Revisión tecnológica del aprendizaje de idiomas asistido por ordenador: una perspectiva cronológica

El presente artículo aborda la evolución y el avance de las tecnologías del aprendizaje de lenguas asistido por ordenador (CALL por sus siglas en inglés, que corresponden a Computer- Assisted Language Learning) desde una perspectiva histórica. Esta revisión de la literatura sobre tecnologías del aprendizaje de lenguas asistido por ordenador comienza con la definición del concepto de CALL y otros términos relacionados, entre los que podemos destacar CAI, CAL, CALI, CALICO, CALT, CAT, CBT, CMC o CMI, para posteriormente analizar las primeras iniciativas de implementación del aprendizaje de lenguas asistido por ordenador en las décadas de 1950 y 1960, avanzando posteriormente a las décadas de las computadoras centrales y las microcomputadoras. En última instancia, se revisan las tecnologías emergentes en el siglo XXI, especialmente tras la irrupción de Internet, donde se presentan el impacto del e-learning, b-learning, las tecnologías de la Web 2.0, las redes sociales e incluso el aprendizaje de lenguas asistido por robots.The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers. At the final step, emerging technologies in 21st century will be reviewed

The Development of an Interactive Videodisc System

The thesis traces the development of interactive videodisc from origins based on early automatic machines through large-scale computer assisted learning (CAL) to microcomputer-based multi-media CAL. A comprehensive discussion of the interactive videodisc medium is provided, in terms of its features, advantages, problems, authoring and production processes, and educational applications. The requirements for interactive systems, and essential elements of video and videodisc technology are described. A relatively low-cost demonstration interactive videodisc system is developed in three phases, based on a BBC 'B' microcomputer and a Pioneer LD1100 videodisc player. In the first phase, software interfacing routines are developed in assembly language to control the player from the versatile interface adaptor (VIA) of the BBC micro. The signal control codes are based on a pulse code modulated format with uni-directional synchronous transmission. The interfacing routines are linked to, and driven by, a Basic program which provides full manual control of all player functions using the microcomputer keyboard. In the second phase, the interfacing routines are further extended to provide control linkage for interactive video application programs. Using a pilot videodisc, these Basic programs demonstrate interactive video techniques, including still frame access and the presentation of video sequences and sub-sequences. In the third phase, the application programs are converted to the authoring language, Microtext. The assembly language interfacing routines are developed into a corresponding Microtext extension command module. A mixer/genlock unit is used to provide graphics overlay of video still frames. An evaluation of the demonstration system is provided, in terms of developmental difficulties, its hardware and software features and capabilities, and its potential as a base for further suggested research work

Interactive video (Level 1) as an alternative to lecture : a field test

The development of a cost effective model for employing interactive video and its subsequent field test were the focus of this investigation. The purpose of the field test was to compare the methods in terms of achievement and satisfaction, in addition to determining if prior computer use was correlated with higher levels of satisfaction. A template for the educator or trainer in business was also developed to allow economical intervention with this method of instruction. This inquiry comparing interactive video with traditional lecture indicated that this alternative method of instruction can result in equal levels of achievement and self-expressed satisfaction scores

A course-oriented intelligent tutoring system with probability assessment

Most Intelligent Tutoring Systems (ITSs) in the past have concentrated on small domains and have been topic-oriented. They have tended to be non-extendable prototypes and have neglected the expertise of human teachers. It is argued here that a promising approach at this time is to design course-oriented ITS shells which are based on the human teacher. Courses using such shells could be used to take some of the load of first-time delivery and assessment from teachers and lecturers, and leave them more time for individual tutoring. [Continues.

Efl learnes' autonomy and motivation using technology based out of class language learning activities at the UNAD university

Table 1 Results of the instruments applied, Table 2 Descriptive Statistics of the Variables, Table 3 Correlation between TBOCLLAS and Motivation, Table 4 Correlation between TBOCLLAS and Autonomy, Figure 1 Scatterplot of % TBOCLLAs and % Motivation, Figure 2 Scatterplot of % TBOCLLAs and % AutonomyEl uso de la tecnología está llevando a mejorar y cambiar varios aspectos de la vida diaria de las personas. El número de dispositivos y recursos ha aumentado y mejorando en varios aspectos las metodologías de aprendizaje, poniendo información valiosa en el alcance de los estudiantes. El acceso a la tecnología brinda muchas oportunidades para aprender fuera del aula y puede motivar el aprendizaje auto dirigido y autónomo. Los resultados de la investigación sugieren que la voluntad de los estudiantes de aprender un idioma extranjero está impulsada por la autonomía y la motivación, lo que contribuye considerablemente a las actividades de aprendizaje de idiomas fuera de clase basadas en la tecnología de los estudiantes de LILE en UNAD. Aunque, entre las tres variables analizadas en este estudio, la autonomía tiene una relación más considerable con el uso de TBOCLLAS que la motivación en el mismo aspecto.The use of technology is coming to improve and change several aspects of people’s daily life. The number of revolutionary devices and resources has increased, improving in several aspects the learning methodologies, putting valuable information on the scope. Modern technology has covered the way of interacting with the world. As technologies are easier to afford, omnipresent and transportable, learning a language takes place in different places such as home or workplace, even during leisure time. This is because of the access to technology gives many chances for learning outside the classroom and it might motivate self-directed and autonomous learning. Technology facilitates the access to material and information, and gives many chances to control the learning path. Connection between Information Communication Technology used out of class and motivation shows a medium association that expresses a positive tendency, reflecting the dependence of one another. Anyway, this correlation is not that strong due to the influence of other variables that impact on motivation and could constrain in the results appearing in this study. Those characteristics as it was introduced in this research are intrinsic and extrinsic factors such as economical, institutional, social, personal, among others. The investigation findings suggest that students’ willingness to learn a foreign language is driven by autonomy and motivation, considerably contributing to the LILE UNAD students’ technology-based out-of-class language learning activities. Although, between the three variables analyzed in this study, autonomy a more considerable relation with the use of TBOCLLAS than motivation in the same aspect

Education in interactive media: a survey on the potentials of computers for visual literacy

Ankara : Bilkent University, Department of Graphic Design and Institute of Fine Arts, 1996.Thesis (Master's) -- Bilkent University, 1996.Includes bibliographical references leaves 89-94.This study aims at investigating the potentials of multimedia and computers in design. For this purpose, a general survey on the historical development of computers for their use in education and possibilities related to the use of technology in education is conducted. Based on this survey, the depictions related to the incorporation of technology in design education in particular are compiled for the purpose of producing an example of multimedia application. The application uses the actual student projects of FA101 Basic Design course offered in the Graphic Design Department curriculum of Bilkent University, Faculty of Art, Design and Architecture.Güleryüz, HakanM.S

Joint ventures in the cable and videotex industries

Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1984.MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.Bibliography: leaves 202-213.by Thomas P. Caruso and Mark R. Harsch.M.S

Research and technology, 1984 report

Research and technology projects in the following areas are described: cryogenic engineering, hypergolic engineering, hazardous warning instrumentation, structures and mechanics, sensors and controls, computer sciences, communications, material analysis, biomedicine, meteorology, engineering management, logistics, training and maintenance aids, and technology applications