bluuebunny/crossref_metadata_2025 huggingface dataset:
Early experiences of computer-aided assessment and administration when teaching computer programming
Authors: Benford Steve , Burke Edmund , Foxley Eric , Gutteridge Neil , Zin Abdullah Mohd
Published: January 2012

This paper describes early experiences with the Ceilidh system currently being piloted at over 30 institutions of higher education. Ceilidh is a course-management system for teaching computer programming whose core is an auto-assessment facility. This facility automatically marks students programs from a range of perspectives, and may be used in an iterative manner, enabling students to work towards a target level of attainment. Ceilidh also includes extensive courseadministration and progress-monitoring facilities, as well as support for other forms of assessment including short-answer marking and the collation of essays for later hand-marking. The paper discusses the motivation for developing Ceilidh, outlines its major facilities, then summarizes experiences of developing and actually using it at the coal-face over three years of teaching.DOI:10.1080/0968776930010206
Reviews
Authors: Barker Philip
Published: January 2012

This publication is part of the Educational and Training Technology series edited by Chris Bell of the University of Plymouth. It is aimed directly at teachers, trainers and instructional designers who wish to incorporate diagrams into their instructional materials.DOI:10.1080/0968776930010207
Educational technology and the traditional lecture
Authors: Jacobs Gabriel
Published: January 2012

I was recently invited to give a lecture at the opening of a new high-technology lecture theatre at Leeds Metropolitan University. It is one of the best examples of its kind I have seen. Its impressive features include hi-fi surround sound, an enormous back-projected screen giving superb picture quality from either a VCR or directly from a computer for live demonstrations, online facilities, the latest remote-control slide-projection equipment, complete lecturer's control panel, and several nice touches such as automatic dimming of the auditorium lights when Play is pressed on any of the hidden video playback machines. The overhead projectors and their screens are of the best quality and correctly positioned for the clearest possible display. There are also video-link facilities for spill-over into a secondary lecture theatre which itself is well fitted out in presentational equipment.DOI:10.1080/0968776940020101
An interactive approach to learning economics: the WinEcon package
Authors: Soper Jean B. , MacDonald Alexander B.
Published: January 2012

Under the TLTP initiative, the Economics Consortium is developing an interactive computerbased learning package called WinEcon. The package is directed at first-year economics undergraduates, particularly those taking economics as a supplementary course. Using recent technological developments, the aim is both to facilitate a further increase in student numbers without a proportionate increase in teaching staff, and to provide a better method of student learning. Some key elements of WinEcon are set out in this paper and demonstrated by screens produced at Leicester University. Methods of presenting textual information that give the user control over accessing it are described. For learning difficult concepts, a visual active learning approach is discussed. It involves user interaction and step-by-step analysis. The importance of flexibility and choice is emphasized, and the capacity of the computer to assist in deepening and consolidating learning is shown.DOI:10.1080/0968776940020103
A theoretical view on concept mapping
Authors: McAleese Ray
Published: January 2012

Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena.DOI:10.1080/0968776940020105
Editorial
Authors: Jacobs Gabriel
Published: January 2012

The first conference of the Association for Learning Technology (ALT-C 94), sub-titled Enabling Active Learning, took place at the University of Hull last September. It provided a unique opportunity for lecturers, courseware developers, library staff, computing support staff, educational development staff and institutional managers to meet and discuss the effective implementation of educational technology. Space has allowed only a small selection of the papers presented to be included in this special issue of ALT-J devoted mainly to the conference, but these papers address the major issues discussed.DOI:10.1080/0968776950030101
Catering for different learning styles
Authors: Kwok Manfred , Jones Clifford
Published: January 2012

The use of computers for teaching and training has long been a controversial issue. Up to the 1980s, many educators who were keen to use computers to pass on knowledge developed various computer-based teaching and training materials, but most of these materials were capable only of delivering information in text with perhaps some computer graphics, and in many cases it proved difficult to raise learners' interest in the subject matters (Patrick & Fitzgibbon, 1988). In the 1990s, there has been cheerful news for procomputer educators; the latest multimedia technology could be the solution to the problem. Using a multimedia personal computer we can retrieve information in diverse formats: text, high-quality audio, still and animated graphics, and still and moving pictures.DOI:10.1080/0968776950030102
Microwave workshop for Windows
Authors: White Colin
Published: January 2012

A suite of three programs has been developed to support the teaching of microwave theory and design. A secondary function of the package is to support microwave engineers by providing a library of utilities to assist their design function. All three programs were written in Visual Basic and are aimed at supporting both tutor-directed and student-centred learning methodologies. The development team consisted of three final-year degree students.DOI:10.1080/0968776950030109
Supporting the active learning of collaborative database browsing techniques
Authors: Twidale M. B. , Nichols D. M. , Mariani J. A. , Rodden T. , Sawyer P.
Published: January 2012

