Academic literature on the topic 'TUTOR (Computer program)'
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Journal articles on the topic "TUTOR (Computer program)"
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Kapperman, G., A. Heinze, B. B. Hawkins, and S. Ruconich. "The Computerized Braille Tutor: A Computer-Based Braille Learning Program." Journal of Visual Impairment & Blindness 90, no. 3 (May 1996): 252–58. http://dx.doi.org/10.1177/0145482x9609000315.
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The Computerized Braille Tutor is an interactive software tutorial, accompanied by a manual, that sighted persons can use to learn the literary braille code or to refresh their braille skills, either independently or under the supervision of an instructor in a braille course. The software presents 15 lessons that address different aspects of the literary braille code and include braille-translation and proofreading exercises and graded self-evaluation proficiency tests.
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Astion, M. L., M. H. Wener, K. Hutchinson, G. B. Olsen, A. R. Orkand, and L. J. Pagliaro. "A computer program that periodically monitors the ability to interpret the antinuclear antibody test." Clinical Chemistry 42, no. 5 (May 1, 1996): 836–40. http://dx.doi.org/10.1093/clinchem/42.5.836.
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Abstract Our laboratory has been developing computer programs that help medical technologists improve their performance of the microscope-based immunofluorescence assay for antinuclear antibodies (ANA). This image-based laboratory test has been associated with poor reproducibility. We have previously described our first program, ANA-Tutor, which systematically teaches the ANA test by using approximately 150 processed digital images of ANA test results. The program we describe here, Pattern Plus Auditor, is a logical extension to ANA-Tutor. Pattern Plus Auditor tests the ability of laboratory personnel to interpret the ANA test, and tracks individual and laboratory performance over time. The program consists of image-based questions that test a variety of ANA staining patterns, including homogeneous, speckled, centromere, nucleolar, mixed patterns, and rare patterns. For each question, the program provides correct answers with explanations and color overlays that highlight key image features. By entering the proper password, users gain access to exam results for individuals and for the laboratory as a whole. Results are available for the current exam, any previous exam, or cumulatively on all exams to date. Intralaboratory testing with computer programs such as Pattern Plus Auditor might be a useful part of quality-assurance procedures for many image-based laboratory tests.
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Astion, Michael L., Adam R. Orkand, Gregory B. Olsen, Leonard J. Pagliaro, and Mark H. Wener. "ANA Tutor: A Computer Program That Teaches the Antinuclear Antibody Test." Laboratory Medicine 24, no. 6 (June 1, 1993): 341–44. http://dx.doi.org/10.1093/labmed/24.6.341.
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Cookson, Brad T., Janet D. Curtis, Adam R. Orkand, Thomas R. Fritsche, Leonard Pagliaro, Lee Anne McGonagle, and Michael L. Astion. "GramStain-Tutor: A Personal Computer Program That Teaches Gram Stain Interpretation." Laboratory Medicine 25, no. 12 (December 1, 1994): 803–6. http://dx.doi.org/10.1093/labmed/25.12.803.
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Cooper, Joel, and Jeff Stone. "Gender, Computer-Assisted Learning, and Anxiety: With a Little Help from a Friend." Journal of Educational Computing Research 15, no. 1 (July 1996): 67–91. http://dx.doi.org/10.2190/w932-d1pt-2px7-3tc2.
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This study examined the effects of learning group gender composition and the use of nonverbal communication by a computer on performance and motivation following a computer-assisted biology lesson. The results showed that before the lesson began, group gender composition influenced self-reports of experience and knowledge about computers and also how subjects arranged their computer desktop. During the lesson, when a computer image of a human face was present on the screen, girls who reported low anxiety performed better and were more motivated to use the program relative to girls who reported high anxiety. In contrast, boys who reported high anxiety performed better and were more motivated to use the program when the tutor was present on the screen relative to boys who reported low anxiety. The implications of these findings for classroom gender organization and for using gender-appropriate educational software are discussed.
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Сисоєва, Світлана Олександрівна, and Катерина Петрівна Осадча. "FORMATION OF THE TUTOR ICT-COMPETENCE IN THE PROCESS OF FUTURE TEACHERS’ PROFESSIONAL TRAINING." Information Technologies and Learning Tools 80, no. 6 (December 22, 2020): 207–21. http://dx.doi.org/10.33407/itlt.v80i6.4182.
