Relevant bibliographies by topics / Computer-assisted instruction – Authoring programs

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  2. Dissertations / Theses
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Academic literature on the topic 'Computer-assisted instruction – Authoring programs'

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Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Computer-assisted instruction – Authoring programs"

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Folds, R. "Desirable Characteristics of Computer Courseware in Tribal Aboriginal Schools." Aboriginal Child at School 14, no. 3 (July 1986): 37–43. http://dx.doi.org/10.1017/s0310582200014383.

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Just as computer delivered instruction in urban Australian schools remains an unknown quantity, its role in tribal Aboriginal schools and in urban schools which increasingly cater to tribal children is even more unclear. There are some exciting possibilities for Aboriginal education. Computer courseware can provide the highly visual, graphics oriented type of instruction which appeals to Aboriginal children and may tap their learning style. Also, the new technology should be able to overcome limitations of bilingual programs set by the cost of producing language materials for many different language groups. For example, with the Prologic Authoring Language (PAL), it is a simple matter to work through a developed program and change the text from one language to another.
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Cooper, Richard B., and Terry J. Reelr. "Fundamentals of Arc Stud Welding: An Interactive Multimedia Lesson for Shipyard Training." Journal of Ship Production 11, no. 01 (February 1, 1995): 15–21. http://dx.doi.org/10.5957/jsp.1995.11.1.15.

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Education and Training Panel SP-9's 1991 report, "Recommendations on the Use of Interactive Instruction for Training Shipyard Trade Skills," indicates that although very few American shipyards have used it or are familiar with it, interactive multimedia has great potential as a low-cost, effective method for the training of skilled trade tasks. These findings led SP-9 to develop an interactive lesson that demonstrates how interactive multimedia can be integrated into shipyard training programs to reduce training costs, increase productivity, promote quality awareness, and improve worker competence. The demonstration combines computer graphics, animation, still and motion video, sound, and touchscreen interaction to demonstrate the broad spectrum of the interactive multimedia technology. This paper describes the project as an example of how shipyard training departments can develop their own interactive multimedia courseware by determining appropriate applications of the technology; selecting the most suitable hardware and authoring system for delivering the instruction; researching, planning and designing the lessons; and shooting the video, authoring the courseware, and integrating them into an effective interactive multimedia course.
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Klas, W., U. Westermann, T. Rose, J. Tremper, S. Stracke, O. Gödje, A. Hannekum, M. B. Preisack, and R. Friedl. "The CardioOP-Data Clas (CDC)." Methods of Information in Medicine 42, no. 01 (2003): 68–78. http://dx.doi.org/10.1055/s-0038-1634211.

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Summary Objectives: Self-directed and customized medical education programs are gaining importance in health care instruction. We prototypically implemented a repository-driven online computer system (CardioOP) for teleteaching in Heart Surgery. It supports authoring and multiple re-use of multimedia data for different user groups in different instructional applications and therefore requires a process of content management. Methods: We defined objectives for a terminological system to support semantic, cross-media type annotation and retrieval of learning objects: domain completeness, German (natural) language processing, multi-user concepts, extensibility and maintenance, content based annotation and technical implementation. Existing terminologies (ICD10, READ V3, Snomed III, UMLS 1997, MESH) have been analysed according to these objectives. Results: We found that the analysed terminologies did not meet our criteria sufficiently. Therefore, we developed a domain-specific thesaurus, the CardioOPDataClas (CDC). The application of the CDC within a database-driven authoring process using specifically developed tools is reported. Conclusions: Metadata play an important role in the effective discovery and search, access, integration and management of educational multimedia data in medicine but so far, there is no terminology to support content management for instructional multimedia. We prototypically designed and applied a thesaurus for the CardioOP educational system. Additional work is needed to evaluate the system in terms of user-friendliness, concept coverage and information retrieval performance.
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Cook, E. K. "The Use of Macintosh Authoring Languages in Effective Computer-Assisted Instruction." Journal of Educational Technology Systems 18, no. 2 (December 1989): 109–22. http://dx.doi.org/10.2190/pw58-2qw5-r0wq-a5qr.

