New Partnerships

251 Pages·2012·7.59 MB·English

DOCUMENT RESUME
IR 016 785
ED 371 734
AUTHOR Orey, Michael, Ed.
New Partnerships: People, Technology, and
TITLE
Organizations. Proceedings of the International ADCIS
Conference (35th, Nashville, Tennessee, February
15-19, 1994).
Association for the Development of Computer-based
INSTITUTION
Instructional Systems.
PUB DATE
94
NOTE 254p.; For the 1992 proceedings, see ED 336 762.
Conference Proceedings (021)
PUB TYPE
Collected Works
EDRS PRICE
MF01/PC11 Plus Postage.
DESCRIPTORS
*Computer Assisted Instruction; Computer Graphics;
Computer Networks; Computers; Computer Simulation;
*Educational Media; *Educational Technology;
Elementary Secondary Education; Higher Education;
Hypermedia; Information Networks; Instructional
Design; Intelligent Tutoring Systems; Interactive
Video; *Teaching Machines
Association for Devel Computer Based Instr Systs;
IDENTIFIERS
Internet; National Research and Education Network
ABSTRACT
The theme of the Association for the Development of
Computer-Based Instructional Systems (ADCIS) 1994 conference was "New
Partnerships: People, Technology, and Organizations." Incladed in the
38 papers and abstracts compiled in this document are the following
topics: hypermedia; the National Research and Education Network and
K-12 schools; computers in education; educational teehnology;
problem-solving; computer-assisted learning systems; computer
graphics and motivation; computers and developmental disabilities;
interactive video; the Internet; instructional design; computer
simulations and problem-based learning; intelligent tutoring systems;
ergonomics; and electronic performance support systems. (JLB)
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Reproductions supplied by EDRS are the 'Jest that can be made
from the original document.
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U.S. DEPARTMENT OF EDUCATION
Moe
of Educational Reeeeitts and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER IERIC)
0
ThiS &cumin! Itas been reproduced as
received from th
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or oegandation
Proceedings of
originating It
0 Minor changers have been made to Improve
reproduction Quality
Pants of %new oe oprnionistated In thus docu-
ment do not necesunly represent official
OE RI poltbon or policy
the Thirty-Fifth
International
ADCIS
Conference
ADCIS
Edited by:
Michael Orey
TISHIPS
:
PEOPLE,
TECHNOLOGY,
RGANIZATIONS
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
T.W. Spannaus
2
BEST COPY AVAILABLE
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
The Thirty-Fifth
ADCIS
Proceedings
ADCIS
Association for the Development of
Computer-Based Instructional Systems
Opryland Hotel
Nashville, Tennessee
February 15
19, 1994
Edited by:
Michael Orey
The University of Georgia
©ADCIS, 1994. No portion of this document may be reproduced in any
format without the express written consent of the Board of Directors of the
Association for the Development of Computer-Based Instructional Systems
or their duly appointed desioaee.
TABLE OF CONTENTS
First Graders, Hypermedia and Creativity,
Stephen, Mary L
1
Kids get the good stuff: A progress report on Jostens Learning's
networked interactive multimedia mathematics product,
2
Cook, C.W. & Clariana, R.B
Putting the "E" in NREN: Implications of Connecting
K-12 Schools to the Information Superhighway,
Baker, Linda M
3
Geo Sim: A G1S-Based Simulation Laboratory for Introductory Geography,
Shaffer, C.A., Begole,J., Cartensen, L W.,
Morrill, R W. & Fox, E.A
4
Technology and the Family: Incorporating Technology Education into Home
Economics Education,
Thornpoon, C. & Thompson,D E
5
Impact Evaluation of a CBT Program Developed to Increase the Effectiveness
of Law Enforcement and Prevent Police Civil Liability,
6
Aj.am, Mohammad
New Strategies for Learning and Performance Assessment of Interpersonal
Problem-Solving Skills,
Campbell, J.O. & Lison, C.A
7
An Analysis of A Computer Assisted Learning System:
Student Perception and Reactions,
Gibbs, W.J., Shapiro, A.F. & Hall, S.H
11
Moving Computer Graphics Toward Motivational Design,
Chanlin, L.J. & Okey, J.
21
The Effects of Metaphor and Analogy on Novice Learners
in a Computer-Assisted Lesson,
Winiecki, D.J., Ahern, T.C. & Lin, S.L.
31
Using Computer-Based Microworlds with Children with Pervasive
Developmental Disorders: An Informal Case Study,
41
Rieber, L.P
Qualitative Research on Level III Interactive Video with Generic
and returning Registered Nurse Students,
Quigley, A.
P. &
McGonigle, D., Wedge, K., Bricker,
51
Utilizing CAD Technology to Enhance Multicultural Awareness,
Clemons, S. & Waxman, L.K
57
Using the Internet in Middle Schools: A Model for Success,
Addessio, B., Boorman, M., Corn, C., Eker, P., Fletcher, K.,
Judd, B., Olsen, J., Trainor, M. & Trottier, A.
61
Microsoft Windows and Visual Basic as Authoring Platform for
Computer-Based Instruction,
Van Staden, J.C. & Carr, B.A.
69
Prerequisite Coherence in Instructional Presentations,
Nesbit, John C
76
Delivering Multimedia Lectures via Fiber Optic Two-Way
Interactive Video,
Hassett, M.R., Hassestt, C.M. & Leikam, M F.
84
An Approach to Multimedia for the Continuing Education of Actuaries,
Shapiro, A.F., Gibbs, W.J. & Hall, S.H
92
A Project for Computer Supported Learning in the Field of the
Administration Sciences
Bussolin, G. & Bruno, A
96
A Survey of the Development and Use of Computer-Based Interactive
Multimedia Training Among Selected Northern Alberta Organizations,
Szabo, M. & Loney, P.
103
Multimedia--A Makeover,
Knisbacher, Anita
113
Interactive Hypermedia For Training Electronic Surveillance Personnel,
Cowen, Michael B.
119
A Large Scale Evaluation of a Hypermedia Intelligent Tutoring System,
Orey, Michael
124
Driving Simulation Research at the University of Iowa,
Alessi, S. & Watson-Papelis, G
132
Using Computer Simulations in Problem-based Learning,
Farnsworth, Charles C.
137
Machine Learning Approaches to Complex Automated Systems,
Shaw, D
149
Towards an Adaptive Instruction System for Pre-examination Exercises,
Essenius R. P.
157
Deciding what to Remediate in an Intelligent Tutoring System:
a Practical Approach,
Harris, Marshall
165
Adding Advice to a CASE Tool,
Boulet, Marie-Michele
173
Applying HCI Principles to Computer-Based Higher Order
Learning Environments,
Marra, R.M. & Grabinger, R.S.
178
User-Interface Attributes Supporting Metacognition in
Computer-Based Learning Environments,
Jones, M.G., Farquhar, J.D. & Surry, D W.
186
Lets Learn Ergonomics,
Wier, A. & Lee, J.H.
193
Developing Computer-Based Learning Courseware in a
Large Institution,
Sweaters, William
201
Exploring the Reasons Behind Design Decisions:
Interactive Multimedia Learning Environments,
Cates, Ward M.
207
A Guided Approach to Instructional Design Advising,
Spector, J. M. & Whitehead, L K
215
Learning Organizations in the Knowledge Society,
Wiig, Karl M.
221
Trends in Instructional Technology: Educational Reform and
Electronic Performance Support Systems,
Scales, Glenda R.
229
Electronic Pe rformance Support Systems: Cognitive
"Training Wheels" for the Acquisition of Skilled Performance,
Law, Michael P.
236
Stephen, MI. (1994). First graders. hypermdia and creativity [Abstract). In M. Orey (Ed.), Proceedings of the Thirty-fifth ADCS Conference
(p. 1). Nashville, Tennessee: Omni Press.
First Graders, Hypermedia and Creativity
MARY L. STEPHEN
Department of Computer Science and Computer Education
Harris-Stowe State College
3026 Laclede Avenue
St. Louis, MO., USA, 63103
In 1989 a partnership was established between Harris-Stowe State College, a historically black teacher
education institution, and Waring Academy of Basic Instruction, a magnet school in the St. Louis Public
Schools. In 1992, the computer education instructor at the college and a first grade teacher at the magnet
school initiated a project to introduce a hypermedia package to the.first graders and to explore ways to
integrate use of the program into the first grade curriculum. Only three of the 23 students in the original group
of first graders had access to computers outside of the school setting. The project included use of the one
computer in the students' classroom and weekly visits to a computer lab at the college. The original goals of
the project were to determine whether first grade students could learn to use a hypermedia authoring system in
determine
a meaningful way, to determine if using such a program enhanced the first grade curriculum, and to
any benefits from using such a software package with first graders.
The results of the first year of this project were extremely encouraging. The students mastered the software
package much more quickly than anticipated. Students learned to create stacks which incorporated original
artwork, text, clip art, original sounds, clip sounds, visible and invisible buttons, card transitions and text
items. Lack of initial reading skills did not hinder the students' ability to learn the package. Students were
taught keyboard commands for the basic actions, thus eliminating the need to read items in menus. Curricular
science,
areas which appeared to be positively impacted by this project include reading, language arts, math,
social studies and art. In addition, the level of cooperative learning was outstanding. Students often referred to
their computer experiences to help them solve problems in the more traditional classroom setting. The first
grade teacher, a 33 year veteran, indicated that she had never observed such a degree of self-confidence
in the
among first graders before. The teacher also noted that there appeared to be a definite transfer effect
students' sequencing, reading, spelling, writing and fine motor skills, as well as creativity level,
The project is currently in the second year, with a new class of first graders now participating. The
students involved this year share many of the characteristics noted previously in the original class of students.
Students have already learned more features of the package than students involved in the first year of the
project, a fact the teachers involved attribute to their initial fear that they would overwhelm the students if they
presented too many features. Cbservations from the previous year have convinced them otherwise. Once again
all students involved exhibit the ability to work well cooperatively, and the same high level of self confidence
observed in the students in the first year of the project.
7
multi-media
Kids_ get the good stuff: A progress report on Jostens Learning's networked interactive
Cook, C. W., 8- Clariana, R. B. (1994).
(p. 2). Nashville, Tennessee: Omni Press.
Proceedings of the Thirty-fifth ADC1S Conference
mathematics project [Abstract]. In M. Orey (Ed.),
Learning's
Kids get the good stuff: A progress report on Joqens
networked interactive muiti-ns edia mathematics product
Christopher W. Cook and Roy B. Clariana
Jostens Learning
7878 N 16th St, Phoenix, AZ 85020
language
Jostens Interactive Multi-Media (IMM) is a k-6 curriculum in mathematics and
local area network. Units include
arts utilizing full-motion interactive video delivered over a
on-line teacher
individualized and small group activities both on-line and off-line, and
The first
demonstration and presentation activities. The software will be delivered in stages.
and consists of the
portion to be released in the summer of 1994 is called "Teacher First"
several of
teacher presentation and demonstration activities in mathematics. We will present
with the demo
these activities today and allow time after the session for you to have hands-on
focus en Teacher
unit. Because of the limited time available, most of the presentation will
First, though we will address some issues regarding IMM.
It runs stand alone
Teacher First was designed to be a low-cost, entry level product.
least a
utilizing either MS-DOS or Mac machines. The MS-DOS machine requires at
GB for
486sx/33MHz, 12MB RAM (16 MB for Capture/Edit), 80 MB hard drive (1
Audio/Ethernet
Capture/Edit), CD-ROM, Action Media II Card, VGA monitor, DSP 301
Quadra, 12MB
card, and CS2 Capture Card. The Mac machine must be either an LCIII or
and
RAM (16 MB for Capture/Edit), 80 MB hard drive (1 GB for Capture/Edit), CD-ROM,
the Jostens
New Video EYE-Q video card. Teacher First software can also run over
Learning Multi-Media File Server.
and utilizes
The instructional design is a direct implementation of the NCTM standards
methodological constructivist ideas. Specifically, the activities address mathematics concepts
software is thus
within theme-based units or contexts (rather than as isolated skills). The
materials
only one component of the total learning environment. Accompanying instructional
"center" activities
include a teachers' guide with detailed lesson plans. A typical unit involves
manipulatives,
where kids work together on assigned tasks in small groups. Centers include
games, and other types of activities.
applications in the
Ease of use is a critical instructional issue when using multi-media
Teacher First. Alpha
classroom. The software interface is a unique and simple part of
utilize the interface
product testing has shown that even naive mathematics educators can
optimally after even a brief exposure.
threads in mathematics
To summarize, Teacher First brings together all of the current
evolutionary product
education into one complete, easy to use application. This may be an
that changes the way teachers teach as well as the way students will learn.
8
2
M.
Baker, L. M. (1994). Putting the "E" in NREN: Implications of connecting K-12 schools to the information superhighway [Abstract]. In
Nashville, Tennessee: Omni Press.
Proceedings of the Thirty-fifth ADC1S Conference (p. 3).
(ivy (Ed.),
Putting the "E" in NREN:
the
Implications of Connecting K-12 Schools to
Information Superhighway
Linda M. Baker
Educational Communications and Technology
USA
University of Washington, Miller Hall DQ-I2, Seattle, Washington
lbakerau.washington.edu
"information superhighway " proposed by national
The National Research and Information Network (NREN), the
technical, economic and structural obstacles
legislation, holds great promise for K-12 schools. Yet there are major
schools.
unexamined legal, cultural and social impacts of connecting
to overcome to realize that promise, and often
explore the obstacles and impacts so po/icy
The methods of technology assessment can be used to systematically
is desirable, as well as realize what is possible.
decisions can be made which will help K-12 schools determine what
school networking, borrowed from McClure,
The presentation considered three major questions related to
Bishop, Doty and Rosenblum (1991).
and goals of
(I). How can the use of electonic networks facilitate the tasks
particular communities of users?
attempting to
(II). What problems do particular communities of users face in
exploit networks for accomplishment of those tasks and goals?
alleviate those problems
(III). What design, management and policy strategies can
and maximize network use and effectiveness?
of K-12 educators and students as the community
These three questions were addressed considering the special needs
that an 'elite' medium of scientific communication
of users. Extensions of NREN to the K-12 community means
of a diverse kind. It also means
and collaboration becomes more a 'mass medium' by connecting many more users
needs, to a largely adult medium. What
connection of children, a protcted group with special developmental
implications do these changv:s have for schools?
Why technology assessment?
70s to help systematically consider the
Technology assessment (TA) arose as a field of study in the 1960s and
whole before the technology was widely
impacts adoption of a particular technology might have for society as a
recognized and often practiced form of technology
adopted. Environmental impact assessments are the most widely
assessments.
of the formal methods of technology
Not many professionals interested in educational technology are aware
productively used to address educational technology issues and give
assessment, yet some of these methods could be
briefly to a few of the techniques of TA to illustrate
focus to policy debates. The presentation introduced participants
raise different kinds of questions not always
how TA can help answer some major questions in our field, as well as
influence national telecommunication
considered in the rush to adopt whatever is newest. If K-12 educators wish to
which directions their best interests lie, something TA
policy, such as NREN, then it would be helpful to know in
outline new areas for research, as the process often points out areas where
can help them determine. TA can also
empirically-derived information is either lacking or inadequate.
its methods and relevant studies.
Participants were given a four page bibliography on technology assessment,
References
Information Network (NREN): Research
McClure, Bishop, Doty, & Rosenblum. (1991) The National Research and
Publishing.
and Policy Perspectives. Norwood, New Jersey: Ablex
3
Shaffer, C. A., Sego le, J.M.A.. & Carstensen, L.W. Jr. (1994). Gco Sim: A GIS-based simulation laboratory for introductory geography
(p. 4). Nashville, Tennessee: Omni Press.
[Abstract]. In M. Orey (Ed.),
Proceedings of the Thirty-fifth ADCIS Conference
GeoSirn: A GIS-Based Simulation Laboratory for
Introductory Geography
Clifford A. Shaffer*, James M.A. Begole*, Laurence W. Carstensen Jr.**,
Robert W. Morrill** and Edward A. Fox-
Department of Computer Science* and Department of Geography**
Virginia Polytechnic Institute and State University
Blacksburg, VA 24061
email: [email protected]
We demonstrate three modules currently under development for Project GeoSim, a multidisci-
plinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College
of Education, and Learning Resources Center to develop computer-aided education (CAE) software for
introductory geography and related classes. GeoSim modules are designed to teach students the concepts
of dynamic geographic processes through interactive exploration. The modules combine the information
presentation and analysis capabilities of Geographic Information Systems (GIS) with interactive tech-
niques of computer simulation. Through a multidisciplinary approach aimed solely at educational needs,
we automate the use of GIS and simulation so a full understanding of spatial and statistical analysis
techniques is not a prerequisite to learning from them.
GeoSim modules will become part of existing comprehensive courses without relying on instruc-
tors to modify their courses to "fit them in," or worse to buy expensive equipment on which to operate
them. The modules fit closely into existing models of introductory geography as illustrated by current
popular texts. The modules will run on IBM compatible 80x86 machines, Macintosh II computers, and
UNIX systems running X-Windows.
All GeoSim modules share the s-;me menu-driven interface. In general, the modules begin with
a multimedia tutorial presenting the information to be learned, followed by a simulation to allow the
student to actively use the information.
The three modules to be presented are as follows.
International Population allows students to investigate the effects of altered birth, death, and
net migration rates on the population pyramids and total population levels for any country or region
in the world. The simulation supports comparison of two countries simultaneously, and permits three
different scenarios to be displayed at one time for each country.
Modeling of Migration in the United States relates county migration patterns in the U.S.
between 1950-1990 with data on place characteristics. Students will be asked to select and weight push
and pull factors to model migration patterns. They will learn about the scientific method by making
hypotheses regarding effects on migration patterns and then immediately testing these hypotheses.
Mental Maps is a simple graphical quiz program that tests students' knowledge of the location
and characteristics of cities by having the student point to a position on an outline map drawn on the
computer screen and then answer a series of questions. After the student selects city placements, a "mental
map" showing the student's perception of the geography of the country is generated and displayed.
GeoSim modules are available through anonymous FTP or gopher at "geosim.cs.vt.edu."
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