Bored with point and click?

Computers have the potential to be exploited as one of the most exciting examples of instructional media. Yet designers often fail to realize this potential. This is, in part, due to the limitations of hardware and software and, in part, due to the lack of good theory developed through conclusive research. Good examples of computer-based learning may owe more to the imaginative flair of the courseware designer than they do to the application of explicit design guidelines and good learning theory. This paper will therefore consider a variety of issues that may be blocking theoretical development and draw conclusions for future courses of action. This starts with a statement of the problem, first by considering the macro and micro issues, and then by looking at a recent call for help in ComputerBased Learning Environment (CBLE) design. Next, the contribution of instructional design theories will be presented together with a way forward for investigating the issues. Finally the implications for future progress are presented

A knowledge-based system design/information tool

The objective of this effort was to develop a Knowledge Capture System (KCS) for the Integrated Test Facility (ITF) at the Dryden Flight Research Facility (DFRF). The DFRF is a NASA Ames Research Center (ARC) facility. This system was used to capture the design and implementation information for NASA's high angle-of-attack research vehicle (HARV), a modified F/A-18A. In particular, the KCS was used to capture specific characteristics of the design of the HARV fly-by-wire (FBW) flight control system (FCS). The KCS utilizes artificial intelligence (AI) knowledge-based system (KBS) technology. The KCS enables the user to capture the following characteristics of automated systems: the system design; the hardware (H/W) design and implementation; the software (S/W) design and implementation; and the utilities (electrical and hydraulic) design and implementation. A generic version of the KCS was developed which can be used to capture the design information for any automated system. The deliverable items for this project consist of the prototype generic KCS and an application, which captures selected design characteristics of the HARV FCS

The design and implementation of an adaptive e-learning system

This paper describes the design and implementation of an adaptive e-learning system that provides a template for different learning materials as well as a student model that incorporates five distinct student characteristics as an aid to learning: primary characteristics are prior knowledge, learning style and the presence or absence of animated multimedia aids (multimedia mode); secondary characteristics include page background preference and link colour preference. The use of multimedia artefacts as a student characteristic has not previously been implemented or evaluated. The system development consists of a requirements analysis, design and implementation. The design models including use case diagrams, conceptual design, sequence diagrams, navigation design and presentation design are expressed using Unified Modelling Language (UML). The adaptive e-learning system was developed in a template implemented using Java Servlets, XHTML, XML, JavaScript and HTML. The template is a domain-independent adaptive e-learning system that has functions of both adaptivity and adaptability

A Visual Programming Paradigm for Abstract Deep Learning Model Development

Deep learning is one of the fastest growing technologies in computer science with a plethora of applications. But this unprecedented growth has so far been limited to the consumption of deep learning experts. The primary challenge being a steep learning curve for learning the programming libraries and the lack of intuitive systems enabling non-experts to consume deep learning. Towards this goal, we study the effectiveness of a no-code paradigm for designing deep learning models. Particularly, a visual drag-and-drop interface is found more efficient when compared with the traditional programming and alternative visual programming paradigms. We conduct user studies of different expertise levels to measure the entry level barrier and the developer load across different programming paradigms. We obtain a System Usability Scale (SUS) of 90 and a NASA Task Load index (TLX) score of 21 for the proposed visual programming compared to 68 and 52, respectively, for the traditional programming methods

Factors shaping the evolution of electronic documentation systems

The main goal is to prepare the space station technical and managerial structure for likely changes in the creation, capture, transfer, and utilization of knowledge. By anticipating advances, the design of Space Station Project (SSP) information systems can be tailored to facilitate a progression of increasingly sophisticated strategies as the space station evolves. Future generations of advanced information systems will use increases in power to deliver environmentally meaningful, contextually targeted, interconnected data (knowledge). The concept of a Knowledge Base Management System is emerging when the problem is focused on how information systems can perform such a conversion of raw data. Such a system would include traditional management functions for large space databases. Added artificial intelligence features might encompass co-existing knowledge representation schemes; effective control structures for deductive, plausible, and inductive reasoning; means for knowledge acquisition, refinement, and validation; explanation facilities; and dynamic human intervention. The major areas covered include: alternative knowledge representation approaches; advanced user interface capabilities; computer-supported cooperative work; the evolution of information system hardware; standardization, compatibility, and connectivity; and organizational impacts of information intensive environments

Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs

Designing a training tool for imaging mental models

The training process can be conceptualized as the student acquiring an evolutionary sequence of classification-problem solving mental models. For example a physician learns (1) classification systems for patient symptoms, diagnostic procedures, diseases, and therapeutic interventions and (2) interrelationships among these classifications (e.g., how to use diagnostic procedures to collect data about a patient's symptoms in order to identify the disease so that therapeutic measures can be taken. This project developed functional specifications for a computer-based tool, Mental Link, that allows the evaluative imaging of such mental models. The fundamental design approach underlying this representational medium is traversal of virtual cognition space. Typically intangible cognitive entities and links among them are visible as a three-dimensional web that represents a knowledge structure. The tool has a high degree of flexibility and customizability to allow extension to other types of uses, such a front-end to an intelligent tutoring system, knowledge base, hypermedia system, or semantic network

A 16th Suggestions for Educational Curriculum Improvement in Jordan, from the experts point of view

The present research was conducted to identify the most important suggestions for educational curriculum improvement in Jordan, from the experts point of view. Descriptive survey through data and information collection tool (questionnaire) was used as an approach,  The study sample consisted of (620) educational experts in the field of Curriculum and Instruction. SPSS was used to analyze replication and percent data. The results showed that 16th suggestions to improvement the curriculum in Jordan and most notably, the involvement of specialists  in a democratic from the binging and authoring of the curriculum by (99%), the continuous renewal of human resources on the building and the formation of the curriculum by (98%), the derivation of teaching and special outcomes for textbooks from educational outcomes involved in the Ministry of Education law by (97%), follow the participatory and decentralized administration approach in curriculum management strategies by (96%), and the authorship of textbooks based on the educational outcomes involved in the Ministry of Education Law by (95%). The finally, its  recommended to consider 16th  suggestions of this study when authoring new curriculum in Jordan. Keywords: Educational Curriculum Improvement, Experts, School