The proliferation of databases has led to a growing demand for skills in navigating and manipulating them. These skills are important not just in order to undertake study and research in Higher Education, but as an important transferable skill likely to be expected by industry and commerce of all graduates. We are developing a system that can more effectively support the browsing of library databases. In particular we are interested in developing an interface to support the process of collaborative browsing.DOI:10.1080/0968776950030112
Conversion of a mathematics course to CAL: a case study of a large-scale rapid change of resources and organization
Authors: Pollock Maggie , McAteer Erica , Doughty Gordon , Turner Ian
Published: January 2012

Glasgow University's Teaching With Independent Learning Technologies (TILT) project is an institutional initiative funded under Phase 1 of the Higher Education Funding Councils' Teaching and Learning Technology Programme (TLTP), We have developed or adapted and integrated computer-assisted learning programs into a variety of courses in subjects ranging from Accountancy to Zoology.DOI:10.1080/0968776960040106
Changing the role of tutors in distance education with information and communication technologies
Authors: Kirkwood Adrian , Jones Ann , Jelfs Anne
Published: January 2012

The Open University (OU) is a large, complex organization offering many types of course to a wide variety of adult learners. At the time of writing (1995), the university has over 200,000 distance learners, of whom more than 100,000 are taking undergraduate courses. The OU offers more than 140 undergraduate courses and many other courses in Health and Social Welfare, Management, Community Education, etc. There are about 7,700 Tuition and Counselling (TAC) staff throughout Europe.DOI:10.1080/0968776960040107
Italian via email: from an online project of learning and teaching towards the development of a multi-cultural discourse community
Authors: Mozzon-McPherson Marina
Published: January 2012

The project originally started in January 1994 and involved the creation of an email-based interactive Italian-speaking community (ISC) in the form of a discussion list ('Due chiacchiere in amicizia'). It was initially limited to on-campus learners of Italian or 'real' Italians. When the project started, the aims were: • to provide online support for students who needed extra help in the learning process; • to support learning motivation through one-to-one communication with the tutor; • to provide the opportunity for additional language practice; • to encourage students to reflect on both the language process and content; • to provide a 'special niche' where learners from different nationalities, backgrounds and experiences could 'meet' with Italians and have the opportunity to explore the socio-cultural dimension.DOI:10.1080/0968776960040108
The Works Metallurgist: an evaluation of a CAL package on phase diagrams
Authors: Tosunoglu Canan , Butcher Philip , Scanlon Eileen , Jones Ann
Published: January 2012

A number of factors have converged today to force the development of more efficient and costeffective educational strategies. These include rapidly changing technology, the increasing number of students in higher education, and resource restrictions imposed on all sectors of education. Educational systems are therefore finding it increasingly difficult to respond to learners' needs, highlighting the need for alternative educational strategies. An increase in the educational use of computers and new information technologies is often one of the suggested alternatives, baised on the premise that computers can support student learning in an individualized way and at the learner's own pace. In this context, evaluation in general and CAL evaluation in particular can contribute to the process of defining and refining educational strategies.DOI:10.1080/0968776960040109
Hypermedia for language learning: the FREE model at Coventry University
Authors: Orsini-Jones Marina , Jones David
Published: January 2012

The tradition of incorporating CALL into the language-learning curriculum goes back to the early 1980s at Coventry University, and since then has evolved in keeping with changes in the technology available (Corness 1984; Benwell 1986; Orsini-Jones 1987; Corness et al 1992; Orsini-Jones 1993). Coventry University is at present pioneering the integration of hypermedia into the curriculum for the teaching of Italian language and society. The syllabus for a complete module of the BA Modern Languages and BA European Studies Degrees, which will count as l/8th of the students' programme for year 2, has been designed upon in-house produced hypermedia courseware.DOI:10.1080/0968776960040204
Reviews
Authors: Little Julia , McAleese Ray , Fowell Susan , Castleford John , Paine Nigel , Barker Philip , Storer Richard , Phillips Dianne , Durling David
Published: January 2012

