bluuebunny/crossref_metadata_2025_split huggingface dataset:
Visual‐Tutorial System for Teaching Media Utilization
Authors: Butler Lucius 
Published: October 2006

AbstractAn alternative format for the basic media utilization course at the University of Hawaii was developed on an individualized self‐paced, self‐instructional basis. The course, Media Practician, was offered to undergraduate students in a federally‐funded Alternative Teacher Education Program (ATEP). The Visual‐Tutorial (V‐T) learning system was designed to teach both theory and skills related to effective classroom utilization of audio‐visual media materials and equipment to pre‐service elementary school teachers during their third and fourth years of training.The underlying learning psychology utilized by this visual‐tutorial system is related to the self‐pacing, individualized, self‐instructional, programmed learning systems found in programmed texts, teaching machines and computer‐based learning (Butler 1970).
Study Strategies, Orientations and ‘Personal Meaningfulness’ in Higher Education
Authors: Ford Nigel 
Published: October 2006

AbstractRecent research into student learning has identified learning strategies and study attitudes which, it is argued, may in certain cases imply a student's relative preoccupation with relatively extrinsic factors and a short‐term and limited valuing of information and ideas learned. Possible links are proposed between such cognitive and affective processes and the nature of the resultant learning. In particular, it is possible that such strategies and attitudes are detrimentally linked with the important but neglected educational outcomes of personal acceptance, valuing and consequently potential application, of what is learned.
FlexiStudy—An Open Learning System for Further and Adult Education
Authors: Sacks H 
Published: October 2006

AbstractFlexiStudy is an ‘open’ learning system designed for mature students who want to follow non‐degree level courses. It overcomes four of the five main administrative constraints identified by Coffey (1977) and eases several of the educational constraints he considered. In September 1979 FlexiStudy was offered by at least 15 further education and adult colleges in England, with nearly 900 total enrolments. This paper deals with its development, present operation and future prospects.
Building a Springboard: regionalization within the Microelectronics in Schools and Colleges Development Programme
Authors: McMahon H F , Anderson J S A 
Published: October 2006

AbstractThe Departments of Education in England, Wales and Northern Ireland have indicated that the recently launched Development Programme in Microelectronics in Schools and Colleges is to be structured along lines ‘comparable’ to NDPCAL, the National Development Programme in Computer Assisted Learning (Department of Education and Science, 1979). This paper considers some of the possible consequences of this intention. Drawing upon the reports and evaluation studies of NDPCAL, their own personal experience within NDPCAL and the theories of innovation of Donald Schon, the authors identify ‘regionalization’ within the Microelectronics in Education Programme as the key to its long‐term success. Alternative approaches to the development of regional infrastructures for the support of the innovation are explored and a proposal is made for the establishment, within the new Programme, of ‘regionalization’ projects.
Teaching Through Video: an experiment with student speech therapists
Authors: McConkey Roy , O'Connor Mary 
Published: October 2006

AbstractThe training of speech therapists, although increasingly centred within polytechnics and universities, still retains a strong commitment to developing the students’ clinical skills. However, this places heavy demands on the expertise of the course tutors. It is argued that a series of video programmes based on Borg's minicourse model could help to resolve some of these problems. A description of one specific course is presented along with reports of its evaluation in terms of information retained, the students’ opinions, changes in their approach to clients and improvement in the clients.Although these courses require a high initial investment of staff time to produce, they offer many advantages thereafter, especially in integrating theory with practice.
Looking for a Change: an analysis of the findings of the Nuffield Group for Research and Innovation in Higher Education
Authors: Hewton Eric 
Published: October 2006

AbstractBetween 1972 and 1976 a project funded by the Nuffield Foundation enabled a small group of researchers to visit all universities in the United Kingdom and some polytechnics in search of curriculum innovation. Over four years the Group reported, in a series of newsletters, current problems in undergraduate education and some of the solutions being sought to overcome them. This paper analyses these reports and draws some conclusions as to the kinds of changes taking place at the time, the possible reasons for them and the organizational barriers which obstruct innovation. The findings, although related to higher education, are also of interest and relevance to other sectors.
Author Languages for Computer‐Based Learning
Authors: Barker P G , Singh R 
Published: October 2006

