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