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Computer-assisted instruction has many widely-recognized benefits, such as reduced learning time, higher final exam scores, improved attitude, and better individualization. Detriments have been an inadequate theoretical focus, poorly conceived and reported studies, high cost, and machine-dependent, inflexible authoring languages. The microcomputer has mitigated some of these problems, and recent Macintosh authoring languages have been flexible and powerful enough to prompt much recent courseware development. A survey of the major authoring languages is presented, with an overview of projects currently in work.
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Betlach, Judith A. "Framework for Computer Assisted Instruction Courseware: A Case Study." Journal of Educational Technology Systems 15, no. 1 (September 1986): 35–52. http://dx.doi.org/10.2190/q0k2-6637-84hg-64cc.

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This article systematically investigates, defines, and organizes variables related to production of Computer Assisted Instruction (CAI) courseware for the U.S. Army Logistics Management Systems Activity (ALMSA), St. Louis. Initial decisions regarding selection of analysis and design methodology, hardware, software and authoring languages were strongly influenced by availability within the ALMSA user community. Subsequent refinements may be required, but prototype boundaries have now been delineated for this prototype effort.
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Barker, P. G., and J. Wilford. "A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 4: STAF." British Journal of Educational Technology 16, no. 2 (May 1985): 115–35. http://dx.doi.org/10.1111/j.1467-8535.1985.tb00486.x.

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Barker, Philip, and Ravinder Singh. "A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 5: PHILVAS." British Journal of Educational Technology 16, no. 3 (October 1985): 218–36. http://dx.doi.org/10.1111/j.1467-8535.1985.tb00711.x.

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Decker, Richard, Stuart Hirshfield, David Paris, and Nathaniel Strout. "Computer-assisted instruction in the liberal arts using a simple authoring system." Journal of Computing in Higher Education 1, no. 1 (March 1989): 21–38. http://dx.doi.org/10.1007/bf02942604.

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Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (June 1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.
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Higgins, Kyle, and Randall Boone. "Creating Individualized Computer-Assisted Instruction for Students with Autism Using Multimedia Authoring Software." Focus on Autism and Other Developmental Disabilities 11, no. 2 (May 1996): 69–78. http://dx.doi.org/10.1177/108835769601100202.

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Dissertations / Theses on the topic "Computer-assisted instruction – Authoring programs"

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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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Steil, Toni L. "Tutorials for software : a comparison of the Appleworks software tutorial with pre-entered data and an experimental tutorial with user entered data." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/491.

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The attention directed toward computer software research has been sparse which is quite evident in particular facets such as learning methods, specifically towards tutorials. Some authors have identified various important issues which include cognitive factors, reduction of presentation of superfluous information, and the importance of interaction with software and hardware. The present . study examined two tutorials which were similar except in their level of required user behaviors. Tutorial A required only user manipulation of disk stored data. Tutorial B required the user to enter the data into the computer, design the screen format, and then to manipulate it. It was predicted that the extra task of entering data and designing the screen format would provoke more positive scores for Tutorial B as measured by two independent questionnaires, would require fewer requests for assistance than for those using Tutorial A, and require a comparative duration period to complete. The results obtained supported all hypotheses except for the duration period which took longer for Tutorial B. The implication is that there should be development of improved Tutorial options utilizing research based methods such as these presented.
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Pate, Shari Ann. "Web tools: An aid for cognitive learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.

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The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.
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Papin, Annette Richelle. "Using educational databases in the form of electronic portfolios: A method in coaching athletics." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1673.

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Aphale, Mukta S. "Intelligent agent support for policy authoring and refinement." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225826.