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The widespread proliferation of information and communication technologies and the task of meeting the sustainable development goals by overcoming the uneven access of the younger generation to information and communication technologies require the presence of the high level of the ICT competence and the ability to carry out tutoring activities in the information society for teachers-to-be. The paper offers the methodological approaches (contents, methods, tools, and technologies) of forming the tutor ICT competence in the process of future teachers’ professional training. The educational content, which aims at building the ICT competence of teachers as tutors is distributed over the entire period of students’ study at higher educational institutions. During the study of compulsory subjects in the Bachelor program and the "Organization of distance learning in the educational institution" elective discipline in the Master program, students are familiarized with theoretical and methodological aspects of the use of ICT in tutoring. The main method of forming the tutor ICT competence is the portfolio method, in particular, the use of e-portfolio. As the main means of the formation of the tutor ICT competence, computer training programs, e-resources, Internet resources, mobile applications, virtual and augmented reality are determined. E-mail, blogs, social networks, webinars, chats have been used as the technologies of network interaction for forming the tutor ICT competence. In order to identify effective methodological approaches to the formation of the ICT competence of future teachers as tutors, the study has been conducted based on the collection of information by means of questionnaires and statistical processing of the results. The analysis of the results of the pedagogical experiment and comparison of indicators of control and experimental groups before and after the study have shown the effectiveness of the proposed methodological approaches to the formation of the tutor ICT competence. Implementation of these methodological approaches has become possible due to the introduction of information and educational environment with distance learning technologies and information and communication technologies as its main components.
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Xin, Yan Ping, Ron Tzur, Casey Hord, Jia Liu, Joo Young Park, and Luo Si. "An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties." Learning Disability Quarterly 40, no. 1 (August 1, 2016): 4–16. http://dx.doi.org/10.1177/0731948716648740.
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The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.
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Siagian, Yessica, Jeperson Hutahaean, and Zulfi Azhar. "PELATIHAN APLIKASI MICROSOFT OFFICE 2010 DAN INTERNET UNTUK PARA SISWA DAN TUTOR PADA LEMBAGA KURSUS PENDIDIKAN (LKP) MANDIRI COMPUTER KABUPATEN ASAHAN SUMATERA UTARA." Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal 2, no. 2 (July 29, 2019): 151–56. http://dx.doi.org/10.33330/jurdimas.v2i2.341.
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Abstract: STMIK Royal Kisaran Community Service Team (PKM) provided training to students of Asahan Regency Mandiri Computer Education Course (LKP), because they saw that there were still many school children and residents around the village who were still very limited in knowledge of computer technology and its applications around the village. there is no nearest computer course. The training material taught at the Mandiri Computer Institute of Training and Education (LKP) is office administration using Microsoft Office 2010 application programs, especially Word, Excel, Power Point and the Internet. Implementation is done by direct practice accompanied by presentations and discussions and using computers to provide direct understanding to students LKP. Keywords: Computer, Institutions Educational Courses,Microsoft Office 2010, Training, Students Abstrak: Tim Pengabdian kepada masyarakat (PKM) STMIK Royal Kisaran memberikan pelatihan kepada siswa Lembaga Kursus Pendidikan (LKP) Mandiri Computer Kabupaten Asahan, karena memandang masih banyaknya anak sekolah dan penduduk disekitar desa tersebut yang masih sangat minim pengetahuan tentang teknologi komputer beserta aplikasinya dimana disekitar desa tersebut belum ada tempat kursus komputer yang terdekat. Materi pelatihan yang diajarkan di Lembaga Kursus dan Pelatihan (LKP) Mandiri Computer yaitu administrasi perkantoran dengan menggunakan program aplikasi Microsoft Office 2010 khususnya Word, Excel, Power Point dan Internet. Pelaksanaan dilakukan dengan cara praktek langsung disertai dengan presentasi dan diskusi dan menggunakan komputer untuk memberikan pemahaman langsung kepada siswa LKP. Kata kunci: Komputer, Lembaga Kursus Pendidikan, Microsoft Office 2010, Pelatihan,Siswa
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Kaplan, Jonathan D., Mark A. Sabol, Robert A. Wisher, and Robert J. Seidel. "The Military Language Tutor (MILT) Program: An Advanced Authoring System." Computer Assisted Language Learning 11, no. 3 (June 1998): 265–87. http://dx.doi.org/10.1076/call.11.3.265.5679.
