Introducing new software to students can be done effectively if teachers provide a brief introduction; show a finished project; build a chunk of the finished product; give student pairs the steps to complete their own chunk and coach as needed; and give students a computer-based tutorial, guiding them through the same procedure. (PEN)

Discussion of online learning and standards for web-based and computer-based courseware focuses on learning objects, defined here as small, stand-alone units of instruction that can be tagged with descriptors and stored for reuse in various instructional contexts. Presents principles of learning object design and guidelines for assuring that…

Defines the functions of windows that are used as visual display techniques in computer software systems, reviews research on the effectiveness of window environments, discusses knowledge structures, and presents principles for designing windowed environments based on research findings and individual differences and screen design research. (10…

Describes the design principles of computer-assisted learning (CAL) environments in which the software is interactive yet adaptable to different styles of learning and teaching, illustrated with a mathematics application. Following implementation, initial evaluation data taken from students showed marked performance improvements, and indicated how…

This review of the literature on computer-assisted instruction for students with mild disabilities identifies features of effective software, offers examples of software features that support particular instructional strategies, and outlines findings on specific instructional principles as applied to computer-assisted instructional software. (DB)

Considers metacognition as a basis for software used in computer-assisted instruction. Topics discussed include the role of the teacher as a facilitator of higher order thinking skills; cognitive tools for learner support; learning theory and instructional design, including behaviorism, information processing, and constructivism; two software…

Considers the possibility of designing CAI (computer-assisted instruction) systems that are managed by semantic networks. Topics discussed include general descriptions of the suggested approach, lesson-presentation modes, and the architecture of a CAI system managed by a semantic network. (10 references) (MES)

Discusses the relevance of computer games to the design of computer-based training materials. Highlights include intrinsic motivation and computer-based games; the cultural distinction between work and recreation; the transient motivational effect of games; the differences in use of computer systems; hypermedia authoring systems; and virtual…

Design issues in development of InSight software for optometric education include choice of hardware, identification of audience, definition of scope and limitations of content, selection of user interface and programing environment, obtaining user feedback, and software distribution. Pedagogical issues include practicality and improvement on…

Describes the following phases of multimedia courseware production: (1) needs assessment; (2) content and design; (3) rapid prototype; (4) storyboarding; (5) building the course using the production pathway; (6) usability testing; (7) quality assurance and testing. Benefits of Web-based courseware, courseware development team members and roles,…

Examines how the use of server-based courseware development solutions affects the instructional design process when creating online distance education. Highlights include pedagogical, visual interface (e.g., visual metaphor and navigation layout), interaction, and instructional design implications of online courseware. (Contains 54 references.)…

Argues that consideration of constructivism's epistemological implications suggests that educational technologists need to convince learners of a problem's authenticity rather than to promote environments that deliver "preauthenticated" problems. Proposes guidelines to assist developers of educational technologies in accommodating the essentially…

The objectives of training activities as stated in the DoW are: 1. to organize training within the project for the participants to learn to use the necessary tools; 2. to support training activities of the partners when they deliver and take in use the tools and practices during extended pilots. The approach with regards to the first point is that…

More recent motivational research focuses on the identification of effective techniques for enhancing instructional design and meeting the needs of diverse student populations (Wlodkowski R. J., 1981). Learning-motivation researchers are applying some of the same theories and concepts found to be effective in industry to the development of…

Pedagogical content knowledge (PCK) is essential to career development for teachers. Teachers can develop their own PCK by research-based activities such as action research and lesson study, with a particular emphasis on the employment of classroom practice, information technology, and collaborative learning. However, in recent studies, most of…