Bibliographies thématiques / Computer assisted instructional design

Littérature scientifique sur le sujet « Computer assisted instructional design »

Auteur : Grafiati

Publié le 10 mars 2023

Mis à jour le 11 mars 2023

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Articles de revues sur le sujet "Computer assisted instructional design"

Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder et W. Thomas Hawley. « Cognitive Styles and Feedback in Computer-Assisted Instruction ». Journal of Educational Computing Research 12, n^o 2 (mars 1995) : 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

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Ugwuanyi, Christian Sunday, et Chinedu I. O. Okeke. « Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction ». International Journal of Higher Education 9, n^o 5 (17 juillet 2020) : 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.

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Skudrna, Vincent J. « Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course ». Journal of Educational Technology Systems 25, n^o 4 (juin 1997) : 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.

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Choi, Soo-Young. « APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI ». CALICO Journal 3, n^o 4 (14 janvier 2013) : 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.

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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.

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Munyakazi, Jean Paul, Josiane Mukagihana, Theophile Nsengimana, Concilie Mukamwambali et Olivier Habimana. « Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools ». International Journal of Learning and Development 12, n^o 2 (24 juin 2022) : 81. http://dx.doi.org/10.5296/ijld.v12i2.19766.

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Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively selected three schools on the condition that they are equipped with smart classrooms having connected computers. The researchers took one class at each school. Thus, we got a total of ninety (90) senior five learners. The researchers split these learners into two groups composed of 45 learners in the experimental group, and 45 students in the control group. Learners in the experimental group were subjected to computer-assisted instructions while learners in the control group went through the traditional lecturing instructions. To collect data, a biology performance test (BPT) was used. The reliability coefficient (Cronbach’s coefficient Alpha) calculated for the instrument was 0.704. Pre and post-tests were given to all students in both groups. We used the inferential statistics t-test to analyze the data. The results showed [t (88) = -6.640, p = .000; p<.05] indicating that there is a statistically significant difference in mean scores between groups. The findings from the study allowed us to conclude that computer-assisted instruction enhances students' performance in biology, especially in cell division. Therefore, we recommend the integration of computer-assisted instructions into teaching and learning to enhance learners’ performance in biology.

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Cipani, Ennio, et Patricia J. Kearly. « Designing and Evaluating Computer Assisted Instructional Programs Using a Diagnostic-Prescriptive Model ». Journal of Special Education Technology 8, n^o 2 (septembre 1986) : 31–43. http://dx.doi.org/10.1177/016264348600800204.

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The present paper presents a model for the design and evaluation of educational computer assisted instruction programs. Components of a diagnostic prescriptive instructional model are delineated, along with user considerations. A sample software program is evaluated according to the criteria in each of the three categories.

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Woodward, John, Doug Carnine, Russell Gersten, Mary Gleason, Gary Johnson et Maria Collins. « Applying Instructional Design Principles to CAI for Mildly Handicapped Students : Four Recently Conducted Studies ». Journal of Special Education Technology 8, n^o 1 (juin 1986) : 13–26. http://dx.doi.org/10.1177/016264348600800103.

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This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.

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Goforth, Dave. « Learner Control = Decision Making + Information : A Model and Meta-Analysis ». Journal of Educational Computing Research 11, n^o 1 (juillet 1994) : 1–26. http://dx.doi.org/10.2190/x799-7fdg-h0vq-th9c.

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Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.

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Saidi, Houshmand. « The Impact of Advance Organizers upon Students' Achievement in Computer-Assisted Video Instruction ». Journal of Educational Technology Systems 22, n^o 1 (septembre 1993) : 29–38. http://dx.doi.org/10.2190/pqxy-m6nt-ut6b-r618.

