Graphic communications instruction for industrial arts teacher education and industrial technology degree programs

The problem of this study was to investigate the scope, nature, and structure of the graphic communications technical curricula of industrial arts teacher education and industrial technology degree programs within industrial education departments offering graphic communications instruction;A questionnaire/check sheet was mailed to 262 institutions offering industrial education programs. The instrument was designed to obtain data concerning graphic communications instruction from respondents, and more specifically; instructional data, information about the instructor, the degree of instructional emphasis that would be placed on a list of behavioral objectives for industrial arts teacher education and for industrial technology, and the level of attainment that could be achieved on the objectives. Of the 180 instruments returned, 106 institutions indicated they offered graphic communications instruction. Sixty-three institutions offered instruction to both industrial arts teacher education and industrial technology degree programs;Analysis of data indicated: (1) There were significant differences in the number of graphic communications required and elective credits available for various program options in industrial arts teacher education and industrial technology; (2) There were significant differences in the degree of instructional emphasis the respondents would place on a set of behavioral objectives for various program options; (3) Departments which separate students from the two programs in all or some of the graphic communications courses reported a significantly greater proportion of differences in their ratings of instructional emphasis on the behavioral objectives than did departments that combined students from both programs in the same graphic communications courses; (4) Any differences in respondent backgrounds for programs that separated and those that combined instruction were dependent upon the particular characteristic in question;The results indicated that differences existed in several areas of graphic communications instruction between industrial arts teacher education and industrial technology programs. Recommendations based on the results were also presented

Animating complex concepts

Techniques in computer-aided learning offer significant benefits for explaining difficult concepts in a way that is both stimulating and efficient. In the context of the STORM system, we have employed computer-based animation as a means of elucidating complex concepts in the educational domain of Internet and communications technology. Our experience reveals two important lessons for the application of computer animated instruction. Firstly, there is an essential requirement in the design process to ensure that the ontology and manner of presentation accurately conveys the intended message, whilst avoiding ambiguity and false or 'hidden' information. This focuses upon concise and disambiguated animations. Secondly, this requirement is best achieved through an iterative group-based development cycle of specification, testing and implementation

Transient upsets in microprocessor controllers

The modeling and analysis of transient faults in microprocessor based controllers are discussed. Such controllers typically consist of a microprocessor, read only memory storing and application program, random access memory for data storage, and input/output devices for external communications. The effects of transient faults on the performance of the controller are reviewed. An instruction level perspective of performance is taken which is the basis of a useful high level program state description of the microprocessor controller. A transition matrix is defined which determines the controller's response to transient fault arrivals

Ready, Set, Communicate: Measuring Usability of Instructional Modules Designed to Improve Communications Skills of Students Studying Agricultural Sciences

Well-developed communications skills are essential to a proficient agricultural workforce. Online instruction via reusable learning modules (RLMs) is one way agricultural science faculty can provide their students with expert communications skills training. Although RLMs have many benefits, their value degrades rapidly if the learner cannot access or use the technology efficiently. Therefore, online instruction must be tested to ensure usability. The purpose of our study was to assess the usability of RLMs developed to bolster the communications skills of students studying in the agricultural sciences and provide guidance for future curricula and online instruction development. We used quantitative and qualitative data sources to assess the usability of three RLMs, according to N = 21 students. The usability metrics we assessed included learnability, navigation, video function, document access and readability, quiz and assignment practicality, and task difficulty. The RLMs garnered high usability scores from participants who had positive impressions and experiences completing them. Participants demonstrated an increase in confidence to perform communications skills and an increase in knowledge about communications after completing the modules. They thought embedded videos, documents, quizzes, and assignments were helpful in learning communications concepts. Some recommended improving navigation, document readability, and assignment details. Based on our findings, we recommend RLM developers embed short videos, printable handouts, and quizzes into RLMs, and include an overview of documents’ key points to guide reading. Participants’ positive feedback and willingness to engage with the RLMs suggests incorporating the RLMs into agricultural science courses will help students develop into science communicators

Collaborative Learning and Knowledge Transfer in Consciousness Society

Starting from the expression "workplace learning†which states that the use of personal computers at work or at school reflects learning activities and work activities which are interchangeable at individual level, this paper presents collaborative models dedicated to processes of teaching, learning, assessment and research in education. One of the most important activities is represented by computer supported collaborative learning (CSCL) which, from its occurrence, presented a special interest for researchers in informatics. CSCL is based on human-computer interaction (HCI) and on computer supported cooperative work (CSCW). CSCL promotes in turn the development of computer supported collaborative research (CSCR). Information and communications technologies represent not only a media support but, most of all, a mean for accessing resources worldwide. The development of the information technology and of the information society brought benefits both to the traditional form of education, and to the distance education represented by the assisted instruction. The evolution of the information society led to the emergence of the society based on knowledge which represents an intermediary step between information society and consciousness society, who wants to be a moral society. This article highlights the transfer of data, information and knowledge (explicit and implicit) during assisted instruction processes along with the possibility to create collaborative content in consciousness society.CSCW, CSCL, CSCR Assisted Instruction, Consciousness Society