AbstractAuthor languages provide a means to facilitate the development of courseware material for use in computer‐based instructional systems. In this paper the role of an author language is explained and some examples of those currently available on small, medium and large computers are briefly described. Particular emphasis is given to exploring the author's interface with these systems. Future developments in author languages are likely to be significantly influenced by current trends in microelectronics, telecommunications, video and information storage technology. In view of this, three important problems need to be discussed: author language evaluation, system integration and the dissemination of courseware materials. Each of these topics is briefly considered.
An Interactive Video System for Education and Training
Authors: Copeland Peter 
Published: October 2006

AbstractThis paper describes the CAVIS interactive video system. CAVIS is an interactive teaching system that mixes videocassette pictures, text and videotex diagrams and presents these via a single television screen with sound. The student uses a keypad to respond to questions asked via the screen or narrative and, interactively, CAVIS adapts its presentation according to the responses given. Existing learning materials on VHS videocassette can be made interactive by CAVIS and have text and branching video segments integrated with their presentation. Material which has been originated on film, slide and video can be transferred on to the system. Information processing techniques are provided for the teacher to enable the authoring of text and diagrams and the mixing of text, diagrams, videocassette pictures and sound. Student performance and the effectiveness of the teaching materials used are automatically monitored and can be displayed graphically using the colour videotex display. CAVIS was designed to meet certain training needs within BP International. These are discussed along with research relating to its development.
Toward the Ideal Study Guide: an exploration of the functions and components of study guides
Authors: Duchastel Philippe 
Published: October 2006

AbstractThe study guide, as an important resource for student learning, is here conceptualized in an ideal general form. The process starts with an examination of its instructional context, then explores the learning functions it is meant to support. This in turn leads to a sketch of the practical components which can be employed in the design of a study guide, with a discussion of various practical decisions to be made along the way. The ideal study guide which is developed here is only meant as a prototype, a template of sorts for particular instructional design efforts in study guide development.
Resource Centres in Departments of Higher Education: a survey in Great Britain
Authors: Lopez Mario 
Published: October 2006

AbstractThis paper presents the results of a survey conducted among departmental resource centres in higher education. The survey aimed at quantifying, validating and supplementing information gathered through visits, case studies and the literature and was constructed around six areas: information about each center; details of the learning resources housed in them; an assessment of their use; feedback and evaluation activities; information about the staff in charge of centres; and finally a section on general comments made by respondents.
Investigating Educational Television and the Curriculum for Young Children: some pilot phase features
Authors: Choat E , Griffin H , Hobart D 
Published: October 2006

AbstractThe absence of a previous large‐scale investigation into educational television and the curriculum for young children necessitated establishing appropriate research procedures. This paper describes the salient features of the pilot study phase. A descriptive methodology based on questionnaire replies and classroom observations was resolved, but the work highlighted the desirability for constant contact with the participating teachers and the need for in‐service education. The alignment of in‐service education with research is examined and accepted providing the in‐service elements are taken into account and not allowed to bias the research findings.
Students’Views on Study at the Radio and Television Universities in China: an investigation in one local centre
Authors: McCormick Robert 
Published: October 2006

AbstractThis article reports the views of students in a local centre of the Radio and Television University in China (RTVU). As part of a trial of new distance‐learning material students in the local centre were interviewed in groups and some answered a questionnaire. They gave their views on studying, including the role of media, how each medium should be designed, and self‐study. The investigation was carried out by the RTVU staff with the author mainly acting as an observer. Although there are problems with bias the views represent a unique opportunity to compare them with the ideas on the use of media and student learning familiar in the West.The author would like to acknowledge the assistance of the staff and students of the RTVUs and in particular Professor Wang Zunhua and Yen Xiaoyen who were largely responsible for conducting the investigation.
An Educational Approach to Designing Computer‐Based Career Guidance Systems
Authors: Wooler Stuart , Wisudha Ayleen 
Published: October 2006

AbstractThis paper, firstly, seeks to show why computer‐based career guidance systems need to take on the educational role of helping people develop appropriate and effective ways of thinking about their career problems, rather than concentrating on the currently more orthodox role of trying to match people with occupational databases. Secondly, a computer program, called SELSTRA, which goes some way to developing in this educational direction is briefly described. The limitation of this alternative approach—its inability to identify and correct mistaken factual beliefs—is discussed. Finally a new generation of computer‐based career guidance systems is anticipated which would synthesise the current approaches and transcend current weaknesses.
Introducing the Microcomputer into English. I. Aspects of classroom organization and their consequences for the curriculum
Authors: Johnston Vivien M 
Published: October 2006

