The Effect of Multiple Formats on Understanding Complex Visual Displays

Students in introductory science courses frequently have difficulty comprehending complex graphics such as contour maps. Computer-assisted instruction (CAI), because of its ability to convey the same information in different formats, may help students gain necessary graphic interpretation skills. This article describes a research project in which students practiced reading two temperature maps in either a standard black and white contour or a color-enhanced contour format. They were then divided into groups and tested using only standard contour maps. The tests examined comprehension of the distribution of sea surface temperature, oceanographic phosphate concentration, and brain activation. Results suggest that having students practice with differently formatted maps of the same information improves later comprehension of standard contour maps. Educational levels: Graduate or professional

The Effect of Multiple Formats on Understanding Complex Visual Displays

Provides pedagogical insight concerning the skill of contours The resource being annotated is: http://www.dlese.org/dds/catalog_DLESE-000-000-004-595.htm

Enhancing the learning environment using classroom response systems

Classroom response systems (CRS) offer a management tool for engaging students in the classroom. These systems have been used in a variety of fields and at all levels of education. Typical goals of CRS questions are discussed, as well as the advantages to both students and instructors as a result of using them. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. But the efficacy of using these systems depends strongly on the quality of the questions used. The integration of a CRS in an introductory physics module is discussed along with examples of questions used and the student assessment carried out

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology

This paper examines learning outcomes in a one-semester introductory microeconomics course where contact time with the instructor was reduced by two-thirds and students were expected to view pre-recorded lectures on-line and come to class prepared to engage in discussion. Students were pre-and post-tested using the Test of Understanding in College Economics (TUCE - 4). Learning outcomes as measured by the change in test scores are found to be as good as or better than calibrating data for groups assessed using the TUCE - 4. In addition to being a more enjoyable course for the instructor, the course design can be part of a more self-directed curriculum that uses available resources more efficiently to achieve similar learning objectives to a lecture-based introductory course.active learning, assessment, computer-assisted instruction, introductory microeconomics

Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research

Clickers, Student Engagement and Performance in an Introductory Economics Course: a Cautionary Tale

We examine whether clickers affect learning in an introductory economics course when introduced on a limited 'quizzing' basis in a traditional lecture course. Based on early and end of semester surveys, we assess whether clickers are associated with changes in student course performance or changes in student engagement. Using an education production function that controls for student GPA, etc., we find no significant differences between the clicker and nonclicker sections in student attitudes toward attendance, participation or class engagement, nor do we find any difference in exam performance. We conclude instructors should be cautious patching new technologies into traditional lecture courses, and universities cautious in mandating technology use.

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computer‐aided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation