Education and Computing最新文献

{"title":"A first course in computer science at the University of Zurich","authors":"Helmut Schauer","doi":"10.1016/S0167-9287(05)80084-6","DOIUrl":"10.1016/S0167-9287(05)80084-6","url":null,"abstract":"<div><p>After sketching the basic concepts of informatics, a schedule is presented that allows the teaching of these concepts using current technology. Throughout the course, the usage of formalized notations for the specification and the solution of problems is emphasized. The work in the computer labs includes applications of standard software as well as problem solving using HyperCard and Object-Pascal. Even with inexperienced students, object-oriented programming has proved to be a perfect means for design and implementation.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Pages 87-95"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80084-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90310449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher training with new information technology, research and development projects","authors":"Harald Haugen","doi":"10.1016/S0167-9287(09)90019-X","DOIUrl":"10.1016/S0167-9287(09)90019-X","url":null,"abstract":"<div><p>The Norwegian educational system has been through a systematic, experimental period with computers in schools and vocational training. Teacher training has been an additional activity in this field, particularly with in-service training. Several R&amp;D projects have related higher education to practical school work at lower levels. This lays a platform for revision of pre-service and post graduate teacher training, indicating also a need for higher degree studies directed towards new educational methods and contents, as a natural consequence of new information technology. Some of these thoughts are now being put into action by the Norwegians.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 3","pages":"Pages 279-287"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(09)90019-X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89118297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating a new model curriculum: A rationale for Computing curricula 1990","authors":"Kim B. Bruce","doi":"10.1016/S0167-9287(05)80080-9","DOIUrl":"10.1016/S0167-9287(05)80080-9","url":null,"abstract":"<div><p>The Joint Curriculum Task Force of the <span>acm</span> and the <span>ieee</span> Computer Society has proposed a new flexible collection of curricula which provides the basis for broad-based undergraduate computing programs. In order to have the curricula applicable to as many types of undergraduate institutions as possible, the curricula have been designed around a collection of “knowledge units” which can be put together in a variety of ways to form a coherent set of courses leading to a major in computing. In order to help provide connections between these knowledge units, the task force has also identified a number of “recurring concepts” which tie together seemingly disparate parts of the curriculum. The purpose of this article is to provide an informal discussion of the considerations that went into the creation of these curricular guidelines, and provide insight into the reasons behind many of the decisions that were made.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Pages 23-42"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80080-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87305457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructional environments for simulations","authors":"Jos J.A. van Berkum,&nbsp;Ton de Jong","doi":"10.1016/0167-9287(91)80006-J","DOIUrl":"10.1016/0167-9287(91)80006-J","url":null,"abstract":"<div><p>The use of computer simulations in education and training can have substantial advantages over other approaches. In comparison with alternatives such as textbooks, lectures, and tutorial courseware, a simulation-based approach offers the opportunity to learn in a relatively realistic problem-solving context, to practise task performance without stress, to systematically explore both realistic and hypothetical situations, to change the time-scale of events, and to interact with simplified versions of the process or system being simulated.</p><p>However, learners are often unable to cope with the freedom offered by, and the complexity of, a simulation. As a result many of them resort to an unsystematic, unproductive mode of exploration. There is evidence that simulation-based learning can be improved if the learner is supported while working with the simulation. Constructing such an instructional environment around simulations seems to run counter to the freedom the learner is allowed to in ‘stand alone’ simulations. The present article explores instructional measures that allow for an optimal freedom for the learner.</p><p>An extensive discussion of learning goals brings two main types of learning goals to the fore: conceptual knowledge and operational knowledge. A third type of learning goal refers to the knowledge acquisition (exploratory learning) process.</p><p>Cognitive theory has implications for the design of instructional environments around simulations. Most of these implications are quite general, but they can also be related to the three types of learning goals. For conceptual knowledge the sequence and choice of models and problems is important, as is providing the learner with explanations and minimization of error. For operational knowledge cognitive theory recommends learning to take place in a problem solving context, the explicit tracing of the behaviour of the learner, providing immediate feedback and minimization of working memory load. For knowledge acquisition goals, it is recommended that the tutor takes the role of a model and coach, and that learning takes place together with a companion.</p><p>A second source of inspiration for designing instructional environments can be found in Instructional Design Theories. Reviewing these shows that interacting with a simulation can be a part of a more comprehensive instructional strategy, in which for example also prerequisite knowledge is taught. Moreover, information present in a simulation can also be represented in a more structural or static way and these two forms of presentation provoked to perform specific learning processes and learner activities by tutor controlled variations in the simulation, and by tutor initiated prodding techniques. And finally, instructional design theories showed that complex models and procedures can be taught by starting with central and simple elements of these models and procedures and subsequently presenting more complex models and proced","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"6 3","pages":"Pages 305-358"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/0167-9287(91)80006-J","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81247692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Information technology in UK teacher education: The current agenda","authors":"David Benzie","doi":"10.1016/S0167-9287(09)90006-1","DOIUrl":"10.1016/S0167-9287(09)90006-1","url":null,"abstract":"<div><p>The paper starts by reviewing the Information Technology (<span>it</span>) agenda in <span>uk</span> schools. The review includes an identification of current major issues as they have implications for those involved with teacher education.</p><p>The <span>it</span> agenda in institutions involved with initial teacher training is then discussed. External pressures are identified, as is the self-generated agenda of a particular institution.</p><p>A survey of academic staff in a single institution was carried out in order to identify levels of <span>it</span> experience, attitudes to the developing role of <span>it</span> and staff's perceptions of their own <span>it</span> training needs. The results from this survey are presented and reviewed in the light of the previously identified <span>it</span> agenda.</p><p>Finally, the paper describes and reflects upon the response made by a particular institution through its provision of <span>it</span> support services and training opportunities for staff who are involved in supporting and training teachers.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 3","pages":"Pages 179-189"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(09)90006-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79906437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences from the use of the Grimstad-model for design and implementation of educational software","authors":"Sigmund Akselsen,&nbsp;Gunnar Hartvigsen,&nbsp;Kjell-Roald Langseth","doi":"10.1016/S0167-9287(09)90016-4","DOIUrl":"10.1016/S0167-9287(09)90016-4","url":null,"abstract":"<div><p>The objective of educational software is to encourage the user to increase his knowledge of a specific domain. The pedagogical goals are achieved through a high degree of user control and they enforce heavy claims on the design process. A common platform for instructional designers and computer scientists to construct educational software is needed. This article outlines the Grimstad-model for design and implementation of educational software. We present some snapshots from a project in which elements of the model were used. The simulation program developed in the project shows important issues to consider when keeping reindeer. According to experiences gained from the practical use of the Grimstad-model and from giving teachers' further education courses, we propose extensions to the model.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 3","pages":"Pages 253-265"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(09)90016-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80061473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics of simulations for instructional settings","authors":"Wouter R. van Joolingen,&nbsp;Ton de Jong","doi":"10.1016/0167-9287(91)80004-H","DOIUrl":"10.1016/0167-9287(91)80004-H","url":null,"abstract":"<div><p>This paper discusses the internal characteristics of simulations. The major part of it is concerned with <em>models</em> and their relation with the <em>domain</em>. Some central concepts regarding modelling and simulation are defined. These include concepts regarding:</p><ul><li><span>•</span><span><p>the structure and characteristics of the model;</p></span></li><li><span>•</span><span><p>the relationship to the system that is being modelled;</p></span></li><li><span>•</span><span><p>the interaction of the learner or other agents with the model. A classification of model types is presented, accompanied by a first idea on the representation of the several types of models. The classification includes the distinction between qualitative and quantitative models. Models can further be classified into dynamic and static models, determined by the time dependency of the model. The basic elements of any simulation model are the <em>state</em> of the model, describing the properties of the system that is modelled, and a set of <em>rules</em> determining the possible development of the model state. <em>State space</em> is the collection of all possible states.