A unified modulo scheduling and register allocation technique for clustered processors

This work presents a modulo scheduling framework for clustered ILP processors that integrates the cluster assignment, instruction scheduling and register allocation steps in a single phase. This unified approach is more effective than traditional approaches based on sequentially performing some (or all) of the three steps, since it allows optimizing the global code generation problem instead of searching for optimal solutions to each individual step. Besides, it avoids the iterative nature of traditional approaches, which require repeated applications of the three steps until a valid solution is found. The proposed framework includes a mechanism to insert spill code on-the-fly and heuristics to evaluate the quality of partial schedules considering simultaneously inter-cluster communications, memory pressure and register pressure. Transformations that allow trading pressure on a type of resource for another resource are also included. We show that the proposed technique outperforms previously proposed techniques. For instance, the average speed-up for the SPECfp95 is 36% for a 4-cluster configuration.Peer ReviewedPostprint (published version

Hyperswitch communication network

The Hyperswitch Communication Network (HCN) is a large scale parallel computer prototype being developed at JPL. Commercial versions of the HCN computer are planned. The HCN computer being designed is a message passing multiple instruction multiple data (MIMD) computer, and offers many advantages in price-performance ratio, reliability and availability, and manufacturing over traditional uniprocessors and bus based multiprocessors. The design of the HCN operating system is a uniquely flexible environment that combines both parallel processing and distributed processing. This programming paradigm can achieve a balance among the following competing factors: performance in processing and communications, user friendliness, and fault tolerance. The prototype is being designed to accommodate a maximum of 64 state of the art microprocessors. The HCN is classified as a distributed supercomputer. The HCN system is described, and the performance/cost analysis and other competing factors within the system design are reviewed

MULTIMEDIA FOR LEARNING: METHODS AND DEVELOPMENT (3TH EDITION) - BOOK REVIEW

Stephen M. Alessi is an Associate Professor at the University of Iowa, on Psychological and Quantitative Foundations Department. He received his Ph.D. in Educational Psychology form University of Illinois in 1979. His principal research interests are Educational Technology, Multimedia Design, Web-Based Learning and Instructional Simulation. Stephen M. Alessi is an active member of American Educational Research Association, Association for Educational Communications and Technology, European Association for Research on Learning and Instruction and System Dynamics Society. Stanley R. Trollip is an Associate Professor at Capella University, Minneapolis. His main interests are Higher Education, Educational Assessment and Educational Technology. He has published more than 50 publications on topics like Computer based technology, Education methods and development, Classroom management, Educational Software. Stanley R. Trollip is an active member of American Educational Research Association, Association for Educational Communications and Technology  Article visualizations

Large-scale educational telecommunications systems for the US: An analysis of educational needs and technological opportunities

The needs to be served, the subsectors in which the system might be used, the technology employed, and the prospects for future utilization of an educational telecommunications delivery system are described and analyzed. Educational subsectors are analyzed with emphasis on the current status and trends within each subsector. Issues which affect future development, and prospects for future use of media, technology, and large-scale electronic delivery within each subsector are included. Information on technology utilization is presented. Educational telecommunications services are identified and grouped into categories: public television and radio, instructional television, computer aided instruction, computer resource sharing, and information resource sharing. Technology based services, their current utilization, and factors which affect future development are stressed. The role of communications satellites in providing these services is discussed. Efforts to analyze and estimate future utilization of large-scale educational telecommunications are summarized. Factors which affect future utilization are identified. Conclusions are presented

Knowledge and Perceptions of Agricultural Communications Pilot Curriculum in Arkansas Secondary Agricultural Classrooms

The purpose of this mixed-method study was to assess the effectiveness of agricultural communications curriculum developed and incorporated into a semester-long agricultural leadership and communications course for secondary agricultural education programs in Arkansas. Students (N = 297) participated in newly developed instructional modules addressing four categories of agriculture-themed curricula predetermined by a committee of agricultural education and communications faculty at the University of Arkansas (careers, writing, design, and multimedia). Student agricultural communications knowledge change was assessed using pre- and post-test instruments in each module of study. Additionally, content analysis of participating teachers’ journals was used to identify emergent themes related to teachers’ experiences teaching the curriculum throughout the semester. Overall, the findings from this study indicated students’ knowledge increased after instruction for each curriculum module: careers (16.2%), writing (23.1%), design (35.7%), and multimedia (31.3%). Lack of time, limited technology, teacher training, and curriculum content were the most common emergent themes among teachers. Based on findings from this study, it was concluded future efforts should be made to provide technology for agricultural education instructors to improve agricultural communications program effectiveness and reach