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1.
C. Douglas Wetzel 《Instructional Science》1992,21(4):269-293
A system of computer-based instruction (CBI) authoring and delivery tools was developed in which generative CBI techniques were used to dynamically create instructional presentations from content databases during program execution. Three applications using these techniques are examined with regard to trade-offs between case of development and limitations imposed by program specificity: 1) A semantic network was used to represent large bodies of terse facts to be memorized. The need for authors to create large numbers of question screens was avoided by a feature enabling questions and foils to be generated on-the-fly from database assertions as the student programs ran. 2) Technical vocabulary training was accomplished with a generative approach in which an array of student learning activities were automatically generated from a database minimally consisting of technical terms and their definitions. 3) A more difficult program allowed greater interface and lesson control flexibility for creating more sophisticated practice lessons in which new instances were dynamically inserted into templates for questions, anticipated answers and feedback. A common application theme emerging from field-testing the programs was their use in learning resource centers to address specific learning objectives from larger courses. 相似文献
2.
《学习科学杂志》2013,22(1):107-132
We argue that a focus on building an authoring tool for a complete learning environment is misplaced. An analysis of the task of authoring a commercial educational system reveals it to be best accomplished through authoring separate components. For many of these components, authoring tools already exist and need not be duplicated for use in educational systems. Connecting the various components together is a separate authoring task, and parts of this task are different for educational systems than for typical component-based software. The second half of this article describes the Visual Translator, an authoring tool we have written specifically for this purpose. 相似文献
3.
Gary R. Morrison Steven M. Ross Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115
Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen
resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the
attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise)
narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the
low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement.
Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts.
Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications
of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed. 相似文献
4.
J. Michael Spector Daniel J. Muraida Mary R. Marlino 《Educational technology research and development : ETR & D》1992,40(2):45-54
Many researchers are attempting to develop automated instructional design systems to guide subject matter experts through
the courseware authoring process, a process that usually includes analysis, design, production, implementation, and maintenance.
What is lacking in many existing efforts, however, is a systematic method for analyzing the interplay between user characteristics,
the authoring environment, and the resulting quality of computer-based instruction (CBI). In this article, a cognitively oriented
method for developing a useful and predictive model of the process of designing CBI is proposed, and its use in three small-scale
case studies in Air Force training settings is reported. 相似文献
5.
6.
A Practical Introduction to Authoring for Computer Assisted Instruction. Part 3: MICROTEXT 总被引：1，自引：0，他引：1
P G Barker R Singh 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(2):82-106
MICROTEXT is a new CAI authoring facility that has recently been developed by the United Kingdom's National Physical Laboratory. This paper presents an overview of the language, describes the mechanism of lesson creation and then outlines some of the applications for which we have been using it. 相似文献
7.
Craig Locatis Eldon Ullmer Victor Carr Richard Banvard Quang Le Raulie Lo Matthew Williamson 《Educational technology research and development : ETR & D》1992,40(2):77-82
A study of authoring system technology was done to update a previous study done in 1985. While the earlier study focused on
software selection methods, the current one emphasizes trends in authoring tool characteristics, vendor approaches to the
market-place, and evaluation methods. It also raises questions about some of the often tacit assumptions underlying the technology's
development and use. 相似文献
8.
This paper examines GTE from an authoring perspective. It describes how GTE may be used to create a piece of courseware and reviews the potential difficulties that authors face when using such a tool. It summarises two studies that were carried out to investigate how GTE is used by actual authors, and concludes that GTE designs are hard for authors to test and evaluate because of the complexity of such designs. It finishes by arguing that authoring tool developers should give greater consideration to supporting the task of authoring, and that such consideration should occur at all stages of a new tool's development. 相似文献
9.