Ray Welland concludes his editorial preface to this book with the sentence: 'If you want to find out what multimedia is and what it has to offer this is an excellent place to start'. The comment reflects the major strength of this book, which does provide an excellent starting place for anyone wanting to learn more about multimedia. The author explains what multimedia' is today and the technology involved, gives example applications, and projects current trends forward to explore the use of multimedia in the future. She clearly states the perceived audience for the text as 'business managers and project leaders who need to introduce multimedia technology into their applications'. A guide to using the text is provided: Parts I and III are suitable for readers with no technical knowledge; Part II requires familiarity with computer architecture, and Part IV is most suitable for managers planning a multimedia project. These guidelines are useful, but the text as a whole will appeal to anyone who has an interest in learning about multimedia. Technical knowledge is advantageous in some sections, but the author takes time to explain clearly, and uses examples to illustrate points.DOI:10.1080/0968776960040208
Learning morphological phenomena of modern Greek an exploratory approach
Authors: Kotsanis Y. , Dimitrios A. Kokkinos , Manousopoulou A.G. , Papakonstantinou G.
Published: January 2012

Educational technology is influenced by and closely related to the fields of generative epistemology, Artificial Intelligence, and the learning sciences. Relevant research literature refers to the term constructionism (Papert, 1993) and exploratory learning (diSessa et al, 1995). Constructionism and exploratory learning are a synthesis of the constructivist theory of Piaget and the opportunities offered by technology to education on thinking concretely, on learning while constructing intelligible entities, and on interacting with multimedia objects, rather than the direct acquisition of knowledge and facts. These views are based on the approach that learners can take substantial control of their own learning in an appropriately designed physical and cultural environment (Harel, 1991). In parallel, most of the studies of the Vygotskian framework focus on the role of language in the learning procedure, considering conceptual thought to be impossible outside an articulated verbal thinking. Moreover, the specific use of words is considered to be the most relevant cause for childhood and adolescent differentiation (Vygotsky, 1962).DOI:10.1080/0968776960040305
Editorial
Authors: Bowman Adrian , Trainor Rick , Jacobs Gabriel
Published: January 2012

The third annual conference of the Association for Learning Technology, held 16-18 September 1996 at Glasgow - where it was jointly hosted by Glasgow, Glasgow Caledonian and Strathclyde Universities - provided ample proof that the field has been maturing rapidly. While numbers are not everything, it was very encouraging both that more than 350 delegates registered and that they delivered approximately 200 presentations, including software demonstrations and poster sessions. For ALT to have reached numbers comparable to long-established professional associations in the comparatively short period of its existence is a remarkable achievement.DOI:10.1080/0968776970050101
Reviews
Authors: Barker Philip , Buckner Kathy , Fayter Debra , Dwyer Peter , Green Steve , Hubbard Bill , Warren Lorraine
Published: January 2012

For a variety of different reasons, increasing use is now being made of the Internet for the delivery of course materials and/or for the support of teaching and learning activities. The details of the mechanisms used will obviously vary from one situation to another, depending upon the types of problem to be addressed. These may involve mentoring, teaching, monitoring, recording, tutoring, assessing, and so on. In this book, the author attempts to review the educational and administrative considerations of offering courses, course materials or course delivery via the Internet.DOI:10.1080/0968776970050209
A vignette model for distributed teaching and learning
Authors: Chaloupka Marcel , Koppi Tony
Published: January 2012

The notion of convergence of disparate technologies has become popular with governments, computing and business sectors in the 1990s; but how has the convergence been implemented in the educational sector? One evident area of convergence in education has been the use of the Internet. But according to Gosper et al (1996), the most likely strategies for implementation are to use the Internet as a repository of reference, lecture materials and the presentation of the lectures. This could imply that the full potential of distributed learning through convergence might never be achieved. How can we implement good learning strategies following sound educational methodologies today, while not producing legacy systems or piecemeal content that could constrain future developments? In making it possible for distributed learning to occur, there are best-practice considerations applicable to most educational environments.DOI:10.1080/0968776980060107
Possible versus desirable in instructional systems: who's driving?
Authors: Carswell Linda
Published: January 2012

The popularity of the Internet has infected education, particularly distance education, with technological opportunism. Educators feel the 'technology pull' of Web applications and want to experiment. I have talked to colleagues from around the world, and their stories about new developments usually start with the technology, for example: 'We wanted to see what we could do with Java.' Reinhardt (1995, 55) predicts an optimistic future with improved educational productivity and qualitatively changing learning profiles - he predicts an improvement in learning due to technology alone. But do simple Internet translations of existing materials offer anything more to the student, or do we need other strategies for the effective exploitation of the Internet for teaching?DOI:10.1080/0968776980060111
Coleridge: a computer tool for assisting musical reflection and self-explanation
Authors: Cook John , Morgan Nigel
Published: January 2012