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A policy (or norm) can be defined as a guideline stating what is allowed, what is forbidden and what is obligated for an entity, in a certain situation, so that an acceptable outcome is achieved. Policies occur in many types of scenarios, whether they are loose social networks of individuals or highly structured institutions. It is important, however, for policies to be consistent and to support the goals of organisations they govern. This requires a thorough understanding of the implications of introducing specific policies and how they interact. It is difficult, even for experts, to write consistent, unambiguous and accurate policies, and conflicts are practically unavoidable. At the same time conflicts may vary in significance. For example, some conflicts are most likely to occur, some conflicts may lead to high cost for goal achievement while some conflicts may lead to severe obstacles in the achievement of goals. Such conflicts are the most significant for the domain and goals of organisation. Resolution of conflicts that will clear the obstacles in the goal achievement and will maximize the benefits received must be prioritised. In order to resolve conflicts and refine policies; it is crucial to understand the implications of policies, conflicts and resolutions in terms of goal achievement and benefits to organisation. There exist huge number of policies and conflicts occurring within any organisation. Human decision makers are most likely to be cognitively overloaded. Making is difficult for them to decide which conflicts to prioritise in order to successfully achieve goals while maximizing benefits. Automated reasoning mechanisms can effectively support human decision makers in this process. In this thesis, we have addressed the problem of developing effective automated reasoning support for the detection and resolution of conflicts between plans (to achieve a given goal) and policies. We also present an empirical evaluation of a model of conflict detection and prioritisation through experiments with human users. Our empirical evaluations prove that providing guidance to users regarding what conflicts to prioritise and highlighting related conflicts lead to higher quality outcomes, thereby achieving goals successfully and rapidly.
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Hu, Jing Humphrey. "A study of DECtalk used with the courseware authoring system." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/450106.

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The purpose of this study is to use Dimension Authoring Language (DAL) to write a Computer-Based Education (CBE) program which can control the DECtalk device and to use GIGI. utility programs and graphics editors, to improve DAL graphic capability. CBE embodies the idea of using computers as a tool in teaching by computer. Also the CBE control programs can keep track of students' record in the instructor's area. This way, instructors can improve lecture materials according to those records. The first chapter explains. what CBE is and its applications in education. The second chapter explains how DAL works and how to solve some of the language's technical problems. The third chapter explains how DECtalk works and how we can control this device in DAL programs. Since pictures can improve CBE programs, the fourth chapter explains picture files and graphic editors. Some problems related to DAL, DECtalk, and picture files are solved in this paper. However, there are several problems which still remain unsolved.Ball State UniversityMuncie, IN 47306
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Fath, Janet Louise. "An architecture for adaptive computer-assisted instruction programs for complex dynamic systems." Diss., Georgia Institute of Technology, 1987. http://hdl.handle.net/1853/33442.

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Auclair, Christian. "Promoting the acquisition of active knowledge with the use of computer multimedia : establishing a theoretical basis for guidelines in instructional software design." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35199.

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The multimedia computer is a relatively new product that is capable of presenting information through a variety of media such as text, animation, video & sound. Commercial developers, researchers and other multimedia advocates have been making claims about the potential for multimedia in promoting learning and, consequently, its beneficial uses as a learning tool within the classroom. This study investigates the conditions under which the organization and coordination of multimedia sources promotes the acquisition of knowledge. Based upon a review of the literature, five hypotheses are generated with respect to the development of instructional software as an effective learning tool. These hypotheses are then tested in a study that looks at the effects of various multimedia designs. One hundred students, half of high-ability (i.e., high-stream) and the other half of average ability (i.e., regular stream), were assigned to one of five multimedia conditions (e.g., text only (T); text with animation (TA); text with animations and captions (TAC); animations and captions (AC); refined animation and captions (RAC)). The instructional material presented information on how to find South using two sticks, some string and the Sun. The TAC and RAC groups outperformed the other three groups on scores of verbal recall, visual recall, and enactment of the main procedures. These two groups also obtained higher scores on detailed analyses of written recalls. Finally, interaction effects for stream level and computer presentation group were also obtained. The results from this study are contrasted to those of an earlier study by Breuleux et al. (1993). The implications of these results are discussed in terms of statistical support for theoretically based guidelines for the development and design of effective instructional multimedia.
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Chen, Mei 1962. "The characterization of learning environments and program structures of instructional programs produced using Logo /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56930.

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A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo.
The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.
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Basson, L. C. "WebCT : an alternative for the traditional classroom training." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53220.

