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The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets. [This content is provided in the format of an e-book.]

The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary. Conventional methods used to anticipate technological change and changing skill needs, such as skill surveys and forecasting, have limited scope to provide insights into emerging trends. With the increasing use of big data and AI methods, analysts have new real-time tools at their disposal. Skill foresight techniques are also increasingly used to gauge in-depth stakeholder information about future technologies and skill needs. A series of Cedefop guides aims to inform analysts and policy-makers about available skills anticipation methods used to navigate through the uncertainty of changing technologies and skill demands. This third practical guide focuses on technology and skill foresight methods. [Cedefop wishes to acknowledge the research and services of its contracted institution, the Fondazione Giacomo Brodolini (FGB) (lead partner) in consortium with Economix Research and Consulting, Cambridge Econometrics Ltd, and Panteia B.V. For Cedefop Practical Guide 1, see ED613871. For Cedefop Practical Guide 2, see ED613872.]

The rise of Industry 4.0 and the digital economy has highlighted the need for the general workforce to hold digital skills. But what are the implications for vocational education and training (VET) educators in ensuring the workforce is appropriately skilled? This guide highlights the implications for VET educators of the increasing need to include digital skills in VET delivery. A forum convened by National Centre for Vocational Education Research (NCVER) in late 2019, "VET's response to Industry 4.0 and the digital economy: what works," has helped shape this guide. Participants at the forum included representatives from Skills Service Organisations, members of the Education IRC, industry, provider and practitioner-related bodies, policy-makers, and relevant researchers. A companion 'good practice guide' has been developed for VET provider and policy-makers focusing on the incorporation of digital skills into VET delivery. [For the companion good practice guide, see "Incorporating Digital Skills into VET Delivery. Good Practice Guide" (ED605895).]

Despite increasing college enrollment and growing diversity of the college student population, college completion rates are low. Many colleges are exploring ways to leverage technology to improve student retention and increase the educational options for and success of their diverse student bodies. Web-based course or learning management systems and instructional technology centers can be found on almost every U.S. college campus. Colleges are even ranked based on the quality of their technology infrastructure and connectivity. Off campus, technology allowed more than six million college students to take online courses in the 2015-2016 school year. Colleges are using technology to improve the quality of student learning; make active and engaging learning available throughout institutional offerings; and help students become more successful learners. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, focuses on promising uses of technologies associated with improving postsecondary student learning outcomes. This practice guide makes five evidence-based recommendations around how to use technology to support postsecondary learning. Each recommendation includes examples of technologies and how to implement them, advice on how to overcome potential obstacles, and a summary of the research evidence that supports the recommendation. It provides higher education instructors, instructional designers, administrators, and other staff with specific recommendations for supporting learning through the effective use of technology.

Even before the COVID-19 pandemic upended the U.S. education system in spring 2020, another persistent, pernicious pathogen had long plagued American society: inequitable educational outcomes on the basis of income, race, and ethnicity. This is especially true for postsecondary access and attainment. Research shows the benefits of postsecondary attainment to individuals, communities, states, and the nation at large. But those benefits will be hampered by the inequitable pattern of attainment currently observed across the country. This guide will primarily interest district and school leaders looking for the clearest, most concrete ways to keep students on a postsecondary pathway after they graduate high school. But school counselors, teachers, and community partners will also find the approaches valuable and familiar. The approaches include: (1) Understanding students' postsecondary intentions and needs through survey data; (2) Obtaining and analyzing postsecondary outcomes data from the National Student Clearinghouse; (3) Increasing access to financial aid by improving Free Application for Federal Student Aid (FAFSA) completion rates; and (4) Examining current activities around fall milestones, and pivoting to virtual where possible. Each section of the guide includes questions stakeholders should ask and a curated slate of related resources. Each of the sections includes a rationale, questions to ask, and the best available resources. The education field will likely be asked to do more with less over at least the next few academic years.