Since the mid-1980s, there has been a movement away from knowledge supplied by the teacher and towards talking, reflecting and explaining as ways to learn. An example of this change in focus is provided by the self-explanation work of Chi et al (1994) who describe an approach to talking science rather than hearing science. According to Chi and coworkers, generating explanations to oneself (self-explanations) facilitates the integration of new information into existing knowledge. Reflecting about one's own learning is the same as thinking about learning or metacognition. Metacognition can be defined as the understanding of knowledge, an understanding that can be reflected in either effective use or overt description of the knowledge in question (Brown, 1987). This definition of metacognition requires of a learner both internalized thinking about learning (that is, reflection), and externalized communication, through language or action, that indicates an understanding of knowledge (that is, a self-explanation). In the work described in this paper the overall pedagogical goal is to encourage creative reflection in learners. Creative reflection is defined as the ability of a learner to imagine musical opportunities in novel situations, and then to make accurate predictions (verbally) about these opportunities. To succeed at creative reflection there should be a correspondence between what a learner predicts will happen and what actually happens. An example would be a learner first writing a musical phrase using musical notation, then predicting verbally how that phrase will sound, playing the phrase back on a piano, and finally evaluating if the prediction was accurate or not. Very little work has been done on how computers can be used to support talking, reflecting and explaining in the creative subject-area of musical composition. The rest of this paper addresses this issue.DOI:10.1080/0968776980060115
Personalizing the design of computer-based instruction to enhance learning
Authors: Pillay Hitendra , Boles Wageeh , Raj Leonard
Published: January 2012

The continued innovations in multimedia technology and powerful programming software ensure that computer-based instruction (CBI) will become an integral part of our teaching and learning process and a dominant educational delivery system in many parts of the world (Boric, 1991). Yet despite the popularity of CBI material, there is a gap in understanding of the relationship between multimedia and learning. Kozma (1994) argues that any understanding of the relationship between media and learning must be grounded in cognitive and social processes associated with knowledge construction. Due to a lack of understanding of the relationship between learning and multimedia, the incentive for developing CBI packages has been the innovative alternative in information technology for presenting instructional material rather than learning theories (Ambron and Hooper, 1990). Hence, Hedberg, Harper and Brown (1993) have called for a closer examination of ways in which information is accessed and processed in current learning packages as a basis for designing CBI packages for effective learning outcomes.DOI:10.1080/0968776980060203
Computer-aided assessment in statistics: the CAMPUS project
Authors: Hunt Neville
Published: January 2012

The relentless drive for 'efficiency' in higher education, and the consequent increase in workloads, has given university teachers a compelling incentive to investigate alternative forms of assessment. Some forms of assessment with a clear educational value can no longer be entertained because of the burden placed on the teacher. An added concern is plagiarism, which anecdotal evidence would suggest is on the increase yet which is difficult to detect in large modules with more than one assessor. While computer-aided assessment (CAA) has an enthusiastic following, it is not clear to many teachers that it either reduces workloads or reduces the risk of cheating. In an ideal world, most teachers would prefer to give individual attention and personal feedback to each student when marking their work. In this sense CAA must be seen as second best and will therefore be used only if it is seen to offer significant benefits in terms of reduced workloads or increased validity.DOI:10.1080/0968776980060206
Creating shareable representations of practice
Authors: Goodyear Peter , Steeples Christine
Published: January 2012

This paper arises from a programme of research and postgraduate teaching which, over the last ten years, has sought to explore ways of providing better support for the continuing professional development of geographically dispersed communities of skilled workers through the use of computer-mediated communications (Goodyear, 1995). One issue is the problem of creating sustained on-line interactions that draw on both practitioner experience and research-based knowledge. Part of our explanation for the difficulties in stimulating a sustained and inclusive discussion, which bridges between academia and practice, lies in the affordances of text-based communication. Aspects of practice, we suggest, are difficult to render through written language. It can also be very hard to articulate practical knowledge that is held and used in tacit form. The situation is exacerbated by some of the expectations which participants bring to the electronic discussion. For example, one can begin to create a comprehensible description of a current work issue through writing an extended account of the .necessary organizational background - tasks, personnel, 'house-style', etc. - but such extended contributions are neither expected nor welcome in most on-line communications'environments. In the rest of this paper, we look at some of the ways in which multimedia communications (using video,, voice, etc.) may be able to help with this block.DOI:10.1080/0968776980060303
A case study of campus-based flexible learning using the World Wide Web and computer conferencing
Authors: Nicholson Brian
Published: January 2012

In line with departments in many other universities, the IT Institute (ITI) has experienced an increase in student numbers which has not been matched by a commensurate increase in funding or staff numbers. Staff to student ratios have increased to the point where it has become impractical for small group tutorials to take place. This position has affected job satisfaction and caused increasing doubts over the effectiveness of large group lectures for student learning. Furthermore, it has been recognized that over the last ten years the makeup of the student population has radically changed, leading to a larger proportion of 'nontraditional' students such as mature students with family responsibilities. Related to this, many students are now in part-time or even full-time employment. It is recognized that both these groups require greater flexibility in the time and place of their learning.DOI:10.1080/0968776980060306
Evaluating EuroMET - a Web-based resource for meteorologists
Authors: Phelps Julia , Reynolds Ross
Published: January 2012

