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A typical first computer science course (CS1) introduces the student to coding conventions, variables, methods, control structures, conditionals, and the semantics of classes and objects. Advanced concepts of inheritance, polymorphism, abstract classes, interfaces, and their use in the design process, are covered in a second-level course (CS2). CS2 concepts are abstract, requiring reinforcement through considerable practice. It has been observed that traditional CS2 projects fail to capture the imagination and enthusiasm of students and are seldom useful past the end of the semester, yet interesting projects drawn from the natural sciences may be either too complex or too algorithmic to facilitate the required design experience. Game programming, in contrast, is purpose-driven and has great appeal. Unfortunately, popular game engines hide the engine's complexity and provide too much built-in functionality, relegating the user to writing glue logic in a scripting language. What is needed instead is a challenge that will provide transferable skills for solving generic problems using a statically typed language. The authors of this paper describe a Java game engine and lesson plan they developed for one semester of object-oriented instruction for students who have completed CS2. Early anecdotal results demonstrate that students find the approach challenging, informative, and incentivizing. [For the full proceedings, see ED656038.]

The evolution of ICT and its adoption in higher education is driving greater interactivity in teaching and learning processes. The teaching/learning paradigm has been changing. Both educational actors, teacher and student, are increasingly adapting to use technologies. This article presents a study that enhances how technologies can be used in the teaching and learning process, through a mathematics content platform, for higher education students. A survey of the state of the art was made in order to demonstrate some advantages of the teaching-learning process, the teacher's and student's behavior profiles and their role in relation to the use of new technologies. The main objective of this study is to analyze the student's view on the use of the E-OWL platform in the learning process, and thus contribute to the development of more interactive and motivating learning environments. The privileged instrument in this study was the questionnaire, applied after the use of the platform in an educational context, to students of the Computer Graphics and Multimedia Engineering degree. The results obtained revealed that students demonstrate ease in using the E-OWL platform and that was useful in supporting the course, stimulating continuous study and allowing self-regulation of learning, confirming the relevance of an increasing adoption of ICT in an e-learning context. [For the full proceedings, see ED621620.]

E-exams used in higher education can accommodate a range of assignment types that have traditionally been conducted with pen-and-paper. However, one issue that remains a challenge is proper support of sketching in larger, generic e-exams systems. Different types of sketching assignment demand input devices suited to the specific type of problem-solving. Adopting an e-exam system may involve compromises in terms of restricted opportunities to use sketching assignments as part of the e-exam that affect the students' performance or their experience of the e-exam. This paper presents a comparison of 77 students' performance and preferences with three different input devices (a mouse, a graphical tablet, and a touchpad) when solving sketching assignments from three different computer science courses. The study focused on capturing the students' perspective, and the findings include identified benefits and challenges associated with using the three different input devices during sketching. [For the full proceedings, see ED621557.]

It is preferable for business professionals to develop web applications which must be modified frequently based on their needs. A website for matching is a typical example because various matching websites for C2C (Consumer to Consumer) have recently been opened in relation to the "sharing economy". In our case studies on end-user development, web applications are developed using domain-specific application frameworks. Applicability of these domain-specific application frameworks has a tradeoff relation with programming granularity in which business logic is expressed. The template for the business logic definition based on three-tier architecture of user interfaces, business logic and databases improves the applicability. [For full proceedings, see ED571459.]

The orthographical depth of a language impacts on a learner's ability to learn a language (Katz & Frost, 1992). If it is easier for learners to read the language as it is written, it will make the learning process easier. One way to address the problem of orthographically deep or opaque languages where the pronunciation is not very easy to determine is to demystify its pronunciation by using animation. This involves showing learners graphically how a combination of certain letters or diacritics produces a particular sound. This is particularly useful when the combination is different to what might be expected given the learner's knowledge of how those letters or symbols sound individually. This is also important when two orthography systems may appear similar on a superficial level but are actually different. This paper provides an overview of the animation component of the CALLIPSO system--a CALL resource for Irish orthography and pronunciation. Irish uses the same letters as the English alphabet but there are differences in the letter-sound correspondences. In the animation component, words are passed to the animation tool which demonstrates how each combination of letters gives rise to the overall pronunciation of the word. The tool is language independent and can be used for languages other than Irish. [For the complete volume of short papers, see ED572005.]

Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh & Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10- week teaching experiment, mathematical meaning-making was enriched when primary students wrote Logo programs to create 3D virtual worlds. The analysis of results found deep learning in mathematics, as well as in technology and engineering areas. This prompted a rethinking about the nature of learning mathematics and a need to employ and examine a more holistic learning approach for the learning in science, technology, engineering, and mathematics (STEM) areas.

In this paper we will investigate the way that the technological progress and the Informatics contributed greatly to the field of Archaeology. There will be analyzed the terms of virtual archaeology and virtual reality in archaeology and there will be an extended reference to the applications and the computer graphics that archaeologists could use for their own scientific purposes. It will be attempted to be shown the way that computer graphics can create not only an authentic copy of an archaeological find but can function also as a useful tool of learning for new archaeologists and the broader public that is interested in the ancient past. [For the complete proceedings, see ED557189.]

The representation of figures in mongean projection (double system planned orthographic projection used in the studies of Descriptive Geometry), specially when placed in a particular situation in relation to the projection plans, possesses the quality that, through them, the actual dimensions of represented spatial objects can be found directly and without additional geometric constructions. However, these representations using orthogonal views present a disadvantage that had been observed in which the representation is not always compared to the sight of the actual object. In some complex problems, even with great effort of concentration and imagination, the idea of the represented spatial figure cannot be reached. For current students and future engineers and architects, spatial visualization in perspective and depth is of most importance. The binocular or stereo perspective is necessary for the improvement of students' spatial reasoning. For this, stereo visualization programs used in computer graphics can be used. They differ from the method of the cylindrical orthogonal axonometric perspective, often taught in the courses of Descriptive Geometry. Thus, it is proposed in this work, the use of computational method anaglyphic, in which the binocular axonometric perspective is obtained from the mongean projections of the object. The developed program is indicated for the teaching/learning Descriptive Geometry. [For the complete proceedings, see ED557189.]

The reverse engineering of simple inventions that were of historic significance is now possible in a classroom by using digital models provided by places like the Smithsonian. The digital models can facilitate the mastery of students' STEM learning by utilizing digital fabrication in maker spaces to provide an opportunity for reverse engineer and the creation of working models of the inventions. Students can start with understanding the original design, and then modify it to create working replicas and proximities showing the understanding of the underlying STEM concepts. [For full proceedings, see ED571332.]

This is a story about screen interactivity and its magical early influences. It includes a brief history of the evolution of the computer, with examples from contemporary applications in art and museum education. I believe it is important to know about the early days of drawing on the screen to get a sense of the continuum of ideas that has led us to our present technologies. Within this glorious swirl of ideas, from the early computer innovators such as Ada Byron, Ivan Sutherland and Apple, to "Winky Dink and You," and Miss Frances' "Ding Dong School," this professor's ideas and my students' experiments, it is your inventive spirit at the front of the glass and behind it that keeps the screen an enchanted space.

This document contains 59 selected papers from the 1996 International Visual Literacy Association (IVLA) conference. Topics include: learning to think visually; information design via the Internet; a program for inner-city at-risk children; dubbing versus subtitling television programs; connecting advertisements and classroom reading through visual literacy; tools for humanizing visual symbols; a review of a video on advertising and obsession with thinness; hypermedia and the fundamentals of electronic literacy; elementary students' perceptions of visuals on the World Wide Web; stereotypes in film; teachers' perceptions of instructional design; visual learning activities; tri-coding of information; diversity in Cyborg images; concept mapping; the meaning of color in trademarks; visual literacy in elementary education; visual learning via computer-based simulations; adapting a paper-and-pencil test to the computer; representational strategies in a documentary about racial relations; studying scientific data through an aesthetic point of view; the role of the media in African American self-hatred; the need for visual literacy in higher education; imagery and synectics for modeling poetry writing; virtual courses; visual icons in myth; the development and demise of 8 millimeter film loops; women's history in visual and audiovisual education; student-developed visual productions; a cartographic interpretation of visual literacy; enabling learners through technology; a graphics systems approach in industry; the philosophy of representation; student nurses' perceptions of hospital staff modelling behaviors; deconstructing visual images of indigenous people; children's spatial visual thinking in a hypermedia environment; creating critical thinkers; perception in physics; using graphics for integrated planning; revisioning in storytelling; a local history preservation project; visual learning in biology; imagery, concept formation and creativity; visual themes in gravestones; visual design principles in World Wide Web construction; digital camera editing; digital cinema principles and techniques for multimedia development; culture reflected in tombstones; challenges for hypermedia designers; visual literacy in Web Page creation; the potential of dynamic computer presentations; technology mass media, society and gender; obstructive interactive television designs; gender equity online; a study of intertextuality in television programming; children's understanding of visuals in television interviews; children's attention in television viewing; instructional design process models; and international use of the electronic presentation. (AEF)

In response to the challenge of media technology and classroom cultural and educational diversity, this paper (1) presents a brief overview of historical literature on the suggestive powers of visual images in business and education, (2) analyzes the influence of audience diversity and biases during the production/selection of visual presentations, and (3) considers the delimiting form of new media presentations. Pedagogical and technological concerns have grown since the emergence of visually enhanced learning environments in the allied fields of business and education. Newly formed businesses which specialize in the creation of computer-generated and controlled images are examples of profitable and growing new media companies, which provide production, training, and consultation for their clients. Production and training, and cost-effectiveness are concerns for educational institutions as sophisticated electronic tools are implemented in classrooms. The advantages of using new technology for creation and display of visual images include easy manipulation to fit the customized needs of the user and saved production time and energy. In contrast, research suggests that images are also able to detract from learning, so new media productions can prove detrimental without proper training in design principles and awareness of related issues. Media producers can obtain positive results not only by skill but also by sensitivity to such issues as adverse reflection, equal reflection, along with awareness of target audience's cultural background, gender, and ethnic biases. (Contains 16 references.) (MAS)

The interactive multimedia application described here attempts to provide learners and teachers with a common frame of reference for communicating about visual media. The system is based on a list of concepts related to composition, and illustrates those concepts with photographs, paintings, graphic designs, and motion picture scenes. The ability to read the meaning of a picture is valuable. Familiarity with pictorial composition and the vocabulary used to communicate about it will increase our awareness as consumers of information, preventing victimization and manipulation by visual imagery. As illustrated through this project, attention to composition provides visual literacy educators with a starting point for guiding learners of all ages toward the necessary skills of reading and writing visual images. Through the analysis of compositional elements, students can evaluate the choices made by professional visual designers. Students capable of integrating these analytical skills into their own work will be more effective visual communicators. (Contains 11 references.) (MAS)

With the introduction of photography and photomechanical printing processes in the 19th century, the first age of machine pictures and reproductions emerged. The 20th century introduced computer image processing systems, creating a digital imaging revolution. Rather than concentrating on the adversarial aspects of the computer's influence on photography, the electronic revolution can be viewed as offering alternatives that were not previously available. The discussion of photography and electronic imaging addresses the following issues: repercussions for current media; deconstruction and alteration of images; transformation and the erasure of the distinction between the actual and represented world; differentiation between computer-processed images and photographs, and the possibility of hybridization between traditional and technological technologies; the challenge that the further diminishment of differentiation between unique originals and multiples means for the traditional control of replication, distribution, and concepts of value; and velocity of image capture and increased availability to the public. Digital imaging offers potential for new constructs, will permanently transform visual arts and extend our notion of art, and necessitates new ways of perceiving, knowing, and judging art. The digital revolution offers empowerment and opportunity, as well as new problems such as ethics and copyright. (MAS)

Artificial intelligence (AI) techniques and virtual reality (VR) make possible powerful interactive stories, and this paper focuses on examples of virtual characters in three dimensional (3-D) worlds. Waldern, a virtual reality game designer, has theorized about and implemented software design of virtual teammates and opponents that incorporate AI techniques including fuzzy logic, neutral nets, and genetic algorithms. He asserts that one of the primary goals of VR is to generate virtual actors with whom the participant can interact in a contextually meaningful fashion, and proposes a classification scheme for such characters, as determined by intelligence level and centrality to the game. Virtual characters that can reason about their environment in original ways are being developed. PLACEHOLDER, a VR art project inspired by Native American myths and stories, features virtual characters where VR explorers can play the role of a bird, snake, person, or other creature. Participants, embodied in "smart costumes," take on the animal's pattern of movement, character, physical abilities, and may explore different sites or mark home territory. Other examples of virtual characters are: Dolby's "Virtual String Quartet," which synchronizes animated figures with 3-D sound; and an "avatar," a virtual character that reflects a person's look, mood and personality, and who represents him or her in a virtual world. (Contains 8 references.) (MAS)

This document contains selected conference papers all relating to visual literacy. The topics include: process issues in visual literacy; interpreting visual statements; what teachers need to know; multimedia presentations; distance education materials for correctional use; visual culture; audio-visual interaction in desktop multimedia; the evolution of a drawing; visualizing the experience of Alzheimer's; virtual reality and artificial intelligence; curriculum; successful student presentations; children's observations about art; gender equity and visual literacy; visualizing qualitative data; design expression; role of color in remembering graphically presented information; associations from pictures; selecting instructional visuals; photorealistic rendering; graphics and instructional design; effect of color coding and test type; symbols in international business; screen design; needs assessment; reader-response analysis; syntax of moving images; dual coding hypothesis; visuals for information access; visual dialect; visual communication media criticism; spatial representation; gender stereotyped computer clip-art images; scientific and technological imagery; electronic visualization; assessing attitudes toward computer technology; resources on the Internet; hypermedia and rural areas; visual design through hypermedia; visual cues; digitizing images for curriculum; photography/digital imaging; artistic performance and visual proficiency; and timeless images. Also, there is an author index and a list of author addresses. (DGM)

With no standards governing their creation, a variety of formats are being used for World Wide Web homepages. Some are well organized, present their information clearly, and work with multiple browsers. Others, however, are slow to load, function poorly with some Web browsing software, and are so badly structured that they are very difficult to read. This paper's structured programming approach offers general guidelines for creating Web sites, with an emphasis both on clarity of presentation and on taking advantage of the ease and flexibility of HTML (hypertext markup language) source code. "Structured" HTML is discussed, along with overall suggestions and general guidelines for home page design and construction. Other topics include the planning process for homepages, an overview of Web browsers, and use of graphics. (Author/SWC)

Information systems in public places such as community centers and libraries require some means to provide access to individuals with physical, visual, and, if sound is involved, hearing impairments. This paper proposes a seamless adaptable human interface protocol that would allow users to incrementally modify the command and presentation aspects of the human interface to match their abilities and preferences. The protocol supports multiple control strategies (mouse, keyboard, touchscreen) and presentation forms (standard graphic, large print, voice) simultaneously. In order for the command and control structures to support flexibility and a free flow, a multilevel object-based hierarchy was used. The first implementation of the protocol is in a bibliographic database software package titled Publications, Media and Materials (PMM), which was developed for the Trace Cooperative Electronic Library. Strategies to increase efficiency of access are discussed. Screen displays in various output modes are presented, along with a table listing protocol features for individuals with specific types of disabilities. (JDD)

The theme of the Association for the Development of Computer-Based Instructional Systems (ADCIS) 1994 conference was "New Partnerships: People, Technology, and Organizations." Included 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 technology; 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)

A study was conducted to determine the effectiveness of teaching multiview and pictorial drawing using traditional methods and using computer-aided drafting (CAD). Research used a quasi-experimental design; subjects were 37 full- and part-time undergraduate students in industrial technology or technology education courses. The students were enrolled in two sections of the same drafting course, and both groups were pretested. The control group members were taught the traditional method of drafting, and the experimental group used AutoCAD. Performance tests administered after students had completed 7 weeks of the courses showed no significant difference in either group's ability to do multiview and pictorial drawings. The study recommended that, since CAD is as effective as traditional teaching methods and is the way of the future, this method be used in teaching drafting. (Contains 24 references.) (KC)

This paper summarizes information about using computer hardware and software to aid in making purchase decisions that are based on user needs. The two major options in hardware are IBM-compatible machines and the Apple Macintosh line. The three basic software applications include word processing, database management, and spreadsheet applications. These can be purchased in an integrated package or as separate stand-alone packages that allow for interconnections with the data. Character-based programs display only basic keyboard characters, while graphical-based programs display data graphically. Word processors are available that perform functions ranging from simple word processing to elaborate desktop publishing. Spreadsheets arrange data in a row and column format. They can be used for ledger-type calculations or for displaying text in a table format. The two basic types of databases are flat file and relational. Flat file databases are best for discrete data, while relational databases hold data in multiple, interrelated tables. Desktop publishing software allows layouts and graphics for brochures, manuals, forms, and other printed material. Desktop publishing requires a graphical user interface system and preferably a large monitor. Two basic printer fonts are bitmapped fonts and scalable fonts. Some sophisticated software features allow users to paste data from one program to another. Task switching or multitasking allows users to switch back and forth between several programs. The paper contains numerous tables containing costs and user information. (KS)

This volume contains 53 articles grouped under five headings: (1) Research (14 papers on such topics as cognitive style and cognitive strategies, visual literacy training, and the impact of diagrams, type styles, and computer graphics on learning); (2) Theory (nine papers on such topics as the development of visual literacy concepts, cognition and understanding, visual intelligence, instructional design, and hypermedia); (3) Computers and Technology (six papers on such topics as hypermedia, still photography, high definition television, and desktop publishing); (4) Arts (12 papers on such topics as photography, images and meaning, incongruous imagery, visual thinking, and art and computer graphics); and (5) Schools and Curriculum (12 articles on such topics as teaching visual literacy at the elementary, high school, and college levels, illustration of children's books, visual creativity, visual design, and schema construction). Most papers contain references. (KRN)

The purpose of this paper is to consider different kinds of actions learners may take during computer assisted instruction (CAI), and to examine the kind of information they need in order to exercise control over the instruction, i.e., information about their performance level, the organization of the content, the choices available to them and the consequences of making those choices, and what they are required to know. Techniques described for providing such information include: (1) content maps, so that learners can navigate their way through content sequence; (2) computer graphics that depict achievement of outcomes; (3) clocks that portray the amount of time spent; and (4) text that conveys the degree of mastery. Other techniques used govern non-content based information, such as switching menus or exiting the program, and dictate the type of feedback the learner will receive. Hypermedia programs are used to illustrate how this information can be communicated to learners to promote intelligent and effective learner control in CAI. It is noted that some learner controlled instruction has the potential to lose learners in too much detail and too many layers. Thus, course organization and programming must be constructed with the learner's information needs in mind. (7 references) (DB)

A computer-based method of communicating syntactic knowledge to deaf students was designed, building on the visual orientation of deaf students and employing such American Sign Language techniques as visualization and directionality. The computer-based instructional treatments were presented as an educational game called the "Yes-No Game," with visual effects using the high resolution graphics capability of the Macintosh computer. As learners created sentence-pictures and built yes-no questions, animated graphics pictured the transformation of sentences to questions. Textual and graphic corrective feedback were displayed on the computer screen to respond specifically to each error that students made in building English questions. Seventeen treatment subjects in grades 8-11, compared with 15 control subjects, showed significant gains in recognition of correct grammatical structures but showed only marginal improvement in actual sentence production. With accompanying pictures to aid comprehension, and with multiple opportunities to practice and to receive immediate visual feedback, the experiment demonstrated that an instructional foundation and methodology can be provided that will help deaf students overcome their difficulties in building yes-no questions in English. (JDD)

"Putting the Pieces Together" provided a distinctive opportunity for professionals to interact with their colleagues to learn more about effective practices and strategies for meeting the needs of deaf or hard of hearing students at the secondary and postsecondary levels. Conference participants engaged is sessions that focused on identifying and implementing research-based practices as well as the "nuts and bolts" of managing and delivering effective access services. One of the goals of the conference was to more firmly establish collaborative efforts among professionals who share a common goal: ensuring provision of the most effective educational programs for students who are deaf or hard of hearing. Instead of operating in isolation, we can create additional opportunities to share knowledge and experiences that will have a positive impact on our students as they transition from secondary education to postsecondary education and training programs. It is hoped that this information will truly support each reader to put together the pieces in providing effective services to students. This publication contains the following papers: (1) The Diversity Piece--Where Does It Fit in the Puzzle? (Sam Atcherson, Tina Abdul, Martha Davies, Teraca Florence, & Parvin Karobi); (2) Help! High School's Almost Over... What's Next? (Greta Palmberg, Elissa Becker, Melody Eubanks, Janis Friend, & Sally Prouty); (3) 25 Years Later: Board of Education v Rowley: A Look at the Past and Looking Towards the Future (Amy Rowley); (4) Putting the Pieces of Electronic and IT Accessibility Together: Building Partnerships to Meet the Challenge of 508 (Kaye Ellis); (5) More Bang for Your Buck (Cindy Camp, Amy Hebert, & Michelle Swaney); (6) Meaning-for-Meaning in Speech-to-Text Services: A Better Understanding (Pamela Francis, Cindy Camp, & Judy Colwell); (7) Using Tablet PCs to Integrate Graphics with Text to Support Students Who Are Deaf and Hard of Hearing (Pamela Francis, Michael Stinson, & Lisa Elliot); (8) Math-to-Text: Tips and Tools (Sharon Allen & Steve Colwell); (9) PPT: Facebook 101 (Jennifer Freer & Joan Naturale); (10) Teaching Your Colleagues and Community About Adults Who Are Deaf and Low Functioning (Greg Long, Theresa Johnson, Nancy Carr, & Amy Hebert); (11) College Students who are Hard of Hearing: A National Task Force Publication on Addressing Service Models of an Underserved Population (Debra Brenner, Douglas Watson, & Cheryl Davis); (12) Serving Hard-of-Hearing Students: Interpreting Documentation, Understanding Functional Impact, and Providing Appropriate Accommodations (Samuel R. Atcherson & Cheryl D. Davis); (13) From 0 to 99: Creating Services for Individuals with Hearing Loss Around a Core Program at the Community Level (Heidi Adams); (14) Community Rehabilitation Practitioner (CRP) Online Training (April Pierson); (15) Model State Plan for Vocational Rehabilitation Services to Persons who are Deaf, Deaf-Blind, Hard of Hearing, or Late Deafened (Douglas Watson, Tammy Adams, Terrye Fish, Rubin Latz, & Steve Boone); (16) PPT: Patchwork to Seamless: PEPNet Products for Professionals in Community Based Rehabilitation Programs (Heidi Adams); (17) Our Piece of the Puzzle: A Comprehensive Cooperative Program Helps Students Put it All Together (Leslie Garber); (18) Academic ASL: It Looks Like English, But It Isn't (Linda L. Ross & Marla C. Berkowitz); (19) Finding the Right Pieces with Service Agencies: Redefining the Relationship (Naomi Sheneman); (20) Interpreting and Speech-to-Text Services in English Courses for International Students (Kim Thiessen, Brian Buma, Pam Molina Toledo, & Mary Ann Higgins); (21) Shift Happens: Reframing Disability and Reconsidering Paradigms (Sharon Downs, Melanie Thornton, & Amy Hebert); (22) From Idea to Implementation--Universal Design in Action (Arlene C. Stewart & Tara Seyller); (23) Anticipating Diversity: Weaving Universal Design into your Campus Tapestry and Beyond (Sharon Downs & Melanie Thornton); (24) Creating a Mentoring Program for Speech-to-Text Services (Kim Thiessen & Brian Buma); (25) Continuing Education for Speech-to-Text Providers: A Fundamental Piece of the Puzzle (Jennie Bourgeois & Judy Colwell); (26) What Prisms Can Teach Us about Professionalism: Ethical Reflection and Refraction (Linda K. Stauffer & Amy Hebert); (27) Leadership: It's In You! (Melanie Thornton, Sharon Downs, & Amy Hebert); and (28) PEN-International's Summer Leadership Institute for Postsecondary Deaf and Hard of Hearing Students (Denise Kavin). Individual papers contain tables, figures, references and appendices.