The Guide to Blended Learning is an introduction using technology and distance education teaching strategies with traditional, face-to-face classroom activities. This Guide has been designed to assist teachers adopt blended learning strategies through a step-by-step approach taking constructivist and design-based approach and reflecting on decisions taken to provide authentic learning experience in their own contexts. It provides a general discussion of types of blended learning in reference to the level of education, the needs of the students, and the subject being taught. This discussion and associated activities also review pedagogy, materials, and technology usage. Divided into eight chapters, each of these provide an overview video that triggers learning events for the teachers to focus and work on implementing blending learning. [This guide was written with Dan Wilton.]

Understanding the concept of the sampling distribution of a statistic is essential for the understanding of inferential procedures. Unfortunately, this topic proves to be a stumbling block for students in introductory statistics classes. In efforts to aid students in their understanding of this concept, alternatives to a lecture-based mode of instruction have been introduced in the literature with some of these approaches using in-class activities, simulations using statistical software, and web-based applets. In this article, the use of statistical software, for the purpose of illustrating sampling distributions, is revisited through the use of Minitab macros, an approach that has not been observed in the literature. The result is a user-friendly way for students in introductory statistics classes to explore the concept of the sampling distribution of a statistic. Although the focus of this article will be on the sampling distribution, the methods described here are applicable to instruction of other statistical concepts. including confidence intervals and power. (Contains 4 figures.)

The purpose of this study was to use realistically simulated data to evaluate various CAT designs for use with the verbal reasoning measure of the Medical College Admissions Test (MCAT). Factors such as item pool depth, content constraints, and item formats often cause repeated adaptive administrations of an item at ability levels that are not matched to its difficulty, in which case the model-data misfit, if existing, might contribute to bias in examinees? final ability estimates since the data generated from the model might not represent the real response patterns of examinees. By incorporating the model-data misfit into adaptive testing simulations, this study introduced a simulation methodology in a real-world situation to address this important issue. The CAT simulations that were carried out suggested that measurement precision equivalent to the current paper-and-pencil MCAT Verbal Reasoning test could be achieved with a 32-item adaptive test based on the 2-PL or 3-PL models. Although the 2-PL and 3-PL simulations made slightly less uniform use of the item pools, the differences between these models and the 1-PL model were surprisingly small. The results showed that when there was considerable amount of model data misfit, the model-based simulations gave smaller CSEMs at certain ability levels, which are misleading. The empirically-based simulations provided a more reliable way of evaluating a CAT design before it's implementation. An administration of a 2-PL CAT with reliability comparable to P&P reliability using almost half the P&P test length is a very positive finding of the study. The use of a 2-PL instead of a 3-PL model is recommended because of the simplicity of the 2-PL model. (Contains 37 tables.) [This paper was also presented at the Graduate Student Research Panel of American Association of Medical Colleges (Washington, DC, October 11, 2002). Research finalized in 2004.]

Digital information can be lost for a variety of reasons, including magnetic decay, format and device obsolescence, human or system error, among many others. A solution is to build an archival repository, a system capable of storing and preserving digital objects as technologies and organizations evolve. Designing an archival repository is a complex task because there are many alternative configurations, each with different reliability levels and costs. This paper studies the costs involved in an archival repository and introduces a design framework for evaluating alternatives and choosing the best configuration in terms of reliability and cost. The paper also presents a new version of the simulation tool, ArchSim/C, that aids in the decision process. The design framework and the usage of ArchSim/C are illustrated with a case study of a hypothetical (yet realistic) archival repository shared between two universities. (Contains 12 references.) (Author/AEF)

