Appraisal of Computer Aided Instruction at the Open University and the evaluation of three specific programs.

This dissertation begins with a review of different types of Computer Aided Instruction. A classification scheme developed from a variety of similar systems found in the literature is used to analyse the different forms of Computer Aided Instruction (CAI) in use at the Open University. The analysis is considered to be particularly relevant in view of the fact that some 10,000 student-terminal hours were devoted to CAI programs at the Open University during 1976. The main type of CAI program in use at the Open University is the computation type. However, in the Physics discipline of the Science Faculty, which is the author's particular concern, the type of CAI program in use is of the calculational experiment type. Hence three calculational experiment programs used at the Open University's Summer School by the Physics discipline were selected for further scrutiny. A study was undertaken to determine the effect of each program on student learning. No significant gains were noted. However, the use of relatively small groups (because of existing constraints) and tests which could have been more reliable may have contributed to this. The effect of each program on student attitudes was also measured, and it is of interest to note that with larger student groups, and more reliable measures, each program had a significant, and positive, effect on student attitudes towards the use of the programs concerned

Computer aided learning for entry level accountancy students

Available from British Library Document Supply Centre-DSC:DXN049783 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

Graduate Catalog, 2001-2002

https://scholar.valpo.edu/gradcatalogs/1028/thumbnail.jp

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp

The Effect of Digital Media on Emergent Literacy Skills: A Systematic Review

This review examines the effectiveness of digital media on emergent literacy skills, specifically alphabet knowledge, print awareness, and phonological awareness, on children birth to four. A systematic search of the literature identified 13 studies that met the pre-determined inclusion criteria. Two independent raters evaluated each study for methodological quality and assigned appropriate levels of evidence based on ASHA levels of evidence. Results found that specific features of digital media can lead to positive effects on emergent literacy skills. A checklist with the highlighted features was created to guide clinicians, parents, and others in making decisions about the true educational quality of various screen media

Graduate Catalog, 2004-2005

https://scholar.valpo.edu/gradcatalogs/1031/thumbnail.jp

2006-2007 Lindenwood University Graduate Course Catalog

Lindenwood University Graduate Course Cataloghttps://digitalcommons.lindenwood.edu/catalogs/1113/thumbnail.jp

Graduate Catalog, 2003-2004

https://scholar.valpo.edu/gradcatalogs/1030/thumbnail.jp

Workplace 2000: A Delphi-Study

[Excerpt] Prognosticate and one thing is certain: you are likely to be wrong. Then why speculate about Workplace 20001 Because Boulding is right; as the future unfolds, surprise is preferable to astonishment. Informed speculation enhances anticipation and understanding, the bases of informed decision-making. It produces a vision with which to agree or disagree, and the means to ascertain why. If the vision proves disagreeable, there is a baseline from which to plot a preferred scenario. For in the end, Workplace 2000 will emerge not from prediction, but from choice