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One of the newer tools for instruction today is Computer-Assisted Video Instruction (CAVI). The focus of this study was the impact of advance organizers as an instructional strategy upon students' achievement in CAVI. Specifically, this research examined the increase of students' rule-learning when exposed to advance organizers presented in a CAVI mediated lesson. It was hypothesized that subjects who receive the advance organizer treatment in a CAVI mediated lesson would achieve higher mean rule-learning test scores than those who do not receive the advance organizer treatment. To test the hypotheses, a sample of seventy college students were subjected to one of two treatment conditions. The instructional material dealing with rule-learning in basic computer programming for the CAVI lesson was developed on the basis of the Principles of Instructional Design suggested by Gagne' and Briggs [1]. The advance organizer for the CAVI mediated lesson was developed based on Ausubel et al.'s conceptual definition of the term [2]. Translated into operational terms, Mayer's checklist of attributes for advance organizers provided the basis for the advance organizer developed [3]. The results—obtained by a 2 × 2 factorial posttest—showed that the visual-spoken advance organizer did not significantly influence rule-learning in the CAVI situation.

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Wetzel, Danielle, David Brown, Necia Werner, Suguru Ishizaki et David Kaufer. « Computer-Assisted Rhetorical Analysis : Instructional Design and Formative Assessment Using DocuScope ». Journal of Writing Analytics 5, n^o 1 (2021) : 292–323. http://dx.doi.org/10.37514/jwa-j.2021.5.1.09.

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Thèses sur le sujet "Computer assisted instructional design"

Cannon, Christopher Garrett. « Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.

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Tarigan, Pernantin. « A design of a microprogrammed instructional computer ». Ohio : Ohio University, 1985. http://www.ohiolink.edu/etd/view.cgi?ohiou1184075048.

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Chansilp, Kacha. « Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.

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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.

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Yellen, Richard Emerson. « Increasing the propensity to use computer application software ». Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.

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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.

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Njenga, James Kariuki. « Instructional design process in a web-based learning management system : design, implementation and evaluation issues ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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Oakley, Grace. « Using interactive multimedia (IMM) to help year four and five students identified as experiencing reading difficulties : A formative approach ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/805.

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This study involved four formative experiments, each of which investigated ways in which IMM (Interactive Multimedia) could be used to help children who experienced reading difficulties. In each of the four contexts, classroom teachers identified a number of students with reading difficulties, selected pedagogical goals for them and worked with the researcher to plan IMM-based activities that targeted the selected goals. The implementations were evaluated formatively and modifications were made accordingly, with the intention of 'fine-tuning' them to facilitate achievement of the pedagogical goals. Facilitative and inhibitive factors were identified during and after each formative experiment, as were unplanned outcomes. Finally, attempts were made to ascertain the preferability of the interventions, in terms of efficiency, effectiveness and appeal, as well as with reference to factors that facilitated and inhibited them. Two of the formative experiments took place at a private girls' school. Boh of the participating classroom teachers, a Year 4 teacher and a Year 5 teacher, selected oral reading fluency as a pedagogical goal. A strategy that was termed 'Interactive Multimedia Assisted Repeated Readings' (IMMARR) using electronic storybooks was implemented, in addition to the creation of electronic talking books with the multimedia authoring program, Illuminatus Opus (2001), as a context for enhancing oral reading fluency. Many facilitative and inhibitive factors were identified during the implementations, although both teachers judged that the interventions had been effective and appealing. Post-intervention assessments also showed some gains in oral reading fluency, as well as unplanned outcomes, especially for the Year 5 group.

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Parish, Mary Jo Rhodes Dent. « An instructional design for adult literacy tutor training using computer assisted interactive media ». Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311287.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed February 2, 2006. Dissertation Committee: Dent M. Rhodes (chair), Gayle Flickinger, Karl Taylor, Deborah B. Gentry. Includes bibliographical references (leaves 204-220) and abstract. Also available in print.

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Wild, Martyn. « Developing performance support systems for complex tasks : Lessons from a lesson planning system ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1556.

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There lacks coherent and persuasive rationales for the further development of computer-based, interactive educational materials, for tertiary settings. Indeed, educational software arising out of what might be coined the “multimedia era”, namely the mid and later 19902, has been marked by lacklustre products with an emphasis in development and evaluation placed largely on technological issues (such as the use of video, sound and animations). As such, the rapid increase in commercially available (usually CD based) products has generally met a cool adoption from academics and educationalists, with both these groups often bemoaning the paucity or non-existence of effective instructional design models for the use of “new media” in teaching and learning, based in clearly delineated constructs that derive their substance from theoretical models and research findings. This research programme was intended to explore one such rationale.

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Nordhoff, Helga Irene. « The design and implementation of a computer-based course using Merrill's model of instructional design ». Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022002-094043/.

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David, Lynn Denise. « Computer assisted language activities : Are they all the same ? » CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1578.

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This study examines English language learners working in pairs on two different types of computer programs to determine whether the quantity and quality of discourse varies with the type of software program. Also, to investigate how collaborative CALL activities can be designed to promote oral academic language proficiency.

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Livres sur le sujet "Computer assisted instructional design"

Jun-Ming, Su, et Lin Huan-Yu, dir. Building an intelligent assisted instructional design system. Hauppauge, N.Y : Nova Science, 2008.

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Weinstock, Harold. Designing Computer-Based Learning Materials. Berlin, Heidelberg : Springer Berlin Heidelberg, 1986.

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Lockard, James. Instructional software : Practical design and development. Dubuque, Iowa : Wm. C. Brown Publishers, 1992.

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Michael, Spector J., Polson Martha C et Muraida Daniel J, dir. Automating instructional design : Concepts and issues. Englewood Cliffs, N.J : Educational Technology Publications, 1993.

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Hickey, Albert E. Specifications for an Advanced Instructional Design Advisor (AIDA) for computer-based training. Brooks Air Force Base, Tex : Armstrong Laboratory, Air Force Systems Command, 1991.

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D, Tennyson Robert, et Dijkstra S, dir. Instructional design : International perspectives. Mahwah, N.J : L. Erlbaum Associates, 1997.

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Kearsley, Greg. Authoring : A guide to the design of instructional software. Reading, Mass : Addison-Wesley, 1986.

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Stephenson, Stanley D. The effects of student-instructor interaction on achievement in a dyad computer-based training environment. Brooks Air Force Base, Tex : Armstrong Laboratory, Air Force Systems Command, 1992.

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1951-, Kirschner Paul Arthur, dir. Ten steps to complex learning : A systematic approach to four-component instructional design. Mahwah, N.J : Lawrence Erlbaum Associates, 2007.

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Conrad, Kerri. Instructional design for Web-based training. Amherst, Mass : HRD Press, 2000.

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Chapitres de livres sur le sujet "Computer assisted instructional design"

Anoskey, Alana M., et Richard Catrambone. « Text and graphics in instructional design ». Dans Computer Assisted Learning, 74–86. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_59.

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O’Neil, Harold F., Anat Jacoby et Terence G. Craig. « An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction : A design ». Dans Instructional Models in Computer-Based Learning Environments, 195–212. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_12.

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Dugdale, Sharon. « The Design of Computer-Based Mathematics Instruction ». Dans Computer-Assisted Instruction and Intelligent Tutoring Systems, 11–45. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781315044361-2.

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Sack, Warren, et Elliot Soloway. « From PROUST to CHIRON : ITS Design as Iterative Engineering ; Intermediate Results are Important ! » Dans Computer-Assisted Instruction and Intelligent Tutoring Systems, 239–74. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781315044361-9.

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Pemberton, Lyn, Simon Shurville et Tony Hartley. « Motivating the design of a computer assisted environment for writers in a second language ». Dans Computer Aided Learning and Instruction in Science and Engineering, 141–48. Berlin, Heidelberg : Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022601.

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Badre, Albert, Margaret Beranek, J. Morgan Morris et John Stasko. « Assessing program visualization systems as instructional aids ». Dans Computer Assisted Learning, 87–99. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_60.

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Cline, Richard W., et M. David Merrill. « Automated Instructional Design via Instructional Transactions ». Dans Automating Instructional Design : Computer-Based Development and Delivery Tools, 317–53. Berlin, Heidelberg : Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_13.

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Loose, Kenneth D. « Finding the appropriate instructional text from question performance evaluation : A prototype interface ». Dans Computer Assisted Learning, 336–45. Berlin, Heidelberg : Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_70.

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Spector, J. Michael, et Darryl Song. « Automated Instructional Design Advising ». Dans Automating Instructional Design : Computer-Based Development and Delivery Tools, 377–402. Berlin, Heidelberg : Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_15.

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Höltje, Hans-Dieter. « Computer- Assisted Drug Design ». Dans Modeling of Molecular Properties, 267–79. Weinheim, Germany : Wiley-VCH Verlag GmbH & Co. KGaA, 2011. http://dx.doi.org/10.1002/9783527636402.ch17.