This participant workbook on electronic aid offices is intended to be used in a two-day workshop that provides hands-on computer instruction and addresses regulatory requirements for participating in electronic processes of the U.S. Department of Education (ED). The materials encompass eight training sessions that cover the following topics: How ED communicates with schools; setting up the electronic office; electronic application processing; determining student eligibility; managing Title IV funds electronically; reporting; managing the data systems; what's on the horizon; and how to access ED services. Specific contents cover: ED-designated processes with each deadline date; technical specifications for ED-required electronic processes; the functions of different data processing systems and how schools interface with the system; student financial assistance program Web sites; a checklist for implementing new electronic processes; a chart showing the electronic flow of applicant data; setting up a browser; actual sections of financial aid reports; case management regulations; notification requirements; loan counseling requirements; and reporting payment data for different student financial aid programs. The materials include simulations, various illustrations and flow charts, reference sources for each session, and a glossary. (SW)

These instructions describe the use of BRIDGE, a computer software simulation model that is designed to compare the costs of expanding a college campus using distributed instruction (television or asynchronous network courses) versus the costs of expanding using lecture/lab type instruction. The model compares the projected operating and capital costs of the two types of campuses over a period of years, with cost projections based on the values of approximately 100 parameters that describe the general context of the simulation, and the resource requirements and associated costs of the lecture/lab and mediated campuses. The instructions provide a step-by-step guide to using the BRIDGE software, including the adjustment of default settings. Five appendixes provide information on the implications of various combinations of remote sites and campus course-sharing options, average section enrollment versus average annual enrollment, faculty salary calculations, distribution of faculty effort, and BRIDGE the web site. (MDM)

Prepared by the manager of a virtual reality (VR) laboratory at North Carolina's Haywood Community College, the three papers collected in this document are designed to help instructors incorporate VR into their classes. The first paper reviews the characteristics of VR, defining it as a computer-generated simulation of a three-dimensional environment, the contents of which can be viewed and manipulated by users. This paper also discusses the range of immersion that users can feel in the environment and methods for achieving that immersion, methods for tracking user and environment position and orientation, VR input devices, the use of sound and tactile feedback, and professional applications of VR. The second paper describes the following steps in planning a VR system: (1) defining the desired application--including the level of immersion desired, viewing and input devices, and position and orientation tracking capabilities; (2) assessing institutional resources and capabilities; (3) choosing VR development software, taking into consideration geometry creation and editing, programming requirements, peripheral and network support, system requirements, and portability; and (4) selecting appropriate hardware to manage peripheral devices, such as graphics cards, head-mounted displays, and tracking devices. The final paper describes VR courses taught at HCC, reviews past projects, and discusses current and future VR development. A list of Web addresses for VR-related companies is attached. (BCY)

Geographic Information Systems (GIS) integrate computer hardware, software, data, and the human mind to bring new perspectives to creative problem solving. The power of GIS is in adding a graphic, spatial dimension to problem solving. Still an emerging technology for most libraries, GIS can be expensive, entails a steep learning curve, and consumes large quantities of computer space. However, strong partisans claim it has already revolutionized the way people look at the world and will solve the world's problems. Most libraries are considering not whether they will offer GIS-based services, but how they will offer them. This report discusses some of the critical choices library planners must make: (1) what kind of service to provide; (2) how to build the collections; (3) staffing the GIS services; (4) learning and educating others about GIS; (5) how and with whom to form partnerships; (6) how and where to store data; and (7) how much it will cost. Based on interviews with 26 information professionals, "Reports from the Field" are presented on GIS-based services at 20 academic and public libraries across the United States. Contact names and information are provided for almost all of the libraries discussed. Future trends in GIS services are identified. (SWC)

This report of a study at the University of Maryland describes an international, interactive, and interdisciplinary project for first- and second-year students, which combines a large lecture format with small-group, seminar-type sessions organized around a computer-assisted simulation model, the International Communication and Negotiation Simulation (ICONS). Students learned about negotiation strategies through case studies and materials on cross-cultural communication. Strategies were tested in a customized "New Europe Simulation," which features participation from a variety of central and eastern European universities. In addition to focusing on international issues such as trade and the environment, the project involved group decision making as students acted as negotiators for nations other than their own. Students also learned to use technology, including Internet resources and real-time computer conferencing. The simulation experience and the active-learning model were disseminated to other U.S. campuses. Evaluation results indicate high student involvement and identification with simulation roles and international perspectives, and excellent learning from the small group and networking aspects of the project. A course syllabus and other course materials are appended, along with articles about the project, and a list of participating institutions. (SW)