The education and training of meteorologists varies widely across Europe. General meteorology is taught in many universities, typically as part of other courses, for example, geography, while comprehensive courses in meteorology are taught in specialist departments at both undergraduate and postgraduate level. Due to the relatively small number of universities teaching meteorology at sufficiently advanced levels (approximately 5 per cent of all universities Europe-wide), National Meteorological Services (NMS) usually recruit employees at university science degree level and then offer training as is necessary. Another part of NMS education programmes is extension training, required to keep all employees up to date with the latest developments in meteorological science. NMS training varies from employees attending intensive courses running over several weeks, which can be very similar to a university module, to much less formal 'on-the-job' training. Regardless of the training offered, NMS, unlike universities, do not formally examine or assess their trainees. At present no distance- or open-learning courses in meteorology exist within Europe.DOI:10.1080/0968776990070103
Issues in student training and use of electronic bibliographic databases
Authors: Catterall Miriam , Ibbotson Pat
Published: January 2012

Access to bibliographic databases, online and on CD-ROM, is advantageous for the academic community (East, 1993; Squires, 1993). Developments in communications and information technology mean that students, as well as academic staff, now have direct access to these databases (Tenopir and Ennis, 1998). This permits them to access a wider range of journal articles for research and project work than is usually available in a university library. There is an additional pay-off for business studies students since they have opportunities to develop the database search and retrieval skills they will need when they enter business and the professions (Taylor, 1996; Wisendanger, 1994). In some professions, such as law and public relations, access to specialist databases is essential to undertaking certain types of professional work (Taylor, 1996). Graduates who know where to locate information and how to access, retrieve and use information are valuable assets to employers.DOI: 10.1080/0968776990070207
Vicarious learning through capturing taskdirected discussions
Authors: Dineen F. , Mayes J. T. , Lee J.
Published: January 2012

The research programme on vicarious learning, part of which we report in this paper, has been aimed at exploring the idea that learning can be facilitated by providing learners with access to the experiences of other learners. We use Bandura's term vicarious learning to describe this (Bandura, 1986), and we believe it to be a paradigm that offers particular promise when seen as an innovative way of exploiting recent technical advances in multimedia and distance learning technologies. It offers the prospect of a real alternative to the building of intelligent tutors (which directly address the problem of allowing learners access to dialogue, but which have proved largely intractable in practice) or to the direct support of live dialogues (which do not offer a solution to the problem of providing 'live' tutors - unless they are between peer learners). In the research reported here our main objectives were to develop techniques to facilitate learners' access to, especially, dialogues and discussions which have arisen when other learners were faced with similar issues or problems in understanding the material. This required us to investigate means of indexing and retrieving appropriate dialogues and build on these to create an advanced prototype system for use in educational settings.DOI: 10.1080/0968776990070304
Peripatetic electronic teachers in higher education
Authors: Squires David
Published: January 2012

Most people would agree that the role of teachers in higher education will be changed by the advent of modern information and communication technology (ICT). At the very least open and distant learning (ODL) will become an established feature of educational provision rather than a specialist aspect. This is already evident in the increasing use of ODL in combination with conventional forms of course delivery by universities. More radically it is claimed that there will be a fundamental change in the nature of educational institutions, leading to the notion of virtual university, e.g. the Western Governors University (http://www.wgu.ed). These claims have in common the notion of utilizing the distributed nature of ICT to provide partnerships between teachers and learners that are not defined by either spatial or temporal constraints.DOI: 10.1080/0968776990070306
Supporting strategic cultural change: the Strathclyde Learning Technology Initiative as a model
Authors: Littlejohn Allison , Cameron Shona
Published: January 2012

Higher education is in a period of great cultural change, accelerated by government recommendations (e.g. the Dearing Report), the introduction of tuition fees, implications arising from the National Grid for Learning and changes within secondary education (DfEE, 1997). More demands are being made on students to become independent, reflective learners. Much of this is coming from potential employers who are also requiring graduates to develop other personal transferable skills such as communication via new technologies (Harvey, Moon and Geal, 1997).DOI: 10.1080/0968776990070307
Web interfaces to enhance CAL materials: case studies from law and statistics
Authors: Grantham David , Hunt Neville
Published: January 2012