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Actes de conférences sur le sujet "Computer assisted instructional design"

Dobre, Iuliana. « AN INTELLIGENT TUTORING SYSTEM FOR TUTORING THE COMPUTERS PROGRAMMING AND C LANGUAGE DISCIPLINE ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-075.

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Currently, in the context in which the activities from all domains are in a closed interdependence with the instructional activity and in which the courses can't be anymore carried out exclusively in the traditional ways, the use of the computer has become an essential and mandatory requirement for all levels of education and for all parties involved. This stage of the educational process evolution has been named the age of the Computer Assisted Instruction. Since this age started, many companies, researchers, specialists and teachers have involved themselves in the design, development and implementation of new systems, software, tools, methods and methodologies capable to answer to the highest standards applicable in education of all grades and also, capable, to offer a very friendly environment for instruction satisfying in the same time the effectiveness requirements. One of the goals followed and also, achieved, was the use of the Computer Assisted Instruction within the Intelligent Tutoring Systems (ITS). This paper is presenting an ITS developed by the author and designed using Natural Language Processing technologies, a system which is capable to assist the students who are looking to achieve and understand elements and aspects related to the Computers Programming and C language discipline. Also, in the article are described and exemplified the functionalities of the system proposed and are presented the steps that a student has to follow from the very beginning (enrolling stage) up to the end of the instruction (visualization of performances achieved). Moreover, in this paper are briefly reviewed the facilities offered by the system to the instructor in terms of the students evolution visualization, assistance and follow up during the instructional process.

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Hu Jinming. « Design and implementation of computer assisted instruction sysem ». Dans 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5486078.

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Pacuraru, Raluca olguta, et Gheorghe Grecu. « ARCHITECTURE AND DESIGN OF COMPUTER-ASSISTED INSTRUCTION SYSTEMS ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-157.

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The multitude of innovations which assault us in all areas of life made necessary "the education for change". Through education, people must ensure the ability to develop the capacity to understand and respond appropriately to various challenges from society, to become agents of their own training, to organize and structure their own knowledge. As time goes by, it becomes more and more obvious the need for diversification and institutional personalization in Romanian education system, diversification of types of study programs, the need to promote lifelong learning and reform the existing legislation in this area. From the perspective of the education system, the evolution towards the knowledge society is a revolution in how people think the whole process of education - both as management as well as structure. In higher education is a tendency to an "education of the masses" - undergraduate studies, followed by higher cycles - master's degree, doctoral studies. It also tends to lifelong learning, appreciating the return in the educational process should be at least every five years to ensure competence in a particular field. In the knowledge society, the very paradigm of education has changed, the role of ICT has become more and more important and present in an increasingly wide range of activities. Nowadays the use of an e-learning system is a must for any university that wants to align to the existing trends and have a high quality of educational process. More than that, computer-assisted instruction systems (commonly called today "e-learning platforms") are also used for lifelong learning - regardless of whether it is done in universities, specialized organizations or at job. This paper aims to deal with some aspects of the design and architecture of computer-assisted instruction systems, so that choosing, implementing and developing such a system could have a well-documented starting point.

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Wang Hongyan, Xu Ping, Bai Xiaomei et Gao Fuxiang. « Design and implementation of network based computer assisted instruction system ». Dans 2010 2nd International Conference on Industrial and Information Systems (IIS 2010). IEEE, 2010. http://dx.doi.org/10.1109/indusis.2010.5565757.

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Ichim, Mariana, et Costica Sava. « COMPUTER-ASSISTED TEACHING AND LEARNING OF COTTON CARDING ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-167.