This document contains preconference seminar outlines for the 47th Annual Education Law Association (ELA) Conference. The first of four sections, "Americans with Disabilities Act Update--Higher Education and Employees," by Christopher P. Borreca, presents legal issues related to the Americans with Disabilities Act, an adequate definition of "disability," medical and fitness-for-duty exams, among other subjects. The second section, "Technology and Teaching School Law," by Gregory A. Boris and others, comments on the use of technology such as the Internet, audio and visual media, interactive media, and graphics for classroom and long-distance law instruction. The third section, "Issues Faced by Schools in the Digital Age," by Dana T. Buckman and R. Craig Wood, covers topics involving school district liability for electronic communications, equal access for individuals with disabilities, and physical security of technological equipment. The fourth section, "Special Education K-12," contains material relating to the impact of IDEA procedural violations on special-education appeals, student discipline, and an IDEA update. (RT)

This four-section paper begins with a brief description of videotex and the paths its development has followed during its short lifespan. The second section examines how videotex systems should present and display information, and how such information should be internally organized so that it is maximally useful for the reader/user. The analysis, which draws heavily on work done during several videotex field trials in the United States, Canada, and other countries, incorporates insights from human factors studies of video display terminals, research on typography and graphic display, and work on the design of interactive systems and computer help facilities. The third section addresses some significant policy issues that affect instructional uses of videotex, including questions of equity, privacy, and secrecy. Finally, several possible future scenarios for the development of videotex as an instructional medium are discussed, and the suggestion is made that the convergence of videotex with other emerging technologies may result in novel arrangements for electronic publishing and new opportunities for improved instructional design. Fifty-six references are listed. (LMM)

This collection consists of 21 papers presented at the July 1983 Annual Summer Conference on "The Computer: Extension of the Human Mind II," in Eugene, Oregon. Six papers were presented at general interest sessions; 15 were from special interest group sessions. The general interest papers include David Ahl's "Keeping Up with Computers in Education or Computer Periodicals: Past, Present, and Future"; Kenneth Komoski's "The Computer: Extension of the Human Mind and Challenge to Humanness"; J. D. Fletcher's "New Directions for Computer Courseware"; Arthur Luehrmann's "Microcomputers in the Junior High School"; Dorothy Deringer's "Computers in Education: Activities at the Federal Level"; and Kenneth Brumbaugh's "Developing and Distributing Microcomputer Software." The 15 special session papers cover a wide range of topics, including microcomputer applications in such areas as management information systems (Bruer), educational management (Piele), and career information (McKinlay), as well as curriculum applications for microcomputers in secondary school business (Lidtke), writing (Herrman), mathematics (Johnson), fine arts (Jones), elementary level computer science (Arch), physical sciences (Stringer), and special education (Metzger). Other topics include problems in computer graphics (Hill), computerized toys (Moore), videodiscs (Moulton), databases for locating software (Zaporozhetz), and a panel discussion on teacher education in computers (Moursund). (TE)

Computer-based instruction (CBI) encompasses the functions of computer administered and managed instruction supplemented by utilities and interfaces. The course author's function in computer-administered instruction (CAI) is to construct the lesson for input in one of three formats: (1) batch entry used by those with knowledge of programing language, (2) user- initiate mode directly typed into the file, or (3) interactive coaching/prompting, a dialogue format for those without programing knowledge. To aid the author, answer analysis techniques, branching, student aid and task interruption controls, editing, and lesson formats are available. Students are preassigned or given free access to lessons. Computer-managed instruction (CMI) involves human management using tools provided by CBI--i.e., required data, assignment of system users, catalog construction, message capabilities, report control and lesson verification. The utilities of flowcharting, the calculator, and automated report generation language (ARGL), internal and external interfaces of hardware, and graphic and audiovisual aids enhance the capabilities of the system. Factors to consider in determining the impact of this CBI system are cost, installation core requirements, and acceptability by the user. Descriptions of answer analyses and standard system reports are appended. (KP)

