{"title":"On the Pedagogy of Feedback Systems","authors":"L. D. Harris","doi":"10.1109/TE.1962.4322229","DOIUrl":"https://doi.org/10.1109/TE.1962.4322229","url":null,"abstract":"The undergraduate student contacts feedback ideas from two distinct points of view, each with its own nomenclature and symbolism: electronics on one hand, and control systems on the other. In the typical electronics or communications book treating feedback at an undergraduate level, the analysis is constrained to the steady-state sinusoidal situation. Nyquist's criterion is merely presented without proof or justification. The student finds this theorem, when presented so briefly, a rather mysterious and vague concept. On the other hand, the author of the control systems or servo-mechanism text gives space in his book for a more thorough treatment of the feedback system but usually he uses terms and symbols that to the student seem to be unrelated to those terms and symbols used in the electronics \"brand\" of feedback. In recent years, the pole-zero concept has become a part of the undergraduate student's background in circuits. Pedagogically, the root-locus approach to the feedback system follows with ease. In contrast, Nyquist's criterion definitely becomes the more difficult concept. Furthermore, the root-locus approach is broader in scope. From three to fifteen lectures are needed to bridge the gap between the pole-zero concepts of circuits to a basic understanding of the feedback system.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1962-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134613377","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":"A Methol for Preparing Auto-Instructional Programs","authors":"R. Mager","doi":"10.1109/TE.1961.4322214","DOIUrl":"https://doi.org/10.1109/TE.1961.4322214","url":null,"abstract":"This article describes a method for preparing instructional programs, and is meant to be a guide for the person who is an experienced instructor but a novice programmer. It outlines the steps involved in one method of programming, and briefly describes how each step is accomplished. The article is specifically intended to help an instructor prepare his first program, and specifically excludes both theoretical discussions and descriptions of the detailed mechanics of frame preparation.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130209418","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":"A Rational Analysis of the Process of Instruction","authors":"P. Whitmore","doi":"10.1109/TE.1961.4322212","DOIUrl":"https://doi.org/10.1109/TE.1961.4322212","url":null,"abstract":"Instruction is defined as a process for controlling student behavior so as to insure student learning, rather than as a process for merely presenting information to students to learn in whatever way they can. Learning, in turn, is defined in terms of behavioral associationism. Thus, the problem of specifying an instructional program so as to lead to effective control of student learning as directly as possible is largely a problem of adequately describing the behaviors required of the student at specified points in the instructional program. The main body of the paper is concerned with the general application of these basic definitions to the problems of: 1) Identifying what it is that is to be learned, 2) Sequencing the order in which instructional materials are to be presented, 3) Designing instructional situations for accomplishing the desired learning. Evaluation is defined as consisting of two major aspects: 1) Evaluation of the effectiveness of the instruction for inculcating students with the behaviors selected for them to learn, 2) Evaluation of the effectiveness of the behaviors selected for the student to learn for producing adequate job performance.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127076884","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":"PLATO: An Automatic Teaching Device","authors":"D. Bitzer, P. Braunfeld, W. Lichtenberger","doi":"10.1109/TE.1961.4322215","DOIUrl":"https://doi.org/10.1109/TE.1961.4322215","url":null,"abstract":"PLATO?a teaching machine developed during the past nine months at the Coordinated Science Laboratory of the University of Illinois?is a device for teaching a number of students individually by means of a single, central, high-speed general-purpose digital computer. Each student is provided with his own keyset and television display. The keyset enables the student to control the sequence of materials presented to him by the machine, as well as to transmit to the computer answers to its questions. The computer communicates to each student by closed circuit television. It selects slides and writes or erases sentences and diagrams on a storage tube. These two outputs are superimposed and displayed on the student's television screen. Not only are textual materials presented to each student at a rate determined by that student, but the computer frequently poses questions. The student's answers?which may take the form of numerals, algebraic expressions, or words and phrases ?are judged by the computer without revealing the correct answer to the question. Supplementary material is presented by the machine upon request for any question which the student finds difficult. The computer keeps detailed records of each student's progress through the material. Though a two-student version of PLATO is now in operation, the paper describes in detail an earlier one-student system. The system has been used to present a variety of subject matters, ranging from mathematics to topics in French grammar.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127107044","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":"MARI: Motivator and Response Indicator","authors":"O. Lancaster","doi":"10.1109/TE.1961.4322217","DOIUrl":"https://doi.org/10.1109/TE.1961.4322217","url":null,"abstract":"The theory of learning indicates that students would learn more efficiently if they were reinforced as soon as they made the correct response to a new concept. A simple device (MARI) for giving students immediate reinforcement within a class period was designed, built, and tested in actual classrooms. Not only would MARI reinforce the student when he made the correct answer but it would also indicate to the instructor the percentage of the class responding correctly. The merit of this teaching aid was evaluated in terms of the usual hour tests, by comparing the achievement of students in classes using MARI with control groups not using MARI. The first year the results were statistically highly significant in favor of using it. Later results were not. Yet it is strongly believed that some such device could be designed which would enchance classroom learning and that other experiments should be conducted.