AbstractThe organizational problems and decisions associated with introducing the microcomputer into the English curriculum are considered. The factors influencing decisions concerning how many machines to use are identified as availability; the classroom environment, in terms of its physical properties, patterns of use, and availability of resources; resources of teacher time, including previewing materials, organizing equipment, and lesson time. The attitudes of teachers and pupils are contrasted. The organization of classroom activities must facilitate learning through small‐group discussion, and so accepted English teaching practices at secondary level are challenged by the introduction of the microcomputer.
Introducing the Microcomputer into English. II. An evaluation of WILT as a program using a problem‐solving approach to learning spelling
Authors: Johnston Vivien M 
Published: October 2006

AbstractUse of the spelling program WILT with a class of mixed‐ability third‐year secondary‐level pupils as part of an evaluation study of programs for language development is reported. The behaviour and language activities characteristic of pupils using WILT are described and 14 categories of language activity identified. The results of an analysis of the language activities of four groups are presented, and the types of learning that are encouraged by WILT are identified. Differences between the pupils' and the class teacher's evaluations of WILT are examined, and the educational value of the program assessed.
Introducing the Microcomputer into English. III. An evaluation of TRAY as a program using problem‐solving as a strategy for developing reading skills
Authors: Johnston Vivien M 
Published: October 2006

AbstractThe models of reading and learning that underlie TRAY are examined, and criteria for selecting texts for classroom use identified. The kinds of language activities characteristic of groups using TRAY are described, and 15 categories of language activity are identified. The results of an analysis of the language activities of three groups are presented. The kinds of learning that are encouraged by TRAY are considered. Pupil and teacher evaluations are found to be favourable. TRAY is concluded to be an example of a good, content‐free, problem‐solving language development program.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 5: PHILVAS
Authors: Barker Philip , Singh Ravinder 
Published: October 2006

AbstractInteractive videodisc technology is likely to have a significant impact upon many aspects of education and training. However, before this medium can be effectively utilized considerable attention must be given to overcoming the present problems associated with courseware authoring. Solutions to these problems are to be found in the provision of suitable courseware development aids. In particular, there is a requirement for a powerful and easy‐to‐use author language. This paper describes the approach used by the PHILVAS authoring system.
Right is Wrong: an examination of the effect of right justification on reading
Authors: Muncer S J , Gorman B S , Gorman S , Bibel D 
Published: October 2006

AbstractPrevious attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right‐justified format and in‘ragged’uneven line format. Subjects performed significantly worse on right‐justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers.
Sequence of Direct Instructional Activities for Handicapped Learners
Authors: Schloss P J 
Published: October 2006

AbstractNumerous reports have appeared in the professional literature supporting direct instructional procedures. Studies with handicapped and non‐handicapped learners have identified teaching functions associated with student achievement. The present paper describes a sequence of instructional activities particularly well suited to the needs of mildly handicapped learners. Special attention is given to techniques that maximize teacher effectiveness.
Illustrations for Children: depth perception and economy of style
Authors: Newton D P 
Published: October 2006

AbstractA way in which some economical pictures for children will tend to be perceived incorrectly or inadequately as far as spatial depth is concerned is described. Some children's perceptions of depth in diagrams which varied in kinds and amounts of information on depth were investigated. It was found that an economical illustration style which includes information on depth is possible and that this provides a simple way of alleviating the shortcomings of such a style.
LOGO: more than a decade later
Authors: Michayluk J O 
Published: October 2006

AbstractMore than a decade has elapsed since Papert and his MIT colleagues combined cybernetic and Piagetian concepts into a user‐friendly computer program called LOGO; and five years have elapsed since Papert, in his book Mindstorms, extolled the virtues of LOGO, arguing that children who experienced LOGO learned much more than a computer language—they learned powerful ideas, skills, and heuristics as well. This paper examines the current state of LOGO and LOGO research and attempts to come to some conclusions about the efficacy of LOGO as a research and teaching tool.
The Many Faces of Human‐Machine Interaction
Authors: Barker Philip 
Published: October 2006

AbstractInteractive processes are fundamental to all forms of training and learning activity. Within educational technology increasing use is being made of both simple and sophisticated machines as instructional aids. Because of their growing applicability in all areas of educational practice it is important to understand the basic nature of the interactive processes involved in using such machines. This paper provides an overview of the techniques and mechanisms of human‐machine interaction and outlines the status of some ongoing research trends in this area.
An Example of the Use of Microfiches as an Aid to the Teaching of First‐Year University Engineering Mathematics
Authors: Faulkner T R 
Published: October 2006