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Bariieva, Elvina, and Tymofii Toporkov. "Methods of tutoring activities in the training of computer science." Ukrainian Journal of Educational Studies and Information Technology 6, no. 3 (September 30, 2018): 1–11. http://dx.doi.org/10.32919/uesit.2018.03.01.
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The article emphasizes that in the conditions of the reform of the domestic system of education and the Conception of the New Ukrainian School it became possible to formulate an individual program of studying students of a secondary school. In this regard, the author resorts to the position of the teacher of computer science as a tutor, that is, a person who actualizes the educational needs of students, works with them, discusses them, and seeks to help the ward in their satisfaction. In the process of studying computer science tutor position is becoming relevant in profile education. The activity of the tutor in teaching computer science is based on the ideas of humanistic and personality-oriented and systemic approaches. Teutor's accompaniment of students at the computer science classes is to continuously stimulate the student's independent cognitive activity, the need for self-improvement and the development of research skills in information activities. On the basis of the analysis of scientific literature on the problems of tutor activity, the following methods of tutoring activity in the teaching of informatics are singled out: methods of practical orientation activity, methods of problem-based learning, method of projects, psychodiagnostic methods, methods of active learning, methods of analysis and self-analysis, binary methods, methods of distance learning, method portfolio scientists (T. M. Kovaleva, K. P. Osadcha) consider the most effective method of tutorial support as a method of portfolio, which is used at all stages (primary and adolescent) and at all stages of tutor's escort. In the process of tutorial support several types of portfolios can be used: thematic, presentation, portfolio of achievements.
Dissertations / Theses on the topic "TUTOR (Computer program)"
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Moser, Ann Hager. "Theories, Techniques, and the Impacts of Computer-mediated Conferencing in a University Writing Center: Toward a Model for Training Programs." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/30170.
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In 1984, Stephen North said of writing center research: "There is not a single published study of what happens in writing center tutorials" (433). In the eighteen years since then, writing center practitioners and scholars have produced impressive research and development work, but few empirical studies have added to the sub-field of computer-mediated writing conferencing, though there are more than 300 online writing labs, OWLs, listed on the National Writing Centers Association website.
This study started with the understanding that there are significant behavior, communication, and tutoring technique differences between online tutoring and face-to-face tutoring that can affect tutor training, which the research from the fields of computers and composition, computer-mediated communication, and writing centers shows. The purpose of this research was to describe the nature of the online writing lab tutorial.
Qualitative analysis was used to prepare a full picture of the online tutoring sessions of three tutors over a six-week period in the Radford University Writing Center. The researcher took the role of participant/observer/interviewer for the sessions. Interviews and talk during conferences with the tutors, were transcribed, coded and contextualized, adding to the understanding of the tutor?s online work.
Using a functional analysis model created by Gere and Abbott (1985) and applied by Hewett (1999), transcripts of the tutorial conferences were divided by linguistic idea units and coded according to function, intent, and consciousness. Additionally, a coding scheme was created out of the interview transcripts and from the tutorial responses of this study that focused on the technical and social aspects of the online conferencing, which helped objectify the nature of computer-mediated conference.Ph. D.
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Jackson, CD Jr. "Educational technology: An online tutor training course." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2242.
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The goal of this online tutoring course project is to institutionalize an online tutoring training course. This instructionally designed model will target College of the Desert students serving as tutors. The students taking this course will generally be freshmen and sophomore students. A questionnaire was used to determine what the needs would be in order to build the online course.
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Wylie, Lisa Marie. "TUTOR: A computer-aided tutorial in PROLOG." 1985. http://hdl.handle.net/2097/27612.
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Motshoane, Puleng Lorraine. "The role of tutors in a post-graduate computer-based education programme." Thesis, 2009. http://hdl.handle.net/10210/2399.