When it is published in four or five years, the "Dictionary of American Regional English" (DARE) will be the official dictionary of the American Dialect Society. This dictionary will contain information concerning vocabulary, pronunciation, and grammatical forms which are restricted regionally or socially in American speech. One distinctive feature of DARE is its innovative use of the computer to graphically display geographical and social speech variation. Computer data were obtained through responses to questionnaires--consisting of 1847 questions covering aspects of daily life--administered in 1,002 communities in the United States between 1965 and 1970. The computer data are available to the DARE editors in two forms: maps, distorted to reflect population size and settlement histories, and data-summary slips. With its graphic linguistic patterns, DARE is expected to complement the "Linguistic Atlas." (Sixteen figures illustrate the text.) (JM)

Geosystems are computerized techniques for matching information to places. They correlate demographic and socioeconomic information with locations on the surface of the earth. Using geosystems the college administrator can: (1) improve his overall planning, (2) define college service areas, (3) assist in site selection for new programs and facilities, and (4) develop grant proposals. A geosystem contains a geographic base file and a file containing the information to be mapped. In addition, a program for merging the two files is needed. When the computer is fed the base map, the pertinent information file, and the program, the desired map is automatically produced. Computers may eventually assist in the process of student counseling, i.e., students would receive periodic mailings of suggested changes in program, vocation, occupation, or even career. Such a counseling service could be extended to nonstudents as well as students, and the college would thus become a clearinghouse for community-wide job placement, provide essential vocational training and retraining, and guide citizens through the complex lattice of job opportunities. (DB)

A new system of computer-assisted instruction (CAI), developed at Whitworth College, is proposed called PIRATS. It is said to have the following advantages: (1) it uses an author language; (2) it provides facility for branching and responses to unpredicted answers; (3) lesson text is prepared off-line; (4) pictures can be used to accompany the text; (5) testing is available for student self-evaluation; (6) the system is adaptable to any language; (7) the program does not exceed 8K; (8) the system is downwardly compatible to teletype. The language is described, along with nine programs and programer options. Appendixes include sample graphic work sheets and target code. (SK)

Compiled are ten papers describing computer hardware and computer use in elementary and secondary school instruction presented at the Association for Educational Data Systems (AEDS) 1976 convention. An oral/aural terminal is described followed by two papers about the use of minicomputers and microprocessors. Seven papers discuss various uses of the computer in elementary and high school instruction: a computer can be used to plot and display conic sections and environmental designs, to help teach reading skills, and to generate tests or homework exercises. One paper recommends the use of games in computerized drills, and another explains computerized demonstration of some mathematics principles. The importance of the school computer coordinator is outlined by the Minnesota Educational Computing Consortium. (CH)

Two abstracts and seventeen articles on computer assisted instruction (CAI) presented at the 1976 Association for Educational Data Systems (AEDS) convention are included here. Four new computer programs are described: Author System for Education and Training (ASET); GNOSIS, a Swedish/English CAI package; Statistical Interactive Programming System (SIPS); and Instructional Dialogue Facility (IDF) which helps classroom teachers learn CAI languages. Six papers examine interactive computer systems and interactive CAI, and one paper describes an interactive educational system which uses video discs in conjunction with computers. Six papers describe various programs: a CAI course in logic instruction for department of defense personnel, CAI for computer science education, computers for drill and practice in math, and general use of CAI in elementary school classrooms. A computer program which monitors student progress in calculus is described, and user groups are the topic of one article. (CH)

The philosophy department of the Ohio State University began development of a computer-tutorial program, called ENIGMA, in 1972. The aim of the course was to help students to use various logical tools in the analysis of everyday arguments by giving drill-and-practice sessions, testing, and grading examinations. Part of ENIGMA is the propositional argument program which is able to abstract the relevant syntactical form from the student's natural language response and check the response for logical mistakes, gross spelling errors, and violations of propositional integrity. This program can be used in a test as well as a tutorial format. A program for categorical syllogisms has a feature offering the capability of using Venn diagrams to determine validity. The programing language for ENIGMA is Coursewriter II; it is timeshared on an IBM 370/158. It is expected that by spring of 1976 approximately 1,000 students per quarter will use the program. (JY)

This Computer Graphics Laboratory houses an IBM 1130 computer, U.C.C. plotter, printer, card reader, two key punch machines, and seminar-type classroom furniture. A "General Drafting Graphics System" (GDGS) is used, based on repetitive use of basic coordinate and plot generating commands. The system is used by 12 institutions of higher education in Oklahoma. (Author/MLH)

Computer-based simulation (CBS) represents a unique utilization of computers for instruction that combines some of the best features of the technologies of simulation and computer assisted instruction (CAI). CBS grew out of an interest in testing the application of CAI to procedural and perceptual motor skills. With the sophisticated graphics capabilities curently available in many CBS systems, it is possible to program dynamic, two-dimensional representations of physical objects to be displayed on the screen of a computer terminal. Research suggests that advantages of CBS for training include increased trainee proficiency, time savings, cost effectiveness, and student acceptance. The overall recommendation for research in this area is to approach CBS training with a futuristic orientation to ensure maximal utilization of newly emerging technologies. (Author/CMV)

The use of computers in higher education teaching programs is discussed in 16 papers and reports. Applications of computers in teaching particular subjects including prehistory and anthropology, mathematics, Hindi, plant science, chemistry, language, medicine, drawing, statistics, and engineering are discussed in 10 of the contributions. The other papers address attitudes and barriers to the use of computing in teaching and learning, recent developments in hardware applicable to computer assisted instruction, interactive graphics and image displays, and artificial intelligence. A 105-item bibliography is included. (CHC)

This volume includes the texts of more than 50 papers presented at a conference which was organized to present in one forum all major work regarding computers in education in the United States, as well as abstracts of the special sessions, tutorials, and project presentations which took place at the conference. Among the topics covered in these materials are the following: simulations, videodisc project funding, administration, computer literacy, business, higher education, computer science, humanities, science, social science, preschool/elementary applications, graphics, mathematics, engineering, and health education. (Author/LLS)