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The emergence of computers in the 1960s and their use in schools and universities opened new doors for modern methods of education. Computers and computer-based technologies have changed the traditional method of teaching, the so-called “chalk and talk” method. From a teacher-centered method in which the teacher delivers information, the use of computers in instruction has made a shift towards student-centered methods in which the teacher facilitates student learning. Through the use of multimedia educational tools, such as animation, video and simulation and network-based Learning Management Systems, such as Blackboard, Moodle, OLAT, Desire2Learn a. s. o., the computer-assisted teaching and learning can improve student satisfaction and academic outcomes. Multimedia technologies make the learning environment more interactive, increase student engagement and motivation to learn, and assist students to develop a better understanding of the topics they are learning. In this paper some interactive tools meant for computer-assisted teaching and learning of cotton carding have been designed, such as schematic drawing of cotton card, animation, video, and assessment tests. The topic is taught to the 3rd year students of the Faculty of Textiles, Leather and Industrial Management from Iasi, the “Technology and Design of Textile Products” specialization. The schematic drawing of cotton card has been created using AutoCAD software, and the video have been recorded with the aid of a Nikon D 5100 digital camera. A free online animated GIF Maker has been used to create an animation view of cotton carding process. In order to create the assessment tests Hot Potatoes software has been used.

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Tang, Shuo. « The Application of Computer-Assisted Instruction to Basketball Technique and Tactics Teaching ». Dans 2012 Second International Conference on Intelligent System Design and Engineering Application (ISDEA). IEEE, 2012. http://dx.doi.org/10.1109/isdea.2012.684.

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Pratt, Deirdre Denise. « An analysis of the design features of three mixed-mode courses in a master’s degree programme ». Dans IASTED International Conference on Education and Technology (ICET). ACTA Press, 2005. http://dx.doi.org/10.51415/10321/247.

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This paper suggests that a system of communicative rfunctions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigms.

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Liny, Hai, Xuan Guany, Yunsi Feiy et Zhijie Jerry Shi. « Compiler-assisted architectural support for program code integrity monitoring in application-specific instruction set processors ». Dans 2007 25th International Conference on Computer Design ICCD 2007. IEEE, 2007. http://dx.doi.org/10.1109/iccd.2007.4601899.

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Renu, Rahul Sharan, et Gregory Mocko. « Computationally Assisted Retrieval and Reuse of 3D Solid Models and Assembly Work Instructions ». Dans ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-70480.

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Abstract Many manufacturing enterprises have large collections of solid models and text-based assembly processes to support assembly operations. These data are often distributed across their extended enterprise. As these enterprises expand globally, there is often an increase in product and process variability which can often lead to challenges with training, quality control, and obstacles with change management to name a few. Thus, there is a desire to increase the consistency of assembly work instructions within and across assembly locations. The objective of this research is to retrieve existing 3d models of components and assemblies and their associated assembly work instructions. This is accomplished using 3d solid model similarity and text mining of assembly work instructions. Initially, a design study was conducted in which participants authored assembly work instructions for several different solid model assemblies. Next, a geometric similarity algorithm was used to compute similarity scores between solid models and latent semantic analysis is used to compute the similarity between text-based assembly work instructions. Finally, a correlation study between solid model-assembly instruction tuples is computed. A moderately strong positive correlation was found to exist between solid model similarity scores and their associated assembly instruction similarity scores. This indicates that designs with a similar shape have a similar assembly process and thus can serve as the basis for authoring new assembly processes. This aids in resolving differences in existing processes by linking three-dimensional solid models and their associated assembly work instructions.

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Park, T., et V. Mirande. « Comparison of the Effectiveness of Two Computer-Assisted Instruction Methods for Learning Architectural Concepts in Design Studio ». Dans eCAADe 1997 : Challenges of the Future. eCAADe, 1997. http://dx.doi.org/10.52842/conf.ecaade.1997.x.d9t.

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Rapports d'organisations sur le sujet "Computer assisted instructional design"

Hickey, Albert E., J. M. Spector et Daniel J. Muraida. Specifications for an Advanced Instructional Design Advisor (AIDA) for Computer-Based Training. Fort Belvoir, VA : Defense Technical Information Center, mai 1991. http://dx.doi.org/10.21236/ada237255.

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Terrell, Dudley J. Strategies of Computer-Based Instructional Design : A Review of Guidelines and Empirical Research. Fort Belvoir, VA : Defense Technical Information Center, mai 1990. http://dx.doi.org/10.21236/ada224038.

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Lederer, C. C., B. Dickerson et A. C. Davanzo. Computer-assisted control for municipal water systems : Phase 1, Design for energy cost savings. Office of Scientific and Technical Information (OSTI), août 1986. http://dx.doi.org/10.2172/6058790.