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M.Ed.A personal tutoring established by the ancient universities and adopted subsequently by both old and new universities has implicitly acknowledged that High Education students derive both academic and personal benefits from one-on-one academic guidance and group collaborative work (Mattis & Dewart, 2007). In the Department of Mathematics, Science, Technology and Computer Education at the University of Johannesburg both the individual and group tutoring models are employed to assist students in their academic programmes. The research question that this study is addressing is: “What are the students’ expectations of the tutors in a postgraduate Computer- Based Education programme?” This research study describes a case study method based on the students’ expectations of the tutors in a post-graduate Computer-Based Education programme. For some reasons students have a misconception (about the roles of the tutors) that a tutoring session is a place where they will, with very little effort on their part, acquire and develop the computer skills needed for competency in the course. Either they view the tutor as an assistant lecturer, or someone who can give all the answers to their problems. The case is to elucidate the students’ perceptions and experiences towards the role of tutors in the Development of Web-Based Instruction in a Computer- Based Education course. Through qualitative data analysis the study revealed that the students in this study needed to know where to draw the line between the role of tutors and that of lecturers. The students acknowledged the kind of help that they received from the tutors during the tutoring sessions. Peer tutoring was portrayed by the students as having particular significance for them as they were faced with challenges of inadequate mastery of the necessary computer skills. It is also acknowledged that peer tutoring has the benefit to contribute to the improvement of their academic performance.
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Padayachee, Indira. "A methodology for evaluating intelligent tutoring systems." Diss., 2000. http://hdl.handle.net/10500/15728.
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DissertationThis dissertation proposes a generic methodology for evaluating intelligent tutoring systems (ITSs), and applies it to the evaluation of the SQL-Tutor, an ITS for the database language SQL. An examination of the historical development, theory and architecture of intelligent tutoring systems, as well as the theory, architecture and behaviour of the SQL-Tutor sets the context for this study. The characteristics and criteria for evaluating computer-aided instruction (CAl) systems are considered as a background to an in-depth investigation of the characteristics and criteria appropriate for evaluating ITSs. These criteria are categorised along internal and external dimensions with the internal dimension focusing on the intrinsic features and behavioural aspects of ITSs, and the external dimension focusing on its educational impact. Several issues surrounding the evaluation of ITSs namely, approaches, methods, techniques and principles are examined, and integrated within a framework for assessing the added value of ITS technology for instructional purposes.
Educational Studies
M. Sc. (Information Systems)
Books on the topic "TUTOR (Computer program)"
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Burbulla, D. C. M. Self-tutor for computer calculus usingMAPLE. Scarborough, Ont: Prentice-Hall, 1993.
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Voss, Greg. Turbo C[plus plus] disk Tutor. Berkeley: Borland-Osborne/McGraw-Hill, 1990.
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Knott, Julie. Commodore 64 tutor for home and school. Glenview, Ill: Scott, Foresman, 1985.
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McLain-Kark, Joan. The designer's AutoCAD tutor. New York: Van Nostrand Reinhold, 1991.
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Haskell, Richard E. Assembly language tutor for the IBM PC and compatibles. Englewood Cliffs, N.J: Regents/Prentice Hall, 1993.
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Iritz, Frank. Mastering Lotus HAL: Your spreadsheet tutor. Glenview, Ill: Scott, Foresman, 1988.
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C, Metzelaar Lawrence, and Taylor Dennis P, eds. 1-2-3 release 2.2 PC tutor. Carmel, IN: Que Corp., 1990.
Find full textBook chapters on the topic "TUTOR (Computer program)"
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Van den Ende, Jef, Stefano Laganà, Koenraad Blot, Zeno Bisoffi, Erwin Van den Enden, Louis Vermeulen, and Luc Kestens. "Development of KABISA." In Global Information Technologies, 920–27. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch070.
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KABISA is a computer-based program for training in diagnostic problems in (sub-) tropical regions. It challenges the individual student with a randomly generated case, for which he should try to find the diagnosis, asking questions, performing a physical examination, and ordering tests. The built-in tutor follows the student’s input with complex logical algorithms and mathematical computations, gives comments and support, and accepts the final diagnosis if sufficient evidence has been built up. Several problems arose with the development. In the first place, the evolution in the teaching of clinical logic is always ahead of the program, so regular updating of the computer logic is necessary. Secondly, the choice of MS Access as computer language has provoked problems of stability, especially the installation of an MSAccess runtime. Thirdly, and most importantly, scholars want proof of the added value of computer programs over classical teaching. Moreover, the concept of a pedagogical “game” is often regarded as childish. Finally, the planning and financing of an “open-ended” pedagogical project is questioned by deciders, as is the case with all operational research.
