ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00115.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractTwenty university students (ten men and ten women) were videotaped while they copied two sets of notes with different layouts from an overhead projector screen. They were timed as they read silently a prose passage and wrote a familiar sentence five times. Copying speed was related to writing speed but not to reading speed. Copying was faster and errors fewer when a paragraph of unfamiliar notes was laid out to emphasise the meaningful structure of the text. Similar changes to the layout of familiar notes already structured into meaningful parts did not reduce copying time or errors. The intervals between the students’glances was very variable and ranged from 3.2‐13.8 sec which has implications for the study of human information processing. The average student made 12 copying errors and those who glanced least often made the most errors. The practical implications of the results were discus

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00116.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractForty‐five years of intuitive combinations of audio‐visual information have produced only mixed results. This paper proposes a conceptual, case‐based method for adding audio to software. This method, unlike the intuitive approach, requires the researcher to assign structural and functional attributes from the SSF Model to specific software activ

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00117.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper reports on a project commissioned by the National Council for Educational Technology and designed to investigate the potential for interactive video to support students and mentors in school‐based initial teacher training (ITT). Its results derive from an empirical study in 26 schools, currently using interactive video in staff development. The work focused on three parallel questions relating to the new models of school‐based training: what are the training needs of the students, their mentors and ITT tutors?; what features of interactive video make it a feasible and appropriate means of distance learning in this context? and how is interactive video currently being used in schools’ staff development? A primary concern was to investigate the potential of interactive video to offer a consistent core of training that would cover a breadth of training experiences, regardless of the student's placement. Using the Quality Management in Schools interactive video disks (QMS I and II 1990/91) as the focus, the modes of usage and perceived value of interactive video in staff development are considered. The report concludes by commenting on the potential of interactive video fo

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00118.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe main task of an educational system is to generate instructional situations which induce students to learn knowledge and problem solving abilities as applied to a cognitive domain.To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics.

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00119.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00120.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00121.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00122.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00123.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1995.tb00124.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY