Computer assisted instruction for students studying basic logic at the 9th grade level

A system of Computer Assisted Instruction for Students Studying Basic Logic at the 9th Grade Level was written in Prolog running on a Digital Equipment Vax 11/780 under the Unix1 operating system. The program is a straight-forward approach to teaching propositional logic. A three layer menu structure is used to inform students of lessons, subtopics, and help available. Example questions are generated after each subtopic, and student scores are displayed for immediate reinforcement or correction. Scores are also saved for storage on the student\u27s progress chart file. A help function enables the student to review explanations of terminolgy, review truth tables, print a student handbook, and either display or print the student\u27s progress chart. In addition, the teacher may open a student account, close a student account, print a classlist, print progress charts, or print the teacher\u27s handbook. The input/output is not up to par due to the limitations imposed by the Prolog C-Interpreter. Pretests and Posttests are only available interactively with the aid of the teacher

Natural Philosophy or Science in Premodern Epistemic Regimes? The Case of the Astrology of Albert the Great and Galileo Galilei

Scholarly attempts to analyze the history of science sometime suffer from an imprecise use of terms. In order to understand accurately how science has developed and from where it draws its roots, researchers should be careful to recognize that epistemic regimes change over time and acceptable forms of knowledge production are contingent upon the hegemonic discourse informing the epistemic regime of any given period. In order to understand the importance of this point, I apply the techniques of historical epistemology to an analysis of the place of the study of astrology in the medieval and early modern periods alongside a discussion of the “language games” of these period as well as the role of the “archeology of knowledge” in uncovering meaning in our study of the past. In sum, I argue that the term “science” should never be used when studying approaches to knowledge formation prior to the seventeenth century

To investigate the effectiveness of computer simulation versus laboratory experience, and the sequencing of instruction, in teaching logic circuits

The study investigated the effectiveness of computer-based simulation versus laboratory experience, and the sequencing of instruction, in teaching logic circuits. The two independent variables in this study were: (1) method of instruction, a nominal variable with two categories (computer-based simulation and laboratory experience); and (2) sequencing of instruction, a nominal variable with two categories (reading following lab or simulation experience and reading prior to lab or simulation experience). The dependent variable was the posttest score;A 2 x 2 factorial design was used in this study. The data were analyzed using the analysis of variance procedure. It was found that the sequence of instruction was an importance factor in teaching logic circuits. It was significant at the 0.001 alpha level. The students who did the activity (laboratory or computer simulation) first, followed by the reading assignment, scored significantly higher on the posttest as compared to those who received identical material in the opposite sequence. No significant difference was found between the two methods of instruction: laboratory or computer simulation. Also, there was no significant interaction between method of instruction and sequence of instruction;In order to gain greater insight into the students\u27 cognitive process, the posttest items were classified into two categories: (1) knowledge, and (2) transfer. It was found that only the \u27transfer\u27 items contributed to the difference between the two sequential groups. The study concluded that exploratory type of experiential activity prior to formal instruction results in better conceptual learning and better transfer as compared to the reverse sequence

Measuring What’s Valued Or Valuing What’s Measured? Knowledge Production and the Research Assessment Exercise

Power is everywhere. But what is it and how does it infuse personal and institutional relationships in higher education? Power, Knowledge and the Academy: The Institutional is Political takes a close-up and critical look at both the elusive and blatant workings and consequences of power in a range of everyday sites in universities. Authors work with multi-layered conceptions of power to disturb the idea of the academy as a haven of detached reason and instead reveal the ways in which power shapes personal and institutional relationships, the production of knowledge and the construction of academic careers. Chapters focus on, among other areas, student-supervisor relationships, personal PhD journeys, power in research teams, networking, the Research Assessment Exercise in the UK, and the power to construct knowledge in literature reviews. This chapter does not address which mechanism of research assessment provides a more truthful account of the value of a set of ‘research outputs’. Instead, it focuses on the power of any such mechanism to reinforce particular values and to inscribe hierarchies regarding knowledge. Regardless of what replaces it, the UK's RAE will have been productive, not just reflective of academic values. Some of the negative consequences of the RAE for UK academic life are considered, focusing on the operation of power through processes of knowledge production

Using Gamification to Foster Student Resilience and Motivation to Learn, And Using Games to Teach Significance Testing Concepts in the Statistics Classroom

Two studies are outlined in this dissertation. In the first study, elements of Super Mario Bros. videos games were used to change the way college students in a beginners’ statistics course were graded on their work. This was part of an effort to help students remain optimistic in the face of challenging coursework and even failure on assignments and tests. The study shows that the changes made to the grading structure did help students to keep trying and to use the materials given to them by their professor until they achieved their desired grade in the course, and suggests ways to make the gamified grading structure even more effective in future uses of the program. In the second study, an online activity was created where players engage in a game of deception against each other, and the tools of the game encourage players to naturally perform steps of a hypothesis test as taught in beginners’ statistics courses in order to determine whether their opponent is lying to them. The study shows that players of the game naturally began to take actions and ask questions that foster an effective environment for learning about the more formal steps of performing a hypothesis test, and that this game may be a useful tool for educators to use to help their students learn about these complicated processes in a fun and natural way

On the Problem of the Island of Earth: Introducing a Universal Theory of Value in an Open Letter to The President of the United States

This paper introduces a unified theory of value.theory of value; evolutionary stable solution; economic power; military power; national security; global threat mitigation; extinction; human evolution; ideological environmentalism; the problem of induction; karl popper; F.A. von Hayek; austrian economics

Interactive M-Learning Media Technology to Enhance the Learning Process of Basic Logic Gate Topics in Vocational School and Engineering Education

The process of learning to use smartphones is now highly promoted. Almost everyone has a smartphone. The latest trend in learning is known as Mobile Learning (M-Learning). M-Learning can be used anywhere and anytime. Thus, we propose the use of the M-Learning application for computer system subjects in the basic logic gate topics so that students can be motivated to learn. We call this application BLG-LeMed. The focus of this research is on the process of using BLG-LeMed applications on classroom learning that is used directly by vocational high school students, then testing with alpha testing, User Acceptance Tests (UAT), usability evaluations, and knowing the effect of motivating students to use five dimensions of motivation and student learning outcomes. The development model used is Extreme Programming (XP). The design used in this study, by conducting trials in one class and observing students using the BLG-LeMed application as learning media, 38 students consisted of 26 men and 12 women involved in this study, with a duration of 135 minutes at one time of the meeting. We conclude that using the BLG-LeMed application based on M-Learning in the learning process of this basic logic gate, strongly supported by the testing team, can be accepted by users, has a usefulness as a interactive learning media, can have an effect in motivating students to learn, and provide results very satisfying learning