AbstractThis paper is a report on the introduction of microfiches to replace conventional pre‐prepared handouts for solutions to exercises in the first‐year engineering mathematics course at Nottingham University. Details of the arrangement of material on the microfiches are described, as is the system of labelling the frames of the microfiches and the equations. Some general comments on the preparation of material are also made. The microfiches are very popular with the students and their cost compares very favourably with that of the production of large numbers of photocopies of conventional handouts. The system may be easily adapted for use in many other subjects.
Appropriate Instructional Media Selection (AIMS): an issue in educational technology in the Nigerian school system
Authors: Ihebuzor N A 
Published: October 2006

AbstractThe paper examines the issue of appropriate instructional media selection in a developing country such as Nigeria.Five criteria (media attributes, cost, usability, serviceability and availability) are used to assess the justifiability of different types of high technology instructional media (HTIM). Some HTIM are judged appropriate whereas some are judged inappropriate on the basis of the assessment. The paper ends by suggesting the development and use of low technology instructional media to supplement appropriate HTIM in Nigeria.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 6: interactive audio
Authors: Barker Philip 
Published: October 2006

AbstractMany computer‐based training and learning situations require audio support for their effective implementation. This paper provides a description of some of the facilities currently available for providing this support. It outlines some author languages in which sound processing plays a predominant role and concludes with an overview of some CAL application areas that utilize interactive audio techniques.
Improving the Readability of Text with Automatic Phrase‐Sensitive Formating
Authors: Jandreau Steven M , Muncer Steven J , Bever Thomas G 
Published: October 2006

AbstractThese experiments demonstrate improvement in reading score as a result of computer‐generated syntactically formated text. In all experiments, the subjects took a subset of the Chapman‐Cook speed of reading test. In experiment 1, the space size between words reflected the major phrase structure boundaries. In experiment 2, the spacing corresponded to both the major and minor phrase structure boundaries. Experiment 1 indicates that poor readers are aided by syntactically formated text. Experiment 2 indicates that a more finely detailed formating also helps poor readers. The use of a microcomputer to prepare the material will make it practical to improve the readability of large amounts of text.
Computer‐Assisted Learning of Introductory Economics
Authors: Gudgin A. N 
Published: October 2006

AbstractThis paper examines firstly the rationale behind the use of computer‐assisted learning in the field of economic studies, and then reviews the literature devoted to an evaluation of this method of learning economics. The paper goes on to describe how a group of students studying this subject in a UK polytechnic reacted to an experimental use of computers in their curriculum. The survey measures quantitatively the attitude of students to this learning process. The results are on the whole very encouraging but the paper also reveals that there are still serious resource and organizational constraints which may prevent any rapid or widespread adoption of this approach.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 10: knowledge‐based CAL
Authors: Barker Philip , Proud Allan 
Published: October 2006

AbstractWithin all modern societies human survival depends critically upon the generation, dissemination and assimilation of vast quantities of information. In situations where there is rapid technological change, conventional information and knowledge transfer mechanisms are often both inappropriate and inadequate. This paper examines the role of computers as knowledge/information transfer agents and how knowledge‐based computer‐assisted learning may provide an effective and efficient means of aiding learning and training processes.
Does a Computer System Help to Teach a Sight Vocabulary to Children with Severe Learning Difficulties?
Authors: Wright A , Anderson M 
Published: October 2006

AbstractTwelve children with severe learning difficulties were taught an initial sight vocabulary with and without the help of a computer system. A control group received individual teaching in mathematics. All groups were given the teaching for eight minutes a day for four weeks. The results demonstrated that all 12 children in the experimental groups significantly improved their sight vocabulary. Trends in the data indicated that the teacher‐only condition produced better learning than the computer‐assisted condition, and that this was particularly true for the children with lower ability. The results are discussed in relation to the information‐processing demands being made on the child in each condition and the implications for teaching.
Interactive video: a cost‐effective model for mathematics and science classrooms
Authors: Straker Neil 
Published: October 2006

AbstractThere is a growing UK interest in the potential of interactive video (IV) for use in schools. This paper considers an application of IV in mathematics classrooms in the United States. Lessons were observed in a number of schools in Oregon, and the reactions of teachers and students to the videodisc presentations are recorded. It was found that participants responded extremely positively to the materials, which were based on a direct instruction model of teaching linked to a mastery learning approach. Despite the apparent effectiveness of these materials, it is argued that their transfer to UK schools would be problematic given current developments in mathematics education. The advantages of a standalone videodisc player for whole‐class use are discussed, and it is argued that this might be appropriate in the short term if IV technology is to be accepted in the UK school system.