No description available.

This project will show how a computer-based information management system can be used by elementary school teachers. Using a desktop database manager software, FileMaker Pro, this project will describe how technology can help a classroom teacher manage information through an application model.

The purpose of this study is to investigate the relationships between selected end-user training programs corporations provide to their employees and subsequent employee performance based on these opportunities.

Computer-based instructors, just like their human counterparts, should monitor the emotional and cognitive states of their students in order to adapt instructional technique. Doing so requires a model of student state to be available at run time, but this has historically been difficult. Because people are different, generalized models have not been able to be validated. As a person’s cognitive and affective state vary over time of day and seasonally, individualized models have had differing difficulties. The simultaneous creation and execution of an individualized model, in real time, represents the last option for modeling such cognitive and affective states. This dissertation presents and evaluates four differing techniques for the creation of cognitive and affective models that are created on-line and in real time for each individual user as alternatives to generalized models. Each of these techniques involves making predictions and modifications to the model in real time, addressing the real time datastream problems of infinite length, detection of new concepts, and responding to how concepts change over time. Additionally, with the knowledge that a user is physically present, this work investigates the contribution that the occasional direct user query can add to the overall quality of such models. The research described in this dissertation finds that the creation of a reasonable quality affective model is possible with an infinitesimal amount of time and without “ground truth” knowledge of the user, which is shown across three different emotional states. Creation of a cognitive model in the same fashion, however, was not possible via direct AI modeling, even with all of the “ground truth” information available, which is shown across four different cognitive states.

No description available.

The purpose of this study was to investigate the effects of web-based instruction (WBI) on cognitive and psychomotor learning. The subjects of the study received two types of instructional methods, WBI (experimental group) and traditional classroom instruction (control group). Each group received 30 minutes of instruction on "Soldering a Circuit Board." The researcher chose this content subject because it involved both cognitive and psychomotor objectives, which suited the purpose of this study. It was hypothesized that there would be no significant difference between the two methods of instruction, and also that there would be no significant interaction effects between methods of instruction and gender. Forty-six subjects from a population of students enrolled in summer classes offered by the Applied Technology, Training and Development (ATTD) program at the University of North Texas voluntarily participated in this study. Random assignment of subjects was applied in this study. A subject matter expert delivered the content for both the experimental and control groups. To measure cognitive variable, a 10 item, multiple-choice test was administered immediately after instruction. To measure the psychomotor variable, a 15-item checklist was utilized by trained judges to evaluate learners’ performances while soldering. The 2 x 2 factorial model with interaction was used in this study. The analysis was run for each of the dependent variables, cognitive and psychomotor learning. Although there was not a statistically significant difference in the main effects of method of instruction or interaction effects between method and gender, the results imply that students in the traditional-classroom instruction group performed better than those in the WBI group in psychomotor learning. Perhaps, this trend would be statistically significant if the sample size were larger. This study provides empirical evidence for the effectiveness of WBI in delivering cognitive and psychomotor objectives. The outcome of this study supports the need for more research on the effects of WBI on learning domains.

This monograph documents my effort as well as examines the process of developing sustainable support in the use of instructional technology in a consulting project over a ten month period. It is written in a narrative recording the occurrences and my interventions during this ten-month period, along wdth my reflections in italics in light of the review of the literature and the analysis of the narrative. This results in a deeper understanding and insights in the field of instructional technology, and leads to the elaboration of a mission statement, which represents my present thinking about instructional design and consultation.

Hierdie dissertasie is ‘n beperkte studie wat die gebruik van die rekenaar in skooladministrasie en -bestuur ondersoek. Mikrorekenaars het oor die afgelope paar jaar algemeen beskikbaar geraak en, die gebruik daarvan in skole vir akademiese sowel as vir administratiewe doeleindes het spontaan ontwikkel. Ervaring in lande soos Engeland, Skotland, Kanada en die VSA het egter sekere sleutel-aspekte in sodanige ontwikkeling aangetoon wat die optimum benutting van die mikrorekenaar in administrasie en bestuur kan bevorder. Daar is daarom, deur middel van onderhoude in Skotland en Engeland, gepaard met ‘n omvattende lektuurstudie van die situasie in hierdie lande asook in die VSA en Kanada, vier van hierdie sleutelaspekte gefindentifiseer. ‘n Empiriese studie in sekondere skole van die Natalse Onderwysdepartement het getoon dat daar nog groot onsekerheid en gebrek aan ervaring ten opsigte van rekenarisering in hierdie skole heers. Verder was dit duidelik dat hierdie skole gevaar loop om die foute wat in baie ander lande begaan is, te herhaal. Die dissertasie word afgesluit deur gevolgtrekkings en aanbevelings wat moontlik daartoe kan lei dat die slaggate wat aangetoon is, vermy kan word en die voordele van ‘n goed beplande, effektiewe rekenaargesteunde administrasie en bestuurstelsel geniet kan word. This dissertation is a restricted study in which the use of the computer in school administration and management is investigated. Micro-computers have become available over the past few years and their use in schools for academic and professional as well as administrative purposes has developed spontaneously. Experience in countries such as England, Scotland, Canada and the USA has shown certain key aspects in this development in which the optimum use of the micro-computer can be improved. Through interviews in Scotland and England associated with a comprehensive literature survey of the situation in these countries and in the USA and Canada, four of these key aspects have been identified. An empirical study conducted in secondary schools of the Natal Education Department shows that considerable uncertainty and lack of experience in respect of computerisation in the school still prevails. Furthermore, it is certain that these schools are in danger of repeating the errors which have arisin in other countries. The study concludes with the drawing of conclusions and the making of recommendations which could possibly lead to the avoidance of these pitfalls and result in the enjoyment of the advantages of a well-planned, effective computer-assisted administration and management system. / Thesis (M.Ed.) - University of Natal, 1986.

Thesis (M.Ed.)(Hons)--University of Western Sydney, Nepean 1999. / Includes appendices. "A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Hons)" Bibliography : leaves 219-235.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Includes tables. Typescript; issued also on microfilm. Sponsor: Dale Mann. Dissertation Committee: Jon Hughes. Includes bibliographical references (leaves 252-255).