Virtual reality is an immersive, interactive medium that manipulates the senses in order provide users with simulated experiences in computer-generated worlds. The visual design of virtual reality is an important issue, but literature has tended to stress the medium's instructional potential rather than setting forth a protocol for designing virtual environments. Furthermore, virtual reality is often considered a solution in search of a problem instead of a viable instructional tool. To counteract this notion, a study of technology designers, media experts, and instructional designers was conducted to share ideas and generate data regarding what constitutes an Instructional Virtual Environment (IVE), when one should be used, how best to design one, who should be involved in the design process, and how to evaluate one. Three rounds of Delphi surveys were administered by electronic mail, resulting in expert consensus on several points. Virtual reality (VR) is defined by the computer-mediated experiences it provides, and while it must be interactive, it does not require full immersion. VR should be used in educational situations requiring experience in particular settings, especially to present spatial or abstract information because of the advantages of sensorial feedback. The design of IVEs should consider constructivist learning principles, require a high level of user interaction, and support mastery learning. The design process should involve multi-disciplinary teams, including instructional designers, subject matter experts, end users, computer experts, ergonomic specialists, and artists. Finally, evaluators should study IVEs very thoroughly, examining all aspects of the environment and using many different methods. Qualitative data, focus groups, and comparative analysis are recommended directions for future study. (Contains 29 references.) (BEW)

This 8-week interdisciplinary unit for fourth- and fifth-grade students helps children address the U.S. westward expansion in the 1840's using the interactive software program, The Oregon Trail. The unit provides connections to literature, geography, computer/mathematics skills, language arts, and research skills. The work is done in cooperative groups over the course of the unit with a variety of assessment strategies suggested. Worksheets, handouts, and student materials are included. Upon completion of the unit students will be able to: (1) locate and identify the states along the Oregon Trail; (2) identify reasons for westward expansion; (3) gain a basic understanding of some of the native North American culture; (4) participate in collaborative group activities; and (5) demonstrate knowledge of life in the 1840s--food, clothing, families, etc. Selected bibliography contains 32 items. (EH)

There is a lot of educational software on the market, but little of it can be said to be revolutionary. Despite all the talk about education and computers, the educational software revolution has yet to begin. All educational software can be placed in categories of games (edutainment), simulations, reference software, and tutorials. Choosing excellent software is also complicated by the buzzwords that current advertisers use, including multimedia, edutainment, interactivity, CD-ROM, and graphics. Beyond these buzzwords, there are some real criteria for excellent software as follows: (1) symbolic graphics; (2) adaptability; (3) student control; (4) the medium matched to the content; (5) relational content; (6) hierarchy of instruction; (7) thorough treatment of the content; (8) knowledge of results (feedback); and (9) predictable results. The production of excellent software requires a technology (in the sense of techniques or methods, rather than devices) that includes knowledge representation, instructional design, and media application. (SLD)

A series of computer simulations was run to measure the relationship between testlet validity and the factors of item pool size and testlet length for both adaptive and linearly constructed testlets. Results confirmed the generality of earlier empirical findings of H. Wainer and others (1991) that making a testlet adaptive yields only marginal increases in aggregate validity because of the peakedness of the typical proficiency distribution. Findings suggest that if a linear test is constructed from a much larger calibrated item pool, it can compare quite favorably to an adaptive test. The larger the selection of items from which the test is built, the better the final result. (Contains one figure, four tables, and seven references.) (Author/SLD)