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Hasegawa, Hiroshi, Julian Chen, and Teagan Collopy. "First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing." In New Technological Applications for Foreign and Second Language Learning and Teaching, 203–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch010.
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This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.
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Howard, Bruce C., and Laura J. Curtis. "Setting Trends for Educational Technologies within the National Science Foundation." In Advances in Information and Communication Technology Education, 335–43. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-936-6.ch027.
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Our research team evaluated 18 months of National Science Foundation (NSF) program announcements and awarded programs to discern the amount and type of emphasis placed upon educational technologies. NSF issued 65 solicitations for proposals with 53.8 percent calling for educational technology components. A sampling of 366 of the 1,180 funded projects, showed that 34.7 percent included educational technology. Twenty-five percent of the projects were in biology and cognitive science, with another 40% in general science, computer science, technical education, engineering, and math. Many types of educational technologies were funded, with an emphasis on cognitive tutors/intelligent agents, distance learning, and online communities.
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Kale, Aditya. "Hepatocellular Carcinoma: Diagnosis and Surveillance." In Hepatocellular Carcinoma - Challenges and Opportunities of a Multidisciplinary Approach [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99839.
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Hepatocellular carcinoma arises commonly on the background of liver cirrhosis. Patients presenting with clinical symptoms have advanced stage and often are unsuitable for curative therapies. Diagnosis of hepatocellular carcinoma is commonly performed by multiphase computed tomography (CT) and / or magnetic resonance imag¬ing scans (MRI). Contrast enhanced ultrasound and MRI with hepatobiliary contrast agents are better in characterizing small lesions. Tumor markers play an adjunct role in diagnosis. For HCC in cirrhotic liver biopsy is seldom required and diagnosis is based on typical imaging features of non-rim arterial phase hyperenhancement and washout on delayed phase and pseudocapsule appearance. This is due to differential blood supply of liver parenchyma, regenerative nodules and tumor. Biopsy is only required in noncirrhotic liver, vascular liver diseases, atypical imaging features. Surveillance programs involving high risk groups can help in early detection of lesions which are amenable for curative therapies. Biannual ultrasound with or without alfa fetoprotein are commonly used surveillance tests. Multidisciplinary teams provide platform for care coordination, reassessments of clinical course, and fine changes in treatment plans required for management of this complex group of patients.
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Baecker, Ronald M. "Computers in education and learning." In Computers and Society. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198827085.003.0008.
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As we have already hinted, computers and the internet have made profound changes in how we learn. We begin this topic by reviewing influential visions and early prototypes suggesting how technology could revolutionize education. Early on, computers were used by educators to deliver online tutorials about subject material, administer drill-and-practice exercises on rote skills, act as supportive environments for creatively exploring ideas through programming in English-like languages, and function as inexpensive, ubiquitous, and dynamic audio-visual resources. We shall then discuss other newer methods for using digital technologies to transform how students approach subject matter and how classrooms are organized. By using interactive simulation games, students learn by taking actions with respect to certain scenarios. Presentation aids such as PowerPoint and Prezi have replaced blackboards to present and elucidate concepts. Smart classrooms allow instructors and students access to technology that facilitates learning; inverted classrooms allow more effective use of classroom time by enabling students to prepare for lectures in advance and focus on working together with their teachers in class. Intelligent tutors are artificial intelligence (AI) programs that actively support student learning, diagnose student difficulties with the material, and then adapt tutoring strategies based on these findings. Next, we shall review how online learning has opened up new opportunities for adult and continuing education, whereby students can learn in their own time and at their own pace. The challenge online learning technology developers now face is to provide discussion forums, real-time chat capabilities, and methods for instructor feedback so that advantages of face-to-face interaction are not lost in web-based learning. Particularly exciting is the growth of worldwide learning communities via Massive Open Online Courses (MOOCs), an area of current expansion and creativity. While technology is now seen as instrumental in learning, there are still debates on the extent to which it should be used and how it should be used in education. A particularly prevalent dilemma is in middle and secondary schools. The issue is whether or not and how to encourage or disallow the use of mobile phones and other devices in classrooms.
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Donnelly, Roisin. "The Nature of Complex Blends." In Cases on Online and Blended Learning Technologies in Higher Education, 1–22. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch001.