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Edwards, III, Sessoms Harvey M. et Pinata H. Design and Integration of a Scent Delivery System in the Computer Assisted Rehabilitation Environment (CAREN). Fort Belvoir, VA : Defense Technical Information Center, décembre 2013. http://dx.doi.org/10.21236/ada618141.

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Edwards, Harvey M., et Rachel Markwald. Design and Integration of a Driving Simulator With Eye-Tracking Capabilities in the Computer Assisted Rehabilitation Environment (CAREN). Fort Belvoir, VA : Defense Technical Information Center, juillet 2014. http://dx.doi.org/10.21236/ada612243.

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Blaushild, Naomi, Steven McGee, Randi McGee-Tekula, Raisa Blazquez, Don Yanek, Raisa Blazquez, Don Yanek et al. The Design and Impact of Remote Professional Development on Computer Science Instructional Coaching and Teaching in Chicago Public Schools During COVID-19. The Learning Partnership, décembre 2022. http://dx.doi.org/10.51420/report.2022.3.

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Nelson, Gena, Angela Crawford et Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, janvier 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.

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Carruth, William D. Evaluation of In-Place Asphalt Recycling for Airfield Applications. Engineer Research and Development Center (U.S.), juillet 2021. http://dx.doi.org/10.21079/11681/41142.

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Over the last few decades, in-place recycling of asphalt pavements has seen increased use by the highway industry, primarily to take a dvantage of potential cost and logistical savings compared to conventional reconstruction. More recently, the U.S. Navy and Federal Aviation Administration have allowed recycling to be used on airfields with lighter traffic. This report contains a discussion of in-place recycling design considerations obtained from a literature review of its use in the highway industry. Observations developed from a review of airfield pavement projects that have utilized recycling is also included. A structural analysis was performed using the Pavement-Transportation Computer Assisted Structural Engineering (PCASE) tool to determine typical stiffness values that recycled layers must achieve to support various types of military aircraft traffic for different pavement structures. Overall, in-place recycling is recommended for consideration as a rehabilitati on technique for military airfield pavements, and further investigation is recommended before it is implemented it into design guidance.

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DiGrande, Laura, Sue Pedrazzani, Elizabeth Kinyara, Melanie Hymes, Shawn Karns, Donna Rhodes et Alanna Moshfegh. Field Interviewer– Administered Dietary Recalls in Participants’ Homes : A Feasibility Study Using the US Department of Agriculture’s Automated Multiple-Pass Method. RTI Press, mai 2021. http://dx.doi.org/10.3768/rtipress.2021.mr.0045.2105.

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Objective: The purpose of this study was to assess the feasibility of administering the Automated Multiple-Pass Method (AMPM), a widely used tool for collecting 24-hour dietary recalls, in participants’ homes by field interviewers. Design: The design included computer-assisted personal interviews led by either a nutritionist (standard) or field interviewer. Portion estimators tested were a set of three-dimensional food models (standard), a two-dimensional food model booklet, or a tablet with digital images rendered via augmented reality. Setting: Residences in central North Carolina. Participants: English-speaking adults. Pregnant women and individuals who were fasting were excluded. Results: Among 133 interviews, most took place in living rooms (52%) or kitchens (22%). Mean interview time was 40 minutes (range 13–90), with no difference by interviewer type or portion estimator, although timing for nutritionist-led interviews declined significantly over the study period. Forty-five percent of participants referenced items from their homes to facilitate recall and portion estimation. Data entry and post-interview coding was evaluated and determined to be consistent with requirements for the National Health and Nutrition Examination Survey. Values for the number of food items consumed, food groups, energy intake (average of 3,011 kcal for men and 2,105 kcal for women), and key nutrients were determined to be plausible and within reasonably expected ranges regardless of interviewer type or portion estimator used. Conclusions: AMPM dietary recall interviews conducted in the home are feasible and may be preferable to clinical administration because of comfort and the opportunity for participants to access home items for recall. AMPMs administered by field interviewers using the food model booklet produced credible nutrition data that was comparable to AMPMs administered by nutritionists. Training field interviewers in dietary recall and conducting home interviews may be sensible choices for nutrition studies when response rates and cost are concerns.

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