This paper discusses two software packages used in kinematics courses at Purdue University, Calumet (Indiana) and some algorithms written by students for cam design. The first software package, 4BAR, requires the user to define the particular four bar linkage in terms of lengths of the individual links and the angle and distance to the coupler point. Once the linkage has been defined, the user is free to select different options which will analyze various aspects of the linkage. The options are as follows: (1) coupler curve point; (2) table of output; (3) transmission angle; (4) animation; (5) position; (6) velocity; and (7) acceleration. The second software package, CADAM, allows the user to test the motion of a mechanism to verify that it works as designed. The program allows the user to construct and modify mechanisms, delete existing linkages, animate the motion of the mechanism, and display the motion coordinates of the mechanism on a graph or table. Figures and graphs are included to show some of the capabilities of both software packages. A sample of a computer project in which students were asked to write a computer program that could calculate and generate a cam profile is also included. The problem statement and a diagram that were part of the assignment and a computer program (in both BASIC and FORTRAN programing languages) are also provided. (KR)

This guide for using computers in the whole language classroom provides teachers with practical ideas for the use of computers to promote group interaction and cooperative learning, including: (1) software webs to assist theme development; (2) pre-computer activities to motivate students; (3) computer activities to develop software competence; (4) post-computer activities to reinforce learning; (5) matrices and checklists to use as evaluation tools; and (6) suggestions for initiating school projects and community events. Planned for teachers at the elementary level, grades one through eight, the guide is divided into 11 chapters: (1) Cooperative Learning with Computers; (2) Equipment and Materials; (3) Human Factors; (4) Using Software Across the Curriculum; (5) Using Theme-Related Software; (6) Integrating Computers with Whole Language; (7) Graphics/Text Software and Whole Language; (8) Word Processing Software and Whole Language; (9) Simulation Software and Whole Language; (10) Classroom Activities; and (11) Beyond the Classroom. A glossary, a list of software, a list of software publishers, and an index conclude the guide. (12 references) (DB)

This monograph attempts to show the importance of bringing marine biology into science classrooms, discusses what makes the ocean so important and explains why oceanography should be included in the science curriculum regardless of where students live. Section I, "Getting Started," includes discussions on the following: (1) "Why Marine Biology?"; (2) "An Action Agenda for Aquatic Education"; (3) "Investigating Inland Marine Heritage: Scientific & Technological Aspects"; and (4) "Supermarket Marine Biology (Or: how to obtain marine realia)." Section II, "Activities: Marine Biology," includes activities on the topics of setting up a marine aquarium, the anatomy of a crab, climbing behavior of the salt marsh snail, bioacoustics in cetaceans, resource partitioning, estuarine systems issues, and fishery management. Section II, "Activities: Marine Chemistry, Geology, & Physics," includes activities on the topics of the nitrogen cycle, beach erosion, groundwater, watersheds, and the tides. Section III, "Resources," describes tutorial software, simulation software, microcomputer-based labs, and general application software that can be used in the marine biology classroom. This section also describes marine science programs found across the United States and ways in which teachers and media specialists can work together to help students gain a better understanding of the global importance of the oceans. (KR)

The purpose of this notebook is to assist educators who are designing and implementing inservice education programs to facilitate the effective use of computer integrated instruction (CII) in schools. It is divided into the following five sections: (1) Effective Inservice (a brief summary of inservice literature focused on inservice dimensions and design principles); (2) Background Information (an overview of computers in education and a discussion of the roles of computers in problem solving); (3) Initiating/Planning an Inservice (suggestions for preliminary planning and activities and a sample timeline for those activities); (4) An Eight-Session Social Studies Inservice (2-hour sessions cover an introduction to databases, database management systems, making your own database, an introduction to computer simulations, another simulation, teacher productivity tools, graphing to represent data, and problem solving, telecommunications, and closure); and (5) Instruments and Evaluation (a variety of instruments for needs assessment, formative evaluation, and summative evaluation). Each 2-hour science inservice session contains some or all of the following: narrative overview, script (topics, objectives, materials, activities), timeline, handouts, and readings. References are listed throughout the notebook and a software bibliography is included in section 4. (DB)

This paper describes the use of interactive, Physlet[R]-based curricular material designed to help students learn concepts of thermodynamics with a particular focus on the use of kinetic theory models. These exercises help students visualize ideal gas particle dynamics and engine cycles, make concrete connections between mechanics and thermodynamics, and develop a conceptual framework for problem solving. Examples of curricular material from thermodynamics will be presented as well as the Web address for its download. (Contains 7 figures and 7 footnotes.)