The effects of different types of feedback in computer assisted instruction were studied in 30 college students with different cognitive styles. The program, written in Apple Pilot and administered on an Apple IIE microcomputer, consisted of 16 problem solving tasks; for each, a graphic display and a textual question were presented. Two feedback treatments were used: knowledge of results--whether the response was correct or incorrect; and information--an explanation of the errors and strategies for correcting them. Cognitive styles, the moderator variables, were field dependence-independence and conceptual tempo (reflectivity-impulsivity). Four measures of performance were used as dependent variables: response time, error rate, number of attempts on each item, and number correct score. The results indicated that field dependent subjects had faster response times and fewer response errors when given an explanation of their errors and strategies for correcting them. Field independent subjects had lower response rates and fewer errors when given only an indication that an error had been made. Age and sex had minor effects on response time for some items. Conclusions regarding the design of feedback in courseware materials are included. (GDC)

Computer Supported Intentional Learning Environments (CSILE) is a project using computer software to promote the constructive processes involved in intentional learning. CSILE enables groups of students to build a collective database (knowledge base) of their thoughts, in the form of pictures (created by students using a color graphics editor) and written notes. CSILE was initially developed for university and graduate-level students; current research focuses on 64 students in two sixth-grade classes. The report offers 11 principles applicable to a variety of educational software and then discusses the application of that principle to the project: (1) make knowledge-construction activities overt; (2) maintain attention to cognitive goals; (3) treat knowledge lacks in a positive way; (4) provide process-relevant feedback; (5) encourage learning strategies other than rehearsal; (6) encourage multiple passes through information; (7) support varied ways for students to organize their knowledge; (8) encourage maximum use and examination of existing knowledge; (9) provide opportunities for reflectivity and individual learning styles; (10) facilitate transfer of knowledge across contexts; and (11) give students more responsibility for contributing to each other's learning. CSILE examples cover both how principles were being realized, and how novices can at times circumvent the goal of eliciting extra constructive effort. (LPG)

This presentation outlines guidelines for developing and implementing an introductory course in computer-aided drafting (CAD) that is geared toward secondary-level students. The first section of the paper, which deals with content identification and selection, includes lists of mechanical drawing and CAD competencies and a list of rationales for selected competencies from the two preceding lists. Considerations in sequencing the content of the course are also discussed. Addressed in the second part of the paper are the following instructional considerations: purchasing CAD equipment, researching the basic concepts of CAD, having a clear rationale for purchases, forming a selection committee, selecting a CAD system, and negotiating prices. A list of CAD software vendors concludes the presentation. Appendixes to the paper include a lesson plan outline covering four skills addressed in the proposed CAD course. (MN)

This collection of articles exploring multimedia in education was compiled from presentations at an invitational conference on Multimedia in Education. Following an introduction by Sueann Ambron ("New Visions of Reality: Multimedia and Education"), articles are grouped under six headings: (1) Computer Science and Engineering: "The Augmentation System Framework" (Doug Engelbart with Kristina Hooper); "Issues in Designing a Hypermedia Document System: The Intermedia Case Study" (Nicole Yankelovich, Karen Smith, L. Nancy Garrett, and Norman Meyrowitz); "As We May Learn" (Stephen A. Weyer); and "NoteCards: A Multimedia Idea Processing Environment" (Frank G. Halasz); (2) Education: "The Shakespeare Project" (Larry Friedlander); "Cicero" (Bernard Frischer); and "Grapevine--An Excursion into Steinbeck Country" (Robert Campbell and Patricia Hanlon); (3) Television: "The Voyage of the MIMI" (Sam Gibbon with Kristina Hooper); and "Beyond Einstein--A Case Study in Interactive Television" (Thomas Anderson); (4) Publishers: "Multimedia Technology--An Encyclopedia Publisher's Perspective" (Peter Cook); and "Geography, Images, and Technology" (George Peterson); (5) Images and Interactivity: "Multimedia Technology Is for Casual, Everyday Use" (Steve Gano); "Stand By for Fun--Experience and Interaction" (Douglas Crockford); and "The Microsoft Multimedia Encyclopedia" (Suzanne Ropiequet); and (6) Thought Pieces: "Assuming That..." (Anne Nicol); "A Layered Theory of Design for Optical Disc Software" (Mike Liebhold); "Links or Stories--A Compromise" (Bernard Frischer); "Getting a Boost from the Real World" (Ted Kaehler); "Authoring with Hypermedia" (Carol Kaehler); and "Navigation in Large Knowledge Spaces" (Stephen A. Weyer). A summary by Kristina Hooper concludes the proceedings. The text is supplemented by figures and illustrations, and some of the articles include references. (EW)

This paper describes how the computer program "Elections," was used to trace voting patterns during Super Tuesday, the U.S. presidential primary elections held on March 5, 1988. The voting results were entered into the computer as the primary returns were reported on national television. The computer mapping provided an improved means for ascertaining how aggregate votes were distributed. The voting data were entered at the county level, from primary candidates selected, and by votes compared through tracking of voting behavior. Five references and a one-page summary of the "Elections" program are included. (DJC)

To increase the connection between educational research and educational practice, a process called "curriculum reformulation" was used to incorporate recent advances in research on learning and instruction into science classroom experiences. The cognitive demands of a thermodynamics curriculum were successively refined while maintaining the same microcomputer based laboratory (MBL) software and the same basic experiments. The 13-week curriculum was reformulated four times, and each version was evaluated using the same criteria. Overall, a four- to ten-fold increase in student learning (depending on the criteria applied) was achieved as a result of reformulations based on cognitive research. The results showed that some suggestions from research offer promise for use in realistic settings and that other suggestions such as "offer multiple representations" are wrong or incomplete when applied in realistic settings. Includes a bibliography of 75 references. (Author/MVL)