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Thesis (MBA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: Technology and especially Internet has advanced rapidly during the last ten years. Universities have been in the forefront with access to Internet, but are only now beginning to wake up to the opportunities that exist within the technological arena. Unfortunately Universities have been slow to accept the possibilities of the World Wide Web and its uses within the classroom. Student demographics are changing and their requirements are changing. The Students of today are no longer studying full time and in their early twenties. They are older, are working part-time and need to arrange their study-time to accommodate their work schedules. Universities have to adapt some of their courses or lose out to the competition, which has become global due to technological advances. Web based learning is a perfect answer to the problems working students face, but the mindset of lecturers and even students need to be changed to accept this new form of learning. Many universities have already started distance-learning projects, which are perfect for certain parts of the world and certain students, generally in the Western world. The best ways to start changing perceptions is by combining webbased learning and traditional classroom education and then gradually move on to a full online virtual classroom scenario. In this project a software package called WebeT was used to move a People Management MBA course, which was previously only presented via a traditional classroom into the realm of a virtual classroom. This was achieved by giving the students online access to all information they would traditionally get physically, such as course information. The move of classroom information onto WebCT resulted in file downloads, questionnaires and other information becoming available online. As a direct result the traditional classroom contact for the People Management course was shortened from twelve sessions to seven sessions. The course is close to becoming a complete online course.
AFRIKAANSE OPSOMMING: Tegnologiese ontwikkeling en veral die gebruik van die Internet het gedurende die afgelope tien jaar baie gevorder. Universiteite het reeds 'n geruime tyd toegang tot die Internet, maar begin nou eers besef watter voordele hierdie tegnologiese era vir hulle inhou. Ongelukkig was Universiteite stadig om die potensiaal van die 'World Wide Web" binne die tradisionele klaskamer te ontgin. Die demografiese profiel van studente het in die laaste paar jaar baie verander. Die hedendaagse student is nie meer 'n voltydse student in sy vroeë twintigs nie. Studente is nou ouer, werk deeltyds en hul studietyd moet kan aanpas by hul werkskedules. Universiteite sal of hul kursusse hierby moet aanpas, of studente aan die kompetisie verloor, wat weens die tegnologie nou globaal is. Web gebaseerde onderrig is die perfekte antwoord vir die probleme wat werkende studente ervaar. Die persepsie van die lektor en ook die student moet egter verander om hierdie nuwe vorm van onderrig te aanvaar. Universiteite het alreeds met afstand onderrig begin, wat baie goed werk in sekere lande en met sekere studente. Die doeltreffendste manier om persepsies te verander, is.deur web gebaseerde onderrig en tradisionele klaskamer onderrig te begin kombineer. Hierna kan daar stelselmatig beweeg word na 'n volle virtuele klaskamer scenario. In hierdie projek is 'n sagteware program WebCT gebruik om 'n MBA-kursus in Mensebestuur, wat tradisioneel 'n klaskamer gebaseerde kursus is, te omskep in 'n virtuele klaskamer kursus. Dit is bewerkstellig deur die kursus informasie, wat tradisioneel in fisiese notas aan die studente oorgedra is, direk aanlyn beskikbaar te stel. Die gebruik van WebCT het tot gevolg gehad dat studente nou informasie kon aflaai en vraestelle beantwoord op die Internet. Die tradisionele klaskamer sessies van die Mensebestuurkursus is hierdeur verkort van twaalf sessies na sewe sessies. Hierdie verandering het veroorsaak dat hierdie kursus bykans geheel en al in 'n virtuele klaskamer kursus omskep is.
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Books on the topic "Computer-assisted instruction – Authoring programs"

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The design of computer-based instruction. New York: Macmillan, 1989.

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Vockell, Edward L. Model programs for instruction. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Authoring: A guide to the designof instructional software. Reading, Mass: Addison-Wesley, 1986.

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Kearsley, Greg. Authoring: A guide to the design of instructional software. Reading, Mass: Addison-Wesley, 1986.

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Heimler, Charles H. Authoring educational software. Santa Cruz, Calif: Mitchell Pub., 1987.

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1929-, Budoff Milton, ed. Using authoring in education: Customizing computer-based lessons for students. Cambridge, MA: Brookline Books, 1986.

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Computer-aided instruction: A guide for authors. Pacific Grove, Calif: Brooks/Cole, 1991.

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Hennart, Michel. Ecrire des logiciels pédagogiques. Paris: Cedic/Nathan, 1986.

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Park, Ok-choon. Selection of a computer-based training authoring system: Functional requirements and evaluation criteria. [Alexandria, Va.]: The Institute, 1990.

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Landers, Donna K. CBT design and development: A working guide. [Solana Beach, Calif.]: McGraw-Hill Training Systems, 1986.