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This chapter discusses the complexities of blending technologies and problem-based learning (PBL) group interaction within the context of academic development in higher education. For both designers and tutors, it is important to seek best practices for combining instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid inherent weaknesses. A qualitative case study of the lived experiences of 17 academic staff participants in a blended PBL module over a two year period was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of higher education professional academic development. Specific aspects of interaction (technical, peer, content, and the learning experience) within blended PBL tutorials are analysed to provide research-based evidence on the realities of delivering a PBL programme using technology. The study reported in the chapter argues that the intersection of PBL and learning technologies can offer an innovative way of teaching and learning and is a reflection of pedagogy and technology as an integrated model that can work effectively together. The findings show that the synergy from the collaborative blended PBL approach in this module can result in the coherent and comprehensive provision of training, support, and research throughout higher education institutions.
Conference papers on the topic "TUTOR (Computer program)"
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Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.
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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.
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Pratt, Deirdre Denise. "Modelling social algorithms as design templates for educational software." In Conference on Computer Science and Systems. IADIS Press, 2006. http://dx.doi.org/10.51415/10321/248.
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Education involves a process of initiating learners into complex socio-cultural processes which may vary from culture to culture and even between institutions within the same culture, making it difficult to design versatile courseware which has some relevance for the social process to be mastered by learners. Moreover, social elements often operate intra- as well as extra-systemically in social processes, which makes it difficult for the courseware designer to differentiate between the commonalities and variables in learning processes. Yet in spite of the complexity of human social behaviour, psychologists have identified social algorithms which apply to various key domains, and which prepare young people for effective social functioning in a variety of life situations. It is the contention of this paper, based on doctoral research on modelling composition, that it is possible to identify social algorithms which underpin human learning, and which might form the basis for effective courseware, given that such programs would require customisable options so as to cater for the extra-systemic elements applying in various socio-cultural contexts. One of the means whereby social algorithms can be identified is provided by Franck’s modelling process, which uses the principle of reverse engineering. The modelling process is described in some detail, as is the central concept of the social mechanism (i.e. algorithm) with specific reference to the development of educational software in the form of a process-based writing tutor program.
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Bakker, Paul, Andrew Goodchild, Paul Strooper, David Carrington, Ian MacColl, Peter Creasy, and Helen Purchase. "Setting up a tutor training programme in computer science." In the first Australasian conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/369585.369642.
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Lucca Junior, Horacio Emidio de, and Arnaldo Rodrigues Santos Jr. "Classification of Mammographic Images by Openvino: A Proposal of use to Enhance More Effectivity in Cancer Diagnosis." In 2nd International Conference on Machine Learning, IOT and Blockchain (MLIOB 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111206.
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Diseases that are characterized by the disordered growth of cells that, in many cases, have the property of invading tissues and organs are commonly called cancer. Such cells divide quickly and the invasion can be very aggressive and uncontrolled, resulting in formation of malignant tumors Mammographic images from libraries of the American digital database DDSM were used in this research for digital improvement and characteristic analysis using the OpenVino computer program This work has as main objective to analyze mammography images of breast nodules and to propose a method of classification by shape and texture using computer programs that can maximize the accuracy in the correct diagnosis regarding the malignancy or not of a tumor. It is a tool that it can be useful as a contribution in the interpretation of the results to mastologists who identify such nodules through the analyzed radiological images.
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Chen, Chih-Wei, Hong-Sen Kou, Hsueh-Erh Liu, Cheng-Keng Chuang, and Li-Jen Wang. "Computer Assisted Simulation Model in Cryosurgery for Prostate Tumor." In ASME 2009 Heat Transfer Summer Conference collocated with the InterPACK09 and 3rd Energy Sustainability Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/ht2009-88575.
