offers opportunities to fill this need, however, technology is not keeping up with educators\u27 needs in this area. While there is an overwhelming quantity of commercially produced computer software programs, they are invariably generic in nature. No software relating to prereading strategies appears to be available. A CD containing multimedia prereading activities was produced to accompany a selected list of elementary level trade books. The CD is intended to be kept in the school library and to be used either directly with students or as a model for classroom teachers to create their own multimedia activities
Menu-Based User Interface Systems: Theory and Practice
The thesis discusses the menu selection technique, which is one of the most commonly used interaction techniques in Human-Computer Interfaces, and continues to flourish because of its simple interaction format and its adaptability to the many diverse applications. The ease of use of the technique, particularly by novices, contributes significantly to the widespread acceptance of menu-based user interface systems, despite their inherent disadvantages and drawbacks. Chapter One surveys the issues concerning the design and use of menu-based interfaces, and addresses particularly the navigational problems encountered by users of menu selection systems, identifying various navigational aids which help overcome these problems. The chapter concludes with a comparison between menu-based interfaces and other interface styles (command language, natural language and form-filling). Chapter Two describes the practical work of the thesis which consists of implementing a particularly demanding menu-based interface example involving multiple menu selections using four different dialogue specification systems. The implementation is discussed mainly from a menu system designer's view. Strategies to solve or address the multiple selection mechanism problem as well as some the navigational concepts discussed in chapter one are devised and used within each the four target systems. Also, some other related user interface design issues are reported in chapter two. The principal aim of the work is to investigate the difficulties a dialogue designer may face in attempting to implement a common type of menu-based interface using various delivery systems, all of which claim in varying degrees to support menu-based interactive styles. In the final chapter conclusions are drawn from the practical work concerning desirable menu support features in user interface implementation systems, and issues requiring further investigation are identified
An electronic storage and access system for special education legislation
In the field of education, instructional leaders must know the regulations governing the assessment, curriculum, and instruction of all students. An area of special concern is the regulations governing programs for students with disabilities. Although the average population of students with disabilities may represent less than 10% of the total student body, the school administrator is responsible for maintaining access to the most current regulations, for accurately interpreting, and effectively implementing federal and state mandates to ensure that the due process rights of the students with disabilities are upheld. Yet the laws and regulations governing special education programs are continually changing. Having immediate and accurate access to the most current regulations are critical problems for administrators of special education programs.;One means of providing the regulations is the computer. With the use of hypertext-based software, computers are presently and successfully being used in business and medicine for training and reference storage. Therefore, SpeciaLink was developed to serve as a prototypical system for the delivery of the regulations governing special education programs.;To evaluate SpeciaLink, an experiment was conducted to test the effectiveness and efficiency of manipulating and extracting the stored regulations. A controlled experiment involving the use of hypertext programming was conducted in Virginia school districts. The research project used a random sample of secondary school administrators from 15 school districts. The sample frame participants were given a survey to identify their knowledge of the Virginia Regulations Governing Special Education Programs for Children with Disabilities, 1994. For a trial period of two months, the experimental group was given the software, SpeciaLink, that allowed them to electronically access the regulations. After the trial, the entire sample frame was re-surveyed.;Following the pilot program, statistical interpretation of the results revealed that a hypertext-based system is an effective and efficient tool for manipulating and extracting information from the regulations governing special education programs. Because the hypertext-based software promises to be so useful in special education, future research should examine the possibilities of expanding the use of electronically storing local mandates and court litigation that pertain to special education programming
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Teaching with style: computer aided instruction, personality and design education
The investigation reported in this thesis concerns the possibility of automatically matching the learning styles of design students with appropriate styles of computer aided instruction (CAl).
Individual adult learners exhibit preferences for the way information is presented and for the ways in which they are taught. These preferences arise from characteristics known as cognitive styles which are associated with personality. Cognitive dissonance occurs when there is a mismatch between styles of teaching and styles of learning. Under these conditions some students will be discouraged. A survey of students on typical design courses showed them to have particular learning preferences. In this respect they are differentiated from tutors who may prefer to teach in a different style.
CAl systems also exhibit styles. These are manifest in features such as the computer's control of learning interactions and the form of information which the system delivers. Computer-based training has often been of a sequential, drill-andpractice kind which encourages rote learning. This style has met with limited success, and it is shown to be unsuitable for most design students.