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Book chapters on the topic "Computer-assisted instruction – Authoring programs"

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Celik, Servet. "Power Distance and Teacher Authority in an Online Learning Environment." In Enhancing Social Presence in Online Learning Environments, 42–62. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3229-3.ch003.

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Computer-aided instruction has assumed a prominent role in language teacher preparation programs, as educators increasingly turn to online environments to extend learning beyond the classroom, stimulate critical thinking, and motivate future language teachers to “think outside the box” and take responsibility for their own learning. In online educational settings, instructor presence plays a significant role, and its impact has been extensively explored. However, the majority of the research has been carried out in Western countries, where the cultural norms of individualism, low power distance between teachers and students, and a high level of acceptance of instructor feedback typically play a positive role in online student-teacher interactions. Few studies have looked at the issue of instructor presence in Eastern cultures, where teachers are traditionally granted a high degree of authority, and learners often have a lower tolerance for situations where independent thought and creativity are called for – as is often the case in online learning.
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Celik, Servet. "Power Distance and Teacher Authority in an Online Learning Environment." In Research Anthology on Developing Effective Online Learning Courses, 1665–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch083.

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Computer-aided instruction has assumed a prominent role in language teacher preparation programs, as educators increasingly turn to online environments to extend learning beyond the classroom, stimulate critical thinking, and motivate future language teachers to “think outside the box” and take responsibility for their own learning. In online educational settings, instructor presence plays a significant role, and its impact has been extensively explored. However, the majority of the research has been carried out in Western countries, where the cultural norms of individualism, low power distance between teachers and students, and a high level of acceptance of instructor feedback typically play a positive role in online student-teacher interactions. Few studies have looked at the issue of instructor presence in Eastern cultures, where teachers are traditionally granted a high degree of authority, and learners often have a lower tolerance for situations where independent thought and creativity are called for – as is often the case in online learning.
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Loucky, John Paul. "Testing a CALL Effectiveness Model." In Computer-Assisted Language Learning, 450–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch022.

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This chapter reviews developments in the field of CALL evaluation. It includes the implications of accepted CALL and computer-assisted second-language acquisition (CASLA) principles for improving instruction. It blends studies of thorough research with appropriate, good practice. It suggests how to build effective flipped learning programs and the questions to ask before designing or using CALL. It suggests pedagogical implications and areas for fruitful research into the use of richer CALL applications. Using accepted CALL principles, it provides a practical model for comparing and evaluating the relative effectiveness of CALL and Computer-Mediated Communications-enhanced language learning versus traditional printed texts and simple audio.
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Perez, Maria Del Mar Sanchez, and Alicia Galera Masegosa. "Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University." In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning, 248–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1097-1.ch012.

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Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.
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Surry, Daniel W., and David C. Ensminger. "Supporting the Implementation of Online Learning." In Web-Based Education, 215–21. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch015.

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Technology plays an important role in modern society. It is hard to imagine living in a world without such essential technologies as wireless communication, the Internet, laser surgery, polymers, and jet aircrafts, among countless other examples. Technology has had a profound effect on almost all aspects of our lives including banking, communications, medicine, transportation, energy, and the military. As inthese other areas, technology is now playing an increasingly important role in education. A variety of technologies have been introduced into the schools overthe last few decades. Among the most common of these are computer assisted instruction, multimedia presentations, classroom management software, and various assistive and adaptive technologies. In more recent years, distance and online learning technologies have advanced to the point where online learning is now a viable option for the delivery of high quality educational and training programs. The potential for technology, especially distance and online learning, to revolutionize education and training is beyond question.
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Rahman, Hakikur. "Interactive Multimedia Technologies for Distance Education Systems." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 742–48. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch100.