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Cryosurgery is also called as cryoablation or cryoleision. The third generation of cryo-machine use argon gas for cooling and helium for rewarming to destroy cancer cells. The probes may be put into the tumor during surgery or through the skin (percutaneously). After cryosurgery, the frozen tissue thaws and is either naturally absorbed by the body (for internal tumors), or it dissolves and forms a scab (for external tumors). The main purpose of this paper is to establish a preliminary computer assisted simulation in prostate tumor cryosurgery. A radiologist and an urologist in a medical center in addition to the engineering specialist from the university participated in this interdisciplinary research program. The first step of this simulation protocol is to trim hundreds of two-dimensional medical imaging photos from a patient through the imaging reconstructive software into building a three-dimensional solid modeling. The image data for each patient can be obtained from the x-ray computed tomography (CT), or magnetic resonance imaging (MRI) in the imaging department of hospital. It has successfully built up the related knowledge to overcome the complicacy between the medical imaging modalities and engineering graphic solid modeling with high resolution. It is worthy to mention here that the present solid modeling of prostate can demonstrate the variable diameters and courses of the prostate urethra in vivo. The second step focuses on thermal calculation. So far, there has been no existing commercial software for the specific purpose of the bioheat transfer problem. Hence, user subroutines must be added to the existing commercial software to simulate the clinical situation of cryosurgery. For example, the occurrence of phase change during some specified temperature range and the latent heat of fusion are also incorporated into bio-heat transfer model. It has successfully incorporated bioheat transfer model into the software program to fit the reality in thermal medicine. The third step supplies the data and knowledge concerned with the position of a tumor and the related mechanism of metabolism of living tissue and vessels. The number of probes, the position of each probe, and the operating time of each probe will be explored to ensure a complete killing of the tumor tissue while saving as much healthy surrounding tissue as possible. In this study, the three-dimensional transient temperature distributions based on cryosurgery for prostate tumors have been performed for several cases to find the optimal operating conditions. Different cryoprobes with different freezing time are considered to find the temperature distribution. The simulation results for cryosurgery of prostate tumors will be supplied for practicing physicians as reference to greatly improve the effectiveness of cryosurgery.
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Hallberg, Peter, Petter Krus, and Lars Austrin. "Low Cost Demonstrator as a Mean for Rapid Product Realization With an Electric Motorcycle Application." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85231.
Full textAbstract:
During the last decade, digital prototyping has become a natural part of any industrial project dealing with product development. The reasons for this differ, but the two most obvious is time saving aspects and the amount of cost effectiveness achieved when replacing the physical prototype with the cheaper digital. Time and cost are equally, or even more critical in academic projects. This paper describes the usage of a low cost demonstrator as a mean to reduce both time and cost during a product development project course as well as to guarantee educational quality. The paper also discusses the reason for using demonstrators in an industrial environment. When large product development project courses are given at educational engineering programs, they often strive for imitating a real industrial situation, trying to include all the phases and aspects of product realization. Time is of course critical in both environments, industrial and academic, but for slightly different reasons. A typical industrial project may run over several years while a large educational project’s duration is counted in months. Thus, if the course tutor wants to simulate the whole product development process, within the same project course, there are needs for means that may speed up the project without spoiling the educational message as well as the industrial authenticity.
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Ramsden, K. W. "An Interactive Method for Teaching Turbine Design." In ASME 1999 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/99-gt-325.
Full textAbstract:
The implementation of new technology in the gas turbine industry is accelerating at a rate which demands increasing specialisation by its engineering design staff. Simultaneously, this industry has been adopting concurrent engineering practices to reduce product lead-time. Accordingly, the industry now requires its engineers to acquire competence in a wide range of technological disciplines together with a thorough understanding of the demands of design optimisation for the whole engine. Against this background, educational providers must respond to these increasing demands with teaching programmes that enable a more rapid and deeper understanding of a very complex product. The ambition of the teacher, however, to prepare the student will continue to be limited by time constraints within lecture courses. Hitherto, this has normally resulted in class worked examples which are necessarily narrow in scope and confined to a limited range of design cases. To overcome these limitations, a portfolio of multimedia computer programs has been developed specifically for rapid and relevant learning purposes. Each is structured to facilitate in-depth understanding of the key interactions between aerodynamics, thermodynamics and mechanical integrity needed in gas turbine design and performance assessment. This paper describes an interactive teaching method for turbine design optimisation using only the multimedia turbine design and performance module. Through the example of a case study, the preliminary design of a high pressure and low pressure turbine combination is undertaken initially by hand. This first pass design leaves substantial scope for design optimisation through a series of workshops using only the software. Final design recommendations are subsequently based on comprehensive tutor led but fully interactive discussion. Particular emphasis is placed on the impact of design decisions on both the various technology issues and on the performance of other engine components.
Reports on the topic "TUTOR (Computer program)"
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Campodonico, Sylvia, and Jingxian Chen. A Computer Program for 'Filtering, Smoothing, Extrapolation in Dose-Response Experiments With Application to Data on Respiratory Tumor of Rats',. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada293862.
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