Twenty-three conference papers focus on the use of information technology in Ontario's technical colleges and universities: "The Analytic Criticism Module--Authorial Structures & Design" (P. Beam); "Computing by Design" (R. D. Brown & J. D. Milliken); "Engineers and Computers" (P. S. Chisholm, M. Iwaniw, and G. Hayward); "Designing the CAL Screen: Problems and Processes" (R. Edmonds); "A Computer Aided Instruction in Dynamics" (H. Farazdaghi); "A Computer Assisted Curriculum Planning Program" (H. Farazdaghi); "RAPPI--Communications Networking in the Classroom" (L. Hazzan); "RAPPI--Open Door" (C. Hudel); "Computer Conferencing Systems: Educational Communications Facilitators" (C. S. Hunter); "Interactive Computer Art" (M. LeBlanc); "GEO-VITAL: Computer Enhanced Teaching in Geology" (I. P. Martini and S. Sadura); "Intentional Socialization and Computer-Mediated Communication" (E. K. McCreary & J. Ord); "Issues in the Development of Intelligent Tutoring Systems" (M. McLeish & K. Langton); "Which Objectives, Which Technologies? A Decision-Making Process" (C. Nash); "Library Instructional Module" (G. Pal, L. Rourke, and H. Salmon); "Computer-Assisted Language Learning (CALL) at the University of Guelph" (D. M. Paramskas); "Computer Literacy: A Practical Approach" (L. Pearce); "The EOP: Graphics & Teleconferencing" (J. Raymond); "Horticultural Production Systems Planning and Analysis" (J. W. Riekels); "The Impact of Interactive Video Teaching" (H. Schmidt); "The Use of the Veterinary Medical Information Management System (VMIMS) Database in Teaching" (T. Stirtzinger); "A Computer Science Summer Camp" (D. A. Swayne, J. VanDuren, and M. M. Shepherd); and "A Prototype Expert System for Teaching Brain/Behaviour Relationships" (M. Szwarc, S. Bandyopadhyay, G. Lasker, and D. Reynolds). References are provided in each of the papers. (GL)

This report is the product of a symposium which examined the current knowledge base of technology use in special education and identified aspects ready to be transferred into the practical setting. Presentations revolve around students with low-incidence disabilities: severe physical and severe cognitive impairments, and those impairments in combination with severe sensory impairments. Six areas of research are addressed: choice making through environmental control, means of accessing instruction, alternative and augmentative means of communicating, information feedback in instructional design, graphics in instructional design, and speech technology. The research focuses on hardware design, software design, pedagogy embodied in those designs, teaching procedures to effect optimal use, and the outcomes that the designs serve. The report concludes with a discussion of the barriers that seem to limit the transfer of the research into practice and potential solutions to those barriers. Includes almost 150 references. (JDD)

Computers have effected a comprehensive transformation of chemistry. Computers have greatly enhanced the chemist's ability to do model building, simulations, data refinement and reduction, analysis of data in terms of models, on-line data logging, automated control of experiments, quantum chemistry and statistical and mechanical calculations, and information storage including retrieval and the capacity for dynamic visual display. A recent conference addressed itself to the following aims: (1) provide a national forum for the impact of computers on chemistry; (2) encourage more investigation on computers; (3) make known the present status and the potential of computer-assisted instruction (CAI) in chemistry; and (4) inspire further examination of the chemistry curriculum in light of recent advances in computer technology. The conference report is a collection of 80 papers divided into the following categories: data fitting; curve fitting and band analysis of spectra; structure determination; CAI; computer technology in theoretical chemistry; chemistry curriculum development; communications in the field of chemistry; computer control of experiments; the use of A Programing Language (APL) in the undergraduate curriculum; and information systems. (EMH)

This document contains 47 selected papers from the 1995 International Visual Literacy Association (IVLA) conference. Topics include: the cultural significance of tombstone iconography; the predicted impact of multimedia on education and entertainment; the effects of digital imaging on the art of photography; visual representation of the structure of the Internet; the semiotics of World Wide Web homepage icons; anthropomorphizing the user interface; graphic organizers for teaching literacy strategies to at-risk students; visual aids in food safety education; visually translating educational materials for ethnic populations; visual representations of student assessment; the impact of cover art in young adult books; effects of computer visual appeal on motivation in learning; design issues in instructional virtual environments; the aesthetic-emotional response to media at odds with principles of critical viewing; impact of cognitive aspects of human-computer interaction on application design; visual aids and elementary creative writing; women in cyberspace; educational holograms; image maps on the World Wide Web; lessons learned in the development of an interactive multimedia CD-ROM; adaptation of a visual readability instrument to multimedia materials; instruction with digital photography; and electronic performance support systems; what teachers should know to teach students to author hypermedia; formative evaluation and World Wide Web hypermedia; computer animation in the English as a Foreign Language (EFL) learning environments; and using visuals to develop a reading vocabulary. (BEW)

Teaching methods have been developed and tested that encourage students to process information and refine their thinking skills. The information processing model is known as the Integrative Teaching Model. By combining the computer technology in the HyperCard application for data display and retrieval, instructional delivery of this teaching model can be enhanced. Improved focus and attention of students are definite advantages gained when instructors use a hypermedia graphic organizer for the lesson's content. The instructor can also appreciate the subsequent data modification capabilities that HyperCard affords and the easy material storage of charts, maps, or graphs. For example, HyperCard can enhance a lesson plan on the interpretation of bar graphs and the conclusions that can be drawn from the information in bar graphs, by providing examples of such graphs and computer graphics of the sources the data are taken from. (7 references) (DB)