Describes a project involving the development, application, and evaluation of a virtual chemistry laboratory (VCL) that involves basic step-by-step laboratory procedures and simulates real laboratory activities. Presents the program in terms of tutorial, VCL, and evaluation, and a section that allows instructors to create their own tests. (KHR)

Maximum likelihood and Bayesian estimates of proficiency, typically used in adaptive testing, use item weights that depend on test taker proficiency to estimate test taker proficiency. In this study, several methods were explored through computer simulation using fixed item weights, which depend mainly on the items difficulty. The simpler scores involve averages of the weights of the items answered correctly, sometimes also including average weights for the items answered incorrectly. Results show that the root mean squared error for the fixed-weight scores are somewhat larger than those for maximum likelihood scores. The fixed item weights require some adjustment to estimate extreme values of proficiency accurately. Three appendixes contain details of scoring procedures, quadratic adjustments to extreme item weights, and a set of computer programs for simulations. (Contains 10 figures, 3 tables, and 4 references.) (Author/SLD)

Shows how some of the simple ideas in complexity can be investigated using a spreadsheet and a macro written in Visual Basic. Shows how the sandpile model of Bak, Chao, and Wiesenfeld can be simulated and animated. The model produces results that cannot easily be predicted from its properties. (Author/MM)

Explains the capture-recapture method which is used to estimate population size by researchers. Uses a computer simulation game to teach students the capture-recapture method of population size estimation. (Contains 24 references.) (Author/YDS)

Explores the use of computer simulation/modeling programs for teaching a variety of science concepts. (Author/CCM)

Finds that computer simulations can be used to visualize the processes involved with lunar tides. Technology adds value, thus opening new paths for a more distinct analysis and increased learning results. (Author/CCM)

Experiments in an accelerating frame are hard to perform. Illustrates how simple computer software allows sufficiently rapid and accurate measurements to be made on an arrangement of weights and pulleys known as Atwood's machine. (Author/CCM)

Evaluates first-year college students' perceptions of molecular modeling. Examines the effectiveness, integration with course content, interests, benefits, advantages, and disadvantages of molecular modeling. (Author/CCM)

Shares some reflections about using simulations on the Internet to teach statistics. Discusses problems of learning statistics, Internet terminology, statistical resources on the Internet, interactivity, and problems related to the use of Internet resources. (ASK)

Advocates using computer-simulated learning environments to allow students to develop their own problem-solving rules when it comes to collecting and evaluating scientific data. Describes the use of "Identibacter interactus" to simulate identification of an unknown microorganism. (WRM)

Describes Wavemaker, a simulation environment developed to graphically reveal the behavior of periodic systems using a series of increasingly sophisticated visual tools. Results indicate that the software is helpful in connecting real to simulated systems. (Author/CCM)

Describes how to combine computer-assisted learning with collaborative learning in an introductory chemical engineering course in process dynamics and control. Discusses participants' impressions regarding the effectiveness of the approach. (WRM)

Describes changes in scientific research methods that have been brought about by the use of computers. Presents an example of the falling of a body in a fluid to show students how computers can be used to experiment with mathematical models and to automate experiments. Contains 11 references. (Author/WRM)

Offers a relatively simple analysis of the asymmetrical "sticking" and rolling behavior of two balls, one steel and one rubber, on an incline. Describes an Interactive Physics (TM) simulation designed to study the problem and gives rough experimental results. (WRM)