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Information is typically stored, manipulated, delivered, and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, and so on) has been so rapid, that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift which, in turn, enables them to do business in ways never possible before (Chatterjee & Jin, 1997). Information systems based on hypertext can be extended to include a wide range of data types, resulting in hypermedia, providing a new approach to information access with data storage devices, such as magnetic media, video disk, and compact disk. Along with alphanumeric data, today’s computer systems can handle text, graphics, and images, thus bringing audio and video into everyday use. DETF Report (2000) refers that technology can be classified into noninteractive and time-delayed interactive systems, and interactive distance learning systems. Noninteractive and time-delayed interactive systems include printed materials, correspondence, one-way radio, and television broadcasting. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing, to standalone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. Different types of telecommunications technology are available for the delivery of educational programs to single and multiple sites throughout disunited areas and locations. Diaz (1999) indicated that there are numerous multimedia technologies that can facilitate self-directed, practice-centered learning and meet the challenges of educational delivery to the adult learner. Though, delivering content via the WWW has been tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays and the inability to effectively deliver complex multimedia elements, including audio, video, and graphics. A CD/Web hybrid, a Web site on a compact disc (CD), combining the strengths of the CD-ROM and the WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at constricted bandwidth. Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend interacting with a given technology, and can increase the amount of time they spend learning. University teaching and learning experiences are being replicated independently of time and place via appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM, and so on. However, it is possible to increase the educational gains possible by using the Internet while continuing to optimize the integration of other learning media and resources through interactive multimedia communications. Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs) seems to be adopted as another mainstream in the path of distance learning system.
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Conference papers on the topic "Computer-assisted instruction – Authoring programs"

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Maurer, Herman A. "Authoring systems for computer assisted instruction." In the 1985 ACM annual conference. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/320435.320596.

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Simons. "Computer assisted instruction programs as a productivity tool in engineering education." In Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69417.

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Kilkiş, Birol, Bilgin Kaftanoğlu, and Cengiz Güngör. "Development of an Interactive Teaching Tool: Course Designer." In ASME 1992 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/cie1992-0128.

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Abstract An expert authoring package for real time, computer aided lecturing was developed with main emphasis to undergraduate courses in mechanical engineering. It enables the instructor to prepare the lecture and then present it in the classroom in a real-time and iterative environment. The major aim is to create a medium in which the instructor, computer and students are brought together on a common data base with real-time interaction with each other. The hardware necessary to enable such an interaction was investigated and optimum configuration laid out both from economical and technical points of view. The package is also flexible enough to permit the instructor to modify and set the topics during the course through a specially designed menu. The Course Designer program which was developed on SuperEdit™ software which enables to structure the course material to be structured using traditional Macintosh building blocks like windows and graphics with a better user friendly and interactive medium.
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Attia, Farouk, and Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].
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Shahhosseini, A. Mehran, Haisong Ye, George Maughan, and Tad Foster. "Implementation of Similarity Flooding Algorithm to Solve Engineering Problems Using Diagnostic Skills Training Technique." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39698.

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This article focuses on the development and field testing of instructional design concepts and educational software to teach diagnostic skills necessary to identify and solve problems in complex technical systems. Using concept mapping software along with expert-system programs, the overall software package enables technical workers and students in technology and engineering fields to benefit from personalized, iterative interactions that permit them to design visual maps of a diagnostic strategy and to allow direct and automatic comparison of their visual map to an expert’s map. The computer-based modules are developed in the Lectora authoring system and incorporate the VUE concept mapping software. The self-paced, interactive modules include an introduction stage, a visual mapping tutorial stage and a technical system and problem stage. Two technical systems will provide the context for a technical problem, the systems are: 1.) electrical power grid, and 2.) heat exchanger used in a waste plastic pelletizer machine. The educational software can be tailored to include other technical systems and technical problems. This article demonstrates implementation of Similarity Flooding Algorithm (SFA) to solve engineering problems. SFA is used to match nodes and links between learner’s and expert’s concept maps. To compare two process maps, SFA needs to consider both the relations (links) between nodes and the content of the nodes. In this article, we describe four improvements to the original SFA code to improve the comparison between two different concept (or process) maps: 1) Similarity of two strings is calculated by comparing the two strings character by character, which means that two strings get lower similarity if they are not the same exactly. During the comparison, WordNet® thesaurus is used to accurately evaluate the content of nodes; 2) Base similarity includes absolute similarity for each paired nodes, according to their links and content, but the overall similarity of the maps is calculated based on the relative similarity of each pair; 3) In a process map, the importance of each node could be different and important nodes have more weighting in overall similarity; 4) We consider two threshold values in the comparison algorithm. One is similarity threshold for the similarity based on the connections (links) of the nodes; the other is synonym threshold for the semantic similarity of content. If the similarity is lower than the thresholds, it could be considered as discarded. At the end, we analyze the collected data and show the effectiveness of the proposed technique to solve educational and training problems.
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