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128545885","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":"How Effective Are the New Auto-Instructional Materials and Devices?","authors":"J. Quackenbush","doi":"10.1109/TE.1961.4322213","DOIUrl":"https://doi.org/10.1109/TE.1961.4322213","url":null,"abstract":"This paper rapidly reviews 30 research articles and attempts to use the data derived from these studies to evaluate the effectiveness of auto-instructional materials. The instructional areas covered are: elementary school, high school, special education, armed forces, and industrial use. There is no attempt to evaluate the research designs used in the studies, as this vital point was not within the aims of the paper. The primary goal is to point out that effectiveness of auto-instructional materials means more than that they \"teach better.\" Fifteen possible criteria of effectiveness are presented and the studies reporting data to each of these criteria are listed. The reader interested in doing research in this area is directed to a more detailed study of the particular research areas of interest. A 32 item bibliography is included.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125703326","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":"Why Automate Instruction","authors":"R. Cron","doi":"10.1109/TE.1961.4322211","DOIUrl":"https://doi.org/10.1109/TE.1961.4322211","url":null,"abstract":"Automation of instruction can satisfy current needs to increase educational quantity and quality in business, industry and education. Though the ideas are not new, automation gives the first practical opportunity for widespread application. Automated instructional systems include teaching machines, individual \"closed-loop\" tutoring situations and \"feedback\" from the student to the machine. These systems exploit the principles of knowledge of results, reward immediacy of reinforcement, participation and individual differences. As a result, teaching is speeded up and improved as students understand and retain better. Automation of instruction will continue to be exploited as it increases in complexity and man-machine relationships. Benefits will be widespread, improving especially teachers' efficiency and market value as well as the nation's means to challenge, effectively, Communism's world-wide competition.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131006888","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":"An Experiment toward Establishing Communication from Audience to Lecturer","authors":"H. Crane","doi":"10.1109/TE.1961.4322216","DOIUrl":"https://doi.org/10.1109/TE.1961.4322216","url":null,"abstract":"Many techniques, audio and video, are available for projecting a lecturer's performance to a large audience, but techniques for feedback from audience to lecturer are almost totally lacking. The return communication link, if available, would be an important factor in the performances of lecturer and audience, hence in the educational process. An experiment using 30 students for a semester is described. Each student had a pair of push-buttons at his seat, and could answer either \"red\" or \"black.\" Answers were then \"frozen\" and totals displayed. After discussion the instructor inserted the correct answer. The circuit then \"graded\" each student's answer and recorded the score in a count-register, which accumulated each student's score throughout the semester. The electrical problems were easily ironed out; the psychological effects were more complicated and interesting. Frequent scoring at unexpected times produced too much tension and interfered with rapport. Scoring during a few minutes at one end of the period and use of the machine at other times for information only without registration of scores seemed to be satisfactory. Typical student reaction, \"Does this mean we have to know our lesson every day?\"","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133725283","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":"The Technology of Information Systems-Another Challenge for Engineering Education","authors":"L. E. Saline","doi":"10.1109/TE.1961.4322198","DOIUrl":"https://doi.org/10.1109/TE.1961.4322198","url":null,"abstract":"The proper functioning of the world in which we live is becoming more and more dependent on information and how we use it. With methodologies and machines that are becoming available to information systems technology, we are, indeed, entering the Age of Information-an age of promise in business, in government, and in the military that can have as profound an effect on the world as the harnessing of the atom, the development of electric power, or the Industrial Revolution of the Nineteenth Century. The purpose of this paper is to delineate the broad technology of information systems in order to provide a basis for estimating the impact of this technology on future engineering education. Suggestions for modifying under-graduate engineering curriculums are made in order that future engineering graduates will be prepared to contribute to the continuing development of the technology and to utilize the technology in performing other engineering work. This paper discusses such topics as: What is an Information System?; Functions of a Generic Information System; Men in Information Systems; Machines in Information Systems; Methods in Information Systems; How Information Systems Are Created; Major Problems Facing Information Systems Technology; and The Challenge for Engineering Education.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130093322","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":"System Theory in a Unified Curriculum","authors":"H. Kesavan, B. R. Myers","doi":"10.1109/TE.1961.4322200","DOIUrl":"https://doi.org/10.1109/TE.1961.4322200","url":null,"abstract":"The incessant search for unifying concepts in engineering education has, in recent times, stepped up its pace to match the tempo of our scientific and technological progress. Although a single unified curriculum for all engineering problems would indeed be a utopia, there is hope, nevertheless, that certain apparently diverse areas of engineering can be regrouped with emphasis on the basic disciplines underlying them. System theory, which is briefly exposed here, is one such fundamental discipline with its mainsprings in the mathematical model of linear-graph theory. The chief assertion of this paper is that system theory could very well serve as a basis for unifying the areas of 1) circuit theory, 2) circuit aspects of electronics, 3) rotating machinery, 4) elementary statics and dynamics, and 5) system analysis. The ideas presented here are sufficiently supported by the authors' classroom experiences. In the light of the curriculum proposed, certain of the inevitable implications for Canadian electrical engineering are discussed.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1961-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114857717","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}
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