Spacecraft software training needs assessment research, appendices

The appendices to the previously reported study are presented: statistical data from task rating worksheets; SSD references; survey forms; fourth generation language, a powerful, long-term solution to maintenance cost; task list; methodology; SwRI's instructional systems development model; relevant research; and references

Designing an Interactive Videodisc System Network for Effective Training Managem

Within the past two years, there has been a breakthrough In Interactive videodisc training systems technology that has been made possible through the personal computer. This has resulted In many companies and Individuals entering the field, both in the development of computer hardware and software as welI as the preparation of Interactive videodisc authoring languages and courseware. Overlooked in this technological gold rush has been the need to provide effective curriculum, module, and course management, as well as the measurement and monitoring of student progress through this new training medium. This paper discusses the factors necessary for proper curriculum and student learning process management within an Interactive videodisc-based training environment. It presents a concept whereby the Interactive videodisc training delivery system Is managed by a minicomputer-driven system, offering curriculum and student records management capabilIties as welI as operational capabilities that drive the videodisc-based training workstations

Assessing Interactive Videodisc in Extension

If Extension is going to use interactive videodisc as a program delivery method in the future, the technology must be explored and systematically evaluated in a variety of learning situations. Studying the adoption of the technology in Extension challenges us to (a) identify those interested in exploring the medium, (b) develop an overall strategy for testing the technology, and (e) organize a method for delivering the evaluative information to decision makers. This article poses a considerable number of questions to be addressed as interactive videodisc is tested for its application in transferring information in Extension

A hypermedia lesson about 1875-1885 costume: cognitive style, perceptual modes, anxiety, attitude, and achievement

Cognitive theory focuses attention on mental processes involved in learning. Cognitive theory is based on the view that the human mind interprets information and the individual is central to the learning process. There are individual differences in the ways that information is initially received into the brain. One of the problems associated with the teaching-learning process is determining how learners acquire, store, and recall information;The purpose of this study was to profile students\u27 cognitive styles and to determine relationships among variables that may be associated with how students progress through a computer and videodisc lesson. The lesson is about historic costume. This study was to gain a better understanding of each individual\u27s information-gathering habits and to discover possible patterns among several variables related to gathering information. This study examined the relationships among (1) nine dimensions of cognitive style, (2) students\u27 use of three perceptual modes (visual images, written text, and audible descriptions), (3) computer attitude, (4) computer anxiety, and (5) achievement;A descriptive and correlational design was used for this study. Twenty-four variables were examined. Seventy-nine college students participated in the study;Five instruments were used to collect data: National Association of Secondary School Principals\u27 Learning Style Profile, Computer Anxiety Index, Beliefs in Computers Scale, achievement tests, and Hypercard and videodisc lesson;Strongest cognitive skills were analytic, categorization, and spatial. Students chose visual images more often than either text or audio when learning about historic costume from a computer and laserdisc. Students with strong analytic skills were more likely to use more text and less audio than students with average analytic skills. Strong analytic skill associated with higher achievement. Students have individual cognitive styles and preferences for progressing through a lesson. This suggests that teachers should plan instruction to meet the learners\u27 needs for effective learning

Test target display, an M.F.A. photography portfolio as applied to optical laser disc

By way of introduction, it seems appropriate to reflect upon my artistic endeavors prior to graduate study and how my interest in the use of high technology in art eventually led me to the production of Test Target Display, a laser videodisk. After completing my BFA degree in studio art, I searched for employment in a related filed. As an undergraduate, I had developed a serious interest in photography and was very fortunate to be hired as a biomedical photographer at a teaching hospital. This position provided me with access to excellent darkroom facilities, as well as many scientific instruments used in medical research image recording. My job required a proficiency at operating this equipment and I quickly found a way to integrate these high-tech image makers into my own work

The interaction of learning styles with learner control treatments in an interactive videodisc lesson on astronomy

The purpose of this study was to examine the interaction of different learning styles with different instructional presentations involving learner control while using an interactive videodisc system. Specifically, the issue was to determine if field-independent and field-dependent learners would perform differently from each other under different instructional treatments where the amount of learner control was varied through the environment of interactive videodisc learning. Learning styles were measured by the Concealed Figures Test, which identified the learner as being either field dependent or field independent. The eighty-seven college students participating in the study were randomly assigned to one of three treatment groups, Program Control, Student Control, or Experimental Control. The Program Control treatment provided the learner limited choices in the pace, path, and amount of instructional exposure. The Student Control treatment provided the learner maximum choices as to pace, path, and amount of instructional exposure. The Experimental Control treatment was a non- interactive videodisc program, consisting of a self-study guide