Both authors were seconded part-time to the Coventry University Teaching and Learning Task Force in the autumn of 1997. There are two main driving forces behind this Task Force. The first is the changing context of higher education, where increasing numbers of students, the shrinking unit of resource and an increasing emphasis on learning and teaching is generating increasing concern about the quality of the student experience. The second is to test how far communications and information technology (C&IT), highlighted in the Dealing Report (National Committee of Inquiry into Higher Education, 1997), could provide an important vehicle for more successful learning. At the same time there is an ongoing expansion of global learning resources available through the Internet. Harnessing these resources in a way that will enrich student learning became a focal point for both projects.DOI: 10.1080/0968776990070309
Editorial
Authors: Martin Joyce , Williams Jane , O´Leary Ros
Published: January 2012

The annual conference of the Association for Learning Technology (ALT-C) has become a key forum for all those with an interest in the use of learning technology in tertiary education. It brings together like-minded people and enables the collaboration that is so important to effective design, development and implementation of computer-facilitated learning.DOI: 10.1080/0968776000080101
Authoring a Web-enhanced interface for a new language-learning environment
Authors: Hémard Dominique , Cushion Steve
Published: January 2012

Computer-based applications in second language teaching have now been used for a protracted period of time, evolving from a deductive approach relying on grammatical progression to inductive methods and, more recently, exploratory interaction better suited to the constructivist mode. However, despite the initial adoption of a traditional learning environment, the first, albeit influential, generation of software design was poorly recognized, or worse, even met with scepticism by academics inasmuch as it did not seem to represent or, indeed, symbolize good teaching practices (Laurillard, 1991). As a result, original CALL programmes, such as gap-filling or substituting exercises, were often only considered appropriate as supplementary teaching material and, as such, referred to or introduced within courses as convenient adjuncts providing students with greater practical experience. Equally, students as users were never consulted on the use of CALL or, indeed, implicated beyond the designed interaction. Indeed, it was generally assumed that, since computer-based learning was a new concept, it would be, by itself, attractive and generate increased enthusiasm within the language-learning context. This situation was made even worse by a developmental process, dominated by self-taught, in-house authoring, which was too often amateurish, task-based in approach and empirical. Unfortunately, despite recent development in multimedia and hypermedia, this CALL legacy has been affecting CALL in design, practice and projected use.DOI: 10.1080/0968776000080105
Active learning of statistics: a case study
Authors: Morris Erica J. , Scanlon Eileen
Published: January 2012

Students studying psychology or a social science have to take courses in statistics, but students often experience difficulties in learning statistical concepts and techniques. Indeed, there is a body of interdisciplinary research that indicates that students tend to have confusions and difficulties with a variety of topics in statistics (Garfield and Ahlgren, 1988; Shaughnessy, 1992). It has been found that students hold misconceptions relating to fundamental statistical concepts, such as the mean and correlation (Mevarech, 1983; Morris, 1997). Research in computer-based learning has looked at how the computer can be used effectively to address students' statistical misconceptions and help students come to understand key statistical ideas (Cumming and Thomason, 1995; Morris, 1998).DOI:10.1080/0968776000080109
Reviews
Authors: Peacock Susi , Barker Philip , Betts Clive , Jones Eleri , Fowell Sue
Published: January 2012

Training in information technology (IT) is becoming a crucial activity for virtually all organizations - a well-worn cliche. Sadly, however, it is all too often the case that training budgets are manipulated and absorbed into other 'worthy' causes. The result is that IT training is hastily passed onto junior members of a team or to postgraduate students who have had little formal training and experience of IT training. It is for these novice trainers that the '500 computer tips' will be particularly useful but it is also a highly worthwhile, accessible reference for more experienced trainers in both academic and non-academic environments. This book (one of a series of '500 Tips' from Kogan Page) does not aim to give technical information about any particular software package but provides readable, understandable generic tips which have a sound pedagogical base (although this is carefully hidden).DOI:10.1080/0968776000080111
Principles of protein structure: an established Internet-based course in structural biology
Authors: Sansom Clare , Moss David
Published: January 2012

The Internet is becoming an important medium for the delivery of educational materials. However, relatively few institutions are delivering whole courses using this medium. More often, the technologies are used to complement traditional courses, which may be given face-to-face or at a distance (Farrell, 1999). The Department of Crystallography at Birkbeck College, London, has been in the vanguard of the development of 'virtual education', providing some of the first accredited postgraduate courses in the UK to be offered entirely using the new technologies. For the past four years, we have been running an Advanced Certificate course entitled 'Principles of Protein Structure using the Internet'1 (Sansom, Walshaw and Moss, 1997) (PPS). See http://www.cryst.bbk.aauk/pps for more details. This was one of the first tutor-assisted, accredited, university-level courses to be taught entirely over the Internet, and is certainly the first in biochemistry in the UK.DOI:10.1080/0968776000080204
Learning conversions in science: the case of vocational students in the UK
Authors: Butterfield Anne , Sutherland Rosamund , Molyneux-Hodgson Susan
Published: January 2012

Within this paper we discuss some of the results of a research project in which we analysed the ways in which vocational science students approached problems involving converting between units of measurement, in the context of science. The project also involved the development and evaluation of computer-based activities written to support pupils in learning about conversions. We started from the premise that learning to convert between units of measurement is critical to a learners' development in the realm of science and that having access to a general method would support students' efficiency in converting. Our focus on the role of a general rule for converting arose out of a detailed observational study of students working through their science courses (Molyneux and Sutherland, 1996). As a backdrop to our research, we will first discuss the vocational education context in the UK.DOI:10.1080/0968776000080310
Editorial- the changing face of ALT-J
Authors: Jacobs Gabriel
Published: January 2012

The ALr-J conference special issue is usually introduced by an editorial by the organizers of the conference. This year, we are breaking with tradition by including an article which discusses the way in which the conference has changed over the last seven years. Encouragingly it suggests that there is evidence that learning technology is maturing as a research area, and becoming more firmly embedded into tertiary institutions.DOI:10.1080/09687760108656771
Developing strategic learning alliances: partnerships for the provision of global education and training solutions
Authors: Crock Michael , Joughin Gordon , Edwards Pamela , Curtis David
Published: January 2012

The nature of higher education institutions is changing, primarily as a result of reduced government financial support for the sector. Fiscal restraint towards education funding has been observed in Australia, New Zealand, the United States, Canada, the UK and much of Europe. There has been steady growth in demand for higher education but reduced capacity by governments to fund it. Increasingly, students are required to contribute to the cost of their own education. Although these trends are problematic for higher education institutions that have been reliant previously upon government funding, it has also created an opportunity for those that are able to fill the gap between supply and demand for higher education services.DOI:10.1080/09687760108656778
Using electronic resources to support dialogue in undergraduate small-group teaching: the ASTER project
Authors: Condron Frances
Published: January 2012

Of all the learning experiences to which students are exposed in British universities, some of the most intensely demanding and rewarding are those where students and tutor engage in lengthy discussion. For many disciplines, tutorials, seminars and workshops have a special role in developing expertise in applying complex and abstract theories to rich, diverse bodies of material. The ability to present convincing arguments, both written and verbal, is a skill that undergraduates need to acquire.DOI:10.1080/0968776010090205
Changes in Amplitude of the 27-day Variation in Cosmic Ray Intensity during the Solar Cycle of Activity
Authors: Venkatesan D.
Published: January 2012

The 27-day recurrence tendency in the cosmic ray intensity has been studied by the Chree method of analysis for the period 1937–55, using the ionisation chamber records at Huancayo. The amplitude of the 27-day variation changes from year to year. The variation in the amplitude is in general agreement with the changes in solar activity as revealed by the sun-spot number only for the years 1937–46 and 1952–55. This is in agreement with the results of Meyer and Simpson for the same periods, obtained from a slightly different method of analysis. The correlation breaks down for the period 1946–52 and this is discussed in terms of possible changes in the electromagnetic conditions in the interplanetary space during the solar cycle.
On the Ångstrom Absolute Pyrheliometric Scale
Authors: Lindholm F.
Published: January 2012

A critical examination of the original Ångström pyrheliometric scale has been made from the result of recent calibration of the new modified Ångström pyrheliometer using the sun as radiation source.
The mean marginal error of the old standard pyrheliometer is found to be + 2.4 per cent. The influence of the small difference in aperture of the two models is esteemed to increase the correction insignificantly.
This result is equivalent in meaning that the original scale-values added with 2.4 per cent are given in the true energy scale.
The corrected values are nearly one per cent higher than in the pyrheliometric scale recommended by the Radiation Conference at Davos 1956.
A practical pyrheliometric standard scale is a question of specification of the aperture conditions or of the amount of circumsolar sky radiation to be allowed in the standard pyrheliometer. A proposal of such a specification is given and recommended by the Conference at Davos.
An Empirical Correction to the Barotropic Forecast
Authors: Williams Scott
Published: January 2012

An investigation of error fields in 30 consecutive barotropic forecasts for the 500 mb surface has been performed. It is found that the error fields show persistence in the time to such an extent that a correction consisting of the mean error field for a number of preceding forecasts can be applied to a barotropic forecast with advantage. The improvement of the forecast depends upon the number of preceding forecasts included in the mean error field. The greatest increase in accuracy is found when 10–15 preceding forecasts are contributing to the correction field. The 24 hour forecasts are improved to the greatest extent by the correction, but the 48 hour-forecasts also show a significant increase in accuracy. The same is true to a smaller extent for the 72 hour-forecasts.

