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This creative project consists of the construction of a poly-sensory, self-instructional system. The system includes two basic parts: 1) software, the basic instructional materials, and 2) the hardware, the console to replay the software.The software consists of four programmed slide-tape series and accompanying workbook. The first series deals with the concept of electrical measurement, describes the basic meter movement, and introduces the VOA. The remaining three series deal with the voltmeter, ohmmeter, and ammeter sections of the YO1, respectively.The hardware includes the console, and experimental electrical circuits. The unique aspect of the console is a photo-sensitive relay circuit which controls the cassette recorder. This circuit provides a programmed dimension allowing frequent stops in the presentation for questions, experiments and self-testing.

The purpose of this creative research project was to develop and evaluate three units of study for the Ichthyology course (Zoology 444/544) offered at Ball State University. Three audio-visual tape/ slide modules were developed entitled: Fish Topography and Measurement, Perch Dissection, and The Lampreys. These instructional modules were presented via Caramate 35mm rear-screen projectors to members of the Ball State University Ichthyology classes in the 1978 and 1979 winter quarters. There were two main goals of these presentations: 1) testing of modules to improve the software through revision of the content, slides, and test questions, and 2) collection of pre- and post-test data for statistical evaluation of module effectiveness toward student short-term learning. After revisions were made to programed content, slides, and test questions, additional pre- and post-test data were collected by presenting the modules to 12 Ecology class students at Huntington College during the 1979 spring semester. A correlated, paired, one-tailed, t-test was computed to compare student means for pre- and post-test scores. Percent gains between pre- and post-test scores were also computed, and test reliability was evaluated using the Kuder-Richardson "20" formula. In addition, four members of the 1979 winter quarter Ichthyology class at Ball State University and 12 members of the Ecology class at Huntington College participated in a student evaluation questionnaire dealing with learning effectiveness, program quality, and testing.A total of six tested null hypotheses (0.05 level) stated that there would be no significant differences between the mean scores of each module's pre- and post-test scores for both the study groups. The t-test data revealed significant differences beyond the 0.0005 level for the three modules in both groups. Since there were significant increases in short-term learning for the three modules, all six null hypotheses were rejected.Mean percent gains comparing pre- and post-test scores were acceptable beyond the 60% level for all three modules of both study groups.The three modules had unacceptable post-test reliability coefficient levels (below 0.70) prior to revisions. After revisions, however, the three module post-tests showed acceptable reliability coefficients beyond the 0.70 level.A majority of students completing the evaluation questionnaire rated items either excellent or good.Items pertaining to learning effectiveness and testing were rated excellent or good by 88% of the students. Software quality was rated excellent or good by 61% of the students. Average module study time ranged from 50 minutes (Module II), to 80 minutes (Module III), with 50 minutes as the highest rated module study time. Students commented that 60 minutes would be an appropriate module study time.

This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study.

This creative project will be a compilation of surgical proceedures performed by the author on patients before a video tape. There was a superimposed narration describing the procedure as it was being performed.Since these tapes were open ended, anytime a patient presented with a problem and a willingness to be taped, a new dimension in resident education is always forthcoming. This project has also forced one author into becoming proficient in the art of surgical techniques and in the art of taping video lectures.Since much of the educational material is in tape of television form now, this will be a readily accepted media in educating future doctors of less frequently mentioned procedures.Three training video tapes, each approximately 10 minutes long were produced dealing with removal of moles from the skin, circumcision, and removal of a toenail.Production was carried out in the surgical suite of the Family Practice Center, Ball Memorial Hospital, Muncie, Indiana during the 1976-77 academic year.

A revolution is taking place in education today at all levels from kindergarten through college, in virtually all subject matter areas. This revolution is due, in part, to research in learning theory and technological advances. Changes in attitudes have led to the concept of "accountability"--that educators must perform and produce educational programs that are meaningful and interesting as well as informative. The fact that private industry has had satisfactory results in the academic marketplace has also provided impetus for the current educational revolution which has resulted in several innovations.A general education biology course, Man and the Life Sciences, has been taught with an audiotutorial component at Ball State University since 1965. Quarterly evaluations by the students provided the staff with evidence that three of the units should be redesigned 1) to have more appeal to the students; 2) to meet their expectancy of relevance; and 3) to have a higher level of academic quality.The problem for the present research investigation was twofold: 1) to design three audiotutorial units for a college general education biology course titled Aggression, Territoriality and Survival; Time, Adaptation and Change; and Man, Communication and Behavior, with innovative approaches and 2) to evaluate the effectiveness of the newly developed materials.In designing these three units, specific goals of the research undertaking were 1) to integrate the three units in such a way that concepts of organismal biology, evolution and behavior are pervasive throughout all three units; 2) to develop a list of performance objectives for each of the three units; 3) to determine learning strategies which will help the students achieve each of these objectives; and 4) to determine learning strategies which will help make these objectives interesting and relevant to the students.In order to meet these criteria, the principles of systems management were employed bys 1) specifying goals, 2) specifying desired outcomes for students, 3) planning instruction, 4) evaluating student achievement, and 5) revising instructional procedure in light of experience. In planning the instruction, the method used to facilitate the accomplishment of the desired outcomes was the audiotutorial approach which allowed the student to learn at his own pace. Each unit actively involved the student in sequential multimedia learning activities. A learning guide was designed for the student to use in responding to questions posed as he progressed through the audiotutorial learning activities.After development, the unit materials were first tested with a group of ten students. Feedback on the basis of achievement tests and individual interviews provided the rationale for revisions in preparation for field testing. After completion of the field testing, which involved approximately 650 students, additional revisions were made, resulting in the final version which was evaluated to determine the overall effectiveness of the learning materials.Final measurement of student accomplishment was effected by the use of pre-tests and post-tests consisting of parallel quiz items which had been validated in preliminary testing. Forty-five objectives were final tested; difficulty levels from the pre-test indicated that twenty-four of the objectives were achieved by seventy percent or more of the students. Chi square applied to the results of the remaining items indicated that seven additional objectives probably were also achieved at this same level; fourteen of the objectives were not achieved during the final evaluation. Standard item analysis was used to assist in determining why these objectives were not accomplished; this information can be used in making future revisions.Student opinions were solicited in the form of a student unit evaluation. At least forty percent of the students rated each unit's interest level as high and fifty percent rated each as average; thus, the units accomplished what was expected.A program of instruction should evolve with new ideas and innovations with an effort toward continual improvement. Data collected from this research investigation can be used to pinpoint specific areas where additional research would be beneficial.

This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort. / Department of Industry & Technology

The purpose of this creative project is to develop transparency masters for the course, Product and Manufacturing System Design, as outlined in the Indiana Industrial Technology Education Curriculum Guide. Since the curriculum's acceptance, there has been a need for visual instructional material to support the new courses. The author identified this need by assembling a committee to advice his creative project and thus developed instructional media in the form of transparency masters. Now that the transparency masters are developed, instructors in the field of industrial technology education may now benefit by utilizing the materials to help convey the information to their students. / Department of Industry & Technology