</p></span></li></ul><p>In quantitative models the basic elements of the state are <em>variables</em>, which can be dependent or independent. Dependent variables are variables of which the value is determined by the independent variables. The model rules are equations, determining the development of the values of the variables. Quantitative models are classified into discrete and continuous models, depending on the structure of the state space. Qualitative models have a state space consisting of propositions about the modelled system. In this case, the model rules have a more descriptive character.</p><p>A brief discussion of the relationship between the model and the corresponding real system is given. Three types of real systems are distinguished: physical, artificial and abstract. The main criterion for a distinction between these types of systems is the possibility of constructing a model that describes the system completely (a <em>base model</em>).</p><p>The interaction of the learner with models and simulations is described by introducing the concepts of interaction and scenario. The interaction describes the sequence of operations that are performed upon the model, the scenario includes the interaction and the agents who take part in the interaction.</p><p>Classifications of instructional simulation environments (often just called: instructional (or educational) simulations) are discussed. The usefulness and features of these classifications are investigated. Many of the existing classifications do not distinguish very well between relevant aspects of simulation learning environment.</p><p>Three sections describe the relationship between the internal characteristics of simulations and the four themes introduced in de Jong (this volume): domain models, learning goals, learning processes","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"6 3","pages":"Pages 241-262"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/0167-9287(91)80004-H","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91554099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing information technology as a tool in education: Experiences and considerations from a communication project","authors":"Jan Peter Strømsheim,&nbsp;Ole Andreas Holm","doi":"10.1016/S0167-9287(09)90018-8","DOIUrl":"10.1016/S0167-9287(09)90018-8","url":null,"abstract":"<div><p>First, we want to present the Council and its Communication Project. We focus on why we initiated it, what aims and structure it has, how we organized and managed it, and what some of the experiences are so far.</p><p>Then we turn to more general considerations about how to share the experiences from such projects, and how to build competence in using information technology (<span>it</span>) as a tool in education. We discuss which kinds of experience are relevant to disseminate, by which methods it should be done, and which conditions have to be present in school to reach the aims.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 3","pages":"Pages 273-277"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(09)90018-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90581484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"P.G. Thomas","doi":"10.1016/S0167-9287(05)80092-5","DOIUrl":"10.1016/S0167-9287(05)80092-5","url":null,"abstract":"","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Page 138"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80092-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86639191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interfaces for instructional use of simulations","authors":"Robert de Hoog,&nbsp;Ton de Jong ,&nbsp;Frits de Vries","doi":"10.1016/0167-9287(91)80007-K","DOIUrl":"10.1016/0167-9287(91)80007-K","url":null,"abstract":"<div><p>The learner interface is the component of an instructional system that mediates between a learner and the system. Two fundamentally different approaches for interfaces can be distinguished: conversational methapor and direct manipulation metaphor. Interfaces in both metaphors can be scaled on a dimension indicating the ‘distance’ between the user's intentions and the physical expression. In combining the dichotomy small and large distance with the conversational and direct manipulation dichotomy, four different interface types result. These 4 types can be applied to both the input and the output side of the interaction. Combining these yields a (4×4) 16 cell ‘space of interaction’ matrix. This matrix is used as a background for the rest of the paper.</p><p>We will distinguish three generic entities in the interface for instructional simulations: the model entity, the learning entity and the control entity. The model entity is further subdivided into an output and an input aspect, respectively covering the domain model and learner activity. The learning entity consists of an instructional aspect and a learning process aspect. The first one is related to instructional goals and the latter comprises everything that is related to the learning process of the learner. The control entity is mainly for high level control of the simulation environment, giving the learner the opportunity to quit, save and sequence.</p><p>All aspects of simulation learning environments have to be integrated on one screen. An attempt is made to define generic action and object classes which can be used for this ordering of input and output. Finally, we will give a brief summary of desirable hardware properties.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"6 3","pages":"Pages 359-385"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/0167-9287(91)80007-K","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82843948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}