Lyceum: internet voice groupware for distance learning

This paper describes the design, implementation and deployment of Lyceum, a groupware system providing students and tutors with real time voice conferencing and visual workspace tools, over the standard internet. Lyceum uses a Java client/server architecture to tackle a formidable set of networking requirements: multi-way voice communication with synchronous shared displays, scalable to hundreds of simultaneous users, running over normal modem connections via unknown internet service providers, on home PCs. Additionally, the design had to support multiple courses with different requirements. We describe the interdisciplinary requirements analysis, and iterative design process, by which an academic course team was able to specify and evaluate prototypes. We present the systemís architecture, describe the technical successes and failures from Lyceumís first large scale deployment, and summarise its affordances for interaction and learning

Aerospace medicine and biology: A continuing bibliography with indexes, supplement 130, July 1974

This special bibliography lists 291 reports, articles, and other documents introduced into the NASA scientific and technical information system in June 1974

Aerospace Medicine and Biology: A continuing bibliography with indexes, supplement 140

This bibliography lists 306 reports, articles, and other documents introduced into the NASA scientific and technical information system in March 1975

Facilitating argumentative knowledge construction with computer-supported collaboration scripts

Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Computer-supported scripts have been found to support learners during online discussions. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument–counterargument sequences, during online discussions. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. One hundred and twenty (120) students of Educational Science participated in the study with a 2×2-factorial design (with vs. without script for the construction of single arguments and with vs. without script for the construction of argumentation sequences) and were randomly divided into groups of three. Results indicated that the collaboration scripts could improve the formal quality of single arguments and the formal quality of argumentation sequences in online discussions. Scripts also facilitated the acquisition of knowledge on argumentation, without affecting the acquisition of domainspecific knowledge

Conceptual, metacognitive and collaborative learning in computer-supported inquiry for Chinese tertiary business students

Nominated for Best Student Paper AwardThis study aims to design and evaluate a collaborative inquiry learning environment using Knowledge Forum for Chinese business students' project learning and to investigate how collaborative learning takes place. Participants were four intact classes of 102 Year 1 tertiary business students and two tutors. Two classes were experienced in a designed CSCL learning environment and the other two classes were taught in a conventional project-based approach. Data were obtained from surveys, interactions in the forum, writing quality and collaborative learning portfolio. Quantitative analyses indicated that the instructional groups outperformed the comparison groups on approaches to learning, conceptual understanding, and argumentation writing. Students' use of scaffolds on Knowledge Forum was significantly correlated with higher-level performance. Qualitative analyses using contrasting groups illustrate differences in conceptual, metacognitive and collaborative processes in computer-supported collaborative inquiry. The significance and implications of the study are also discussed.postprin

Aeronautical Engineering: A special bibliography with indexes, supplement 64, December 1975

This bibliography lists 288 reports, articles, and other documents introduced into the NASA scientific and technical information system in November 1975

Literature review of the remote sensing of natural resources

Abstracts of 596 documents related to remote sensors or the remote sensing of natural resources by satellite, aircraft, or ground-based stations are presented. Topics covered include general theory, geology and hydrology, agriculture and forestry, marine sciences, urban land use, and instrumentation. Recent documents not yet cited in any of the seven information sources used for the compilation are summarized. An author/key word index is provided