The Myers-Briggs Type Indicator (MBTI) is used to classify the psychological types of design students. Evidence of learning preferences from the MBTI and from related sources is given. From a theoretical description of learning episodes, a computer-based model is developed that provides CAl treatments matched to sixteen learning styles.
It is concluded that CAl-based teaching of technological information to design students can be more optimally matched. The principles established have wider implications for communications between designers and others
The development of intelligent hypermedia courseware, for design and technology in the English National Curriculum at Key Stage 3, by the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model
The purpose of this research was to develop an alternative to traditional textbooks for the teaching of electronics, within Design and Technology at Key Stage 3, in the English National Curriculum. The proposed alternative of intelligent hypermedia courseware was investigated in terms of its potential to support pupil procedural autonomy in task directed, goal oriented, design projects. Three principal design criteria were applied to the development of this courseware: the situation in which it is to be used; the task that it is to support; and the pedagogy that it will reflect and support. The discussion and satisfaction of these design criteria led towards a new paradigm for the development of intelligent hypermedia courseware, i.e. the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model.
A courseware prototype was instantiated using this development paradigm and subsequently evaluated in three schools. An illuminative evaluation method was developed to investigate the consequences of using this courseware prototype. This evaluation method was based on longitudinal case studies where cycles of observation, further inquiry and explanation are undertaken. As a consequence of following this longitudinal method, where participants chose to adopt the courseware after the first trial, the relatability of outcomes increased as subsequent cycles were completed. Qualitative data was obtained from semi-structured interviews with participating teachers. This data was triangulated against quantitative data obtained from the completed dynamic user models generated by pupils using the courseware prototype.
These data were used to generate hypotheses, in the form of critical processes, by the identification of significant features, concomitant features and recurring concomitants from the courseware trials. Four relatable critical processes are described that operate when this courseware prototype is used. These critical processes relate to: the number of
computers available; the physical environment where the work takes place; the pedagogical features of a task type match, a design brief frame match and a preferred teaching approach match; and the levels of heuristic interaction with the courseware prototype
Fourth Conference on Artificial Intelligence for Space Applications
Proceedings of a conference held in Huntsville, Alabama, on November 15-16, 1988. The Fourth Conference on Artificial Intelligence for Space Applications brings together diverse technical and scientific work in order to help those who employ AI methods in space applications to identify common goals and to address issues of general interest in the AI community. Topics include the following: space applications of expert systems in fault diagnostics, in telemetry monitoring and data collection, in design and systems integration; and in planning and scheduling; knowledge representation, capture, verification, and management; robotics and vision; adaptive learning; and automatic programming
The implementation of technology into the curricula of selected independent piano studios.
Of the 225 returned surveys, 76 independent piano teachers with 12 or more students reported using one or more forms of technology in their curricula: 47 used computers in their teaching, 47 used keyboard technology, 44 used accompaniment disks, and 16 used the Internet for teaching. Sixty-two percent of the 76 teachers employed two or more forms of technology in their studios. Digital keyboard technology was the primary teaching tool for 36% of the 47 keyboard users. Computer-assisted instruction software received much wider usage (91% of 47 computer users) than notation, sequencing, and accompaniment application software (51%). Although 93% of 47 teachers had Internet access, only 36% taught with the technology. Most of the 76 teachers reported the positive pedagogical impact of technology use in their curricula and listed workshops/seminars and colleagues as the foremost resources for acquiring knowledge on music technology.A 51-item questionnaire was sent to 400 independent piano teachers from the Music Teachers National Association's (MTNA) membership list to seek information on the implementation of technology into their curricula. The survey covered topics such as the purposes and methods of using different types of technology, successes and limitations in the use of technology, and factors hindering the incorporation of technology into independent piano studios.The primary purpose of this exploratory study was to examine the extent to which selected independent piano teachers with 12 or more pre-college students incorporated technology into their curricula including the use of computer and keyboard technologies, software, accompaniment disks (MIDI/CD), and the Internet. A secondary purpose was to provide information on teachers' attitudes toward the use of technologies in private piano curricula. The conclusions and recommendations presented, along with the annotated bibliography of Internet resources and a list of software program features, serve as a reference for independent piano teachers currently teaching with technology or interested in incorporating technology into their curricula.Future research could benefit from further investigation of the pedagogical use of digital reproducing pianos and accompaniment disks, as well as the achievement of students who are involved in curricula that incorporate various forms of technology
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