In section 3 an investigation is made as to whether the height change obtained by making barotropic forecasts from the time-averaged map for the period investigated or from the normal 500 mb map for the corresponding month can be used with the same success as the correction used in section 2. It it found that the correction from the mean chart consistently improved the forecasts. The overall effect is, however, small. The correction obtained from the normal chart did not affect the accuracy of the forecasts appreciably.
Scale Consideration of Planetary Motions of the Atmosphere
Authors: Burger Alewyn P.
Published: January 2012

The application of scale considerations to atmospheric motions indicates that the equations hitherto used in numerical prediction are unfit for detailed prognosis on the planetary (or very large) scale.

It appears that the dominant terms of the vorticity equation in this case are the divergence term and the β-term, which means that the vorticity equation here displays the same quasistationary character as the undifferentiated equations of motion. An attempt at expressing more than the quasistationary character of the planetary flow leads to undue complication of the equation, even requiring inclusion of the twisting terms.

As for the application of the geostrophic approximation, it is confirmed that the β-term in the divergence equation is important in the representation of the planetary scale. Further, though metrical terms (containing the reciprocal of the earth's radius) are important on this scale in spherical coordinates, it is shown that, in using the geostrophic approximation and a square grid on a conformal plane projection of the earth's surface, no metrical terms appear.

Remarks are also included on a relation of Prandtl, which loses its validity on the planetary scale, and also on the use of the Richardson number to characterize large-scale atmospheric motion.
Statistical Forecasting Operators Based on Dynamical Equations
Authors: Cooley Duane S.
Published: January 2012

Statistical forecasting operators are derived on the basis of a simple two-parameter model of the atmosphere. In the course of this investigation, the predictability of pressure-height changes due to the various physical processes specified by this dynamical model is investigated. It is found that the contribution of the non-linear processes to the 12 and 24 hr predictability is small.
On the Relation Between Pressure and Wind, with Particular Reference to a Vortex
Authors: Adem Julián
Published: January 2012

It is shown that if the boundary conditions to solve the vorticity and balance equations are prescribed independently, then the primitive equations of motion are not satisfied. Given the wind field of a symmetrical vortex embedded in a resting atmosphere, analytical expressions for the pressure and wind tendency are derived. A numerical example is worked out and the results are used to obtain information regarding the effect of the boundary conditions and of the variation of the Coriolis parameter in a forecast with a barotropic model.
Antarctic Geophysics
Authors: Mellor Malcolm
Published: January 2012

Sir, In a recent paper Dr WEXLER (1958) states that ice loss by melting or evaporation is nil in Antarctica. The idea that melting and evaporation are negligible factors in the Antarctic ice budget is widely held, even though the evidence on which it is based is rather scanty.
The Break Down of Zonal Circulation during the Period January 8 to 13, 1956, the Characteristics of Temperature Field and Tropopause and its Relation to the Atmospheric Field of Motion
Authors: Defant Friedrich
Published: January 2012

I. An introductory outline of earlier work (Fr. Defant and H. Taba, 1957, 1958, 1958) on hemispheric changes in the type of General Circulation by means of tropopause maps is presented to make the reader familiar with the main features of tropopause and its intimate relation to the main windcores of the westerlies. The prehistory of the period from Jan. 8 to 13, 1956, which we studied in this paper, is described in detail.

II. Tropopause maps for each day (Jan. 8 to 13, 1956) are presented. By means of these maps it was shown, how the zonal type of Circulation (zonal with respect to a zonal polarfront jet) changes during this period into a meridional (meandering) type. The behaviour of subtropical jet (in a characteristic way different from that of polarfront jet) is simultaneously discussed.

III. A selection of soundings with respect to the breaklines in the tropopause level or according to the location of the belts of maximum wind of the westerlies was made for each day. Different characteristic groups of soundings (different with respect to the total vertical temperature distribution and the form as well as the height of tropopause) are discussed and characteristic mean soundings for each group are computed.

IV. A computation of standard deviation of the individual vertical temperature distributions from the mean one for each group is presented. An important conservatism of the sounding type in each group is shown.

Meridional temperature differences between different groups inform the reader about the possible locations of baroclinity in tropo- and stratosphere.

V. A statistical investigation of tropopause level by use of 2,513 atmospheric soundings from Jan. 1 to 13, 1956 is presented. The structure of tropopause is discussed.

VI. A synoptic vertical cross section clarifies the relationship between subtropical break in the tropopause level and the existence of the subtropical jet. Important aspects of form of subtropical jet are outlined.