《学习科学杂志》2013,22(1):65-105
The complexities of building educational software can be reduced by relying on appropriate tools for adapting and re-using similar, previous applications. Although researchers have been creating tools for automating some aspects of software design, most of these tools typically aim for generality, attempting to cover a broad class of interactive programs in many domains. However, this approach may not be effective for building complex interactive systems, and fails to re-apply the instruction and design expertise implicit within prior software applications. An alternative is to provide tools which use specialized, rather than general, task models, tailored specifically to a target category of software. In addition, an understanding of the authoring task itself can inform the design of such specialized authoring environments. This article presents a prototype authoring tool for interactive educational software, called IDLE-Tool. Investigate and Decide Learning Environments (IDLE) is introduced as the task model around which the tool is based, and a model of the authoring process, called Guided Case Adaptation, is offered as an approach to employing the model and an exemplar in tandem to effectively support the design process. 相似文献
10.
ITS著作工具的主要目标是降低构造ITS的难度,为显性化描述ITS各个模块的知识搭建脚手架是其为达到目标所采用的方法之一。本体是对知识进行显性描述的基础,因此本体对ITS著作工具的构建有着重要的作用。通过ITS著作工具实例描述和分析本体在ITS著作工具应用中所起到的作用。 相似文献
11.
This paper describes the SAM (Simulation and Multimedia) project and the rationales behind it. SAM focuses mainly on integrated simulation-based learning environments and creates a framework for authoring, modelling and learning. In these frameworks existing software tools are used where possible and an exchange of tools is enabled. Specialised tools support all actors: learners, authors and modellers. Emphasis will be put on methodologies and graphical tools supporting global course design and integration of simulations. Tools enable also the implementation of general and local course control including instructions for the monitor to recognise and evaluate learner behaviour.SAM methods and techniques are developed to design adaptable courses to meet different learner profiles and to integrate simulations in courseware. This implies a technical integration: the simulation package must accept external control and support an exchange of data. It also implies a conceptual integration: instructional domain concepts must be connected with the model entities; variables, parameters and relations. 相似文献
12.
P G Barker R Singh 《British journal of educational technology : journal of the Council for Educational Technology》1982,13(3):167-196
Author 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. 相似文献
13.
Nienke Wieringa Fred J. J. M. Janssen Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462
In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made. 相似文献
14.
本文从网络课程目标、流程化与自动化操作、模板化操作与交互式可视化的编辑环境四个维度揭示了现在的网络课程写作工县应该具备的设计思想。基于以上这四个维度，初步搭建了一类网络课程写作工具，并对其结构与功能进行详细的阐述。 相似文献
15.
P G Barker J W Steele 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(1):26-56
IPS is a sophisticated courseware authoring tool. This paper presents an overview of the language, its structure and mode of operation. Some illustrative examples of its use are given and the results of some initial investigations of its potential as a tool for computer-assisted instruction in an open-learning environment are briefly described. 相似文献
16.
P G Barker R Singh 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(3):174-188
PILOT is a CAI author language that is available on a wide variety of computer systems. This paper presents an overview of the language in terms of its structure and mode of operation. Some experiments designed to assess the usefulness of this authoring system are then described. 相似文献
17.
Edmond Gaible 《Interactive Learning Environments》2013,21(1-2):7-25
The Educational Object Economy (EOE) emerged from research on end-user authoring tools for multimedia software and, by 1997, developed into a library of over 2000 freely available interactive simulations for learning. The organization's original goals and its ongoing interest in alternative methods of software authoring led to continuing connections with component-based software development and collaborative development models. Subsequent focus on learning resource development in developing countries has led to contributions to projects in India, Turkey, Brazil, and other countries. Although the need for learning resources in these and other countries is great, component-based approaches have not yet been adopted. 相似文献
18.
Michael J. Hannafin Lloyd P. Rieber 《Educational technology research and development : ETR & D》1989,37(2):102-114
Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article. 相似文献
19.
《Peabody Journal of Education》2013,88(4):126-137
In this article, I draw several lessons learned about how to assess student, classroom, and teacher effects, with a specific focus on performance-based teacher evaluations. One lesson is that hierarchical linear modeling techniques are helpful in sorting out the magnitude of impacts at these three different levels of the education system. The other major lessons are reflected in the conclusion that research findings suggest that educators have learned how to design and operate performance-based teacher assessments that have sufficient reliability and validity to use for consequential decisions such as triggering pay increases. 相似文献