Presents five models of the human body as a mechanical system which can be used in introductory physics courses: human arms as levers, humans falling from small heights, a model of the human back, collisions during football, and the rotating gymnast. Gives ideas for discussions and activities, including Interactive Physics (TM) simulations. (WRM)

Describes the developmental process used to visualize the calcium ATPase enzyme of the sarcoplasmic reticulum which involves evaluating scientific information, consulting scientists, model making, storyboarding, and creating and editing in a computer medium. (Author/CCM)

This state-of-the-art report on interactive video and instruction begins with a brief review of the current status of technology and technology transfer in schools. The nature of interactive video is then considered, including instructional applications of the technology and the components of an interactive video instructional system. Discussion of interactive video systems in the classroom provides a holistic view of computers and imagery in instruction together with a summary of implementation issues related to six components of such a system, i.e., video monitors, computers, software, interface devices or cables, videodisc or videotape data, and videodisc or videotape players. Five examples of classroom applications are then described: (1) Laser Learning Reading Program for teaching middle grade students reading comprehension; (2) Target Interactive Project (TIP), alcohol and drug education; (3) Project CENT, consumer education; (4) the National Gallery of Art Program; and (5) Project Interact, which is designed to help teachers transfer interactive technology into classrooms across all subjects and grades. The effectiveness of interactive video systems is then explored in the context of research on computer-based instruction and research on interactive video, and an agenda for future interactive video research is proposed. A look at some current and future developments in videodisc and interactive video technologies and their role in the school of the future concludes the report. (74 references) (DB)

Three separate curriculum projects were developed to help secondary school educators to teach about the People's Republic of China. "How does China feed its one billion people?" (Susan Ember) is a lesson plan that seeks to make students aware of the dilemma of food supply and shortages in poor, underdeveloped countries. "The history, geography, and language of China," (Dennis D. Smith) provides middle school teachers with a resource guide for the delivery of an exploratory unit of China. "China Connection: A computer simulation game" (Patricia Wasley and Micki McKisson) presents a sample of each of the component parts of a computer simulation game designed to encourage higher level thinking skills and greater global understanding while teams of students engage in simulated travel through four cities in China via the computer. Sections from the teacher's travel guidebook, the student's travel guidebook, and from information contained in the computer are included in order to demonstrate how the game works. (DB)

Two methods for solving problems are presented, designed to help people overcome difficulties that often occur in the problem-solving process. One difficulty people have is in using their knowledge to reach the decisive solution idea. The proposed "method of description" for eliminating this difficulty is based on a directed enrichment of the problem space. It is presented both as it has been used with secondary school students and as a list of principles. A condensed computer program is also presented; the program automatically solves rather difficult problems by using this method in a small area of algebra and geometry. A second difficulty people have in following an alternative procedure to solve a problem is that they make circles around the problem. The method of "getting out of loops," used to generate new approaches to the problem, is described. (Author/MNS)

Developed to identify and qualitatively assess computer system evaluation techniques for use during acquisition of general purpose computer systems, this document presents several criteria for comparison and selection. An introduction discusses the automatic data processing (ADP) acquisition process and the need to plan for uncertainty through contractual flexibility. Current constraints in evaluating computer systems are identified. Decision factors which affect the choice of evaluation techniques are examined, including both agency-dependent factors and general factors such as conformance with federal procurement regulations, accuracy, cost, perceived fairness/acceptibility to vendors, and ease of understanding. The following evaluation techniques are then appraised with regard to those parameters: proposal data analysis, applying experience of the evaluator(s), instruction timing analysis, rating charts analysis, analytic modeling and simulation, benchmarking (timed benchmark tests and functional demonstrations), and prototyping. Additional information on the use of evaluation techniques is included as well as appendices containing a three-page reference list, a list of organizational information sources, and additional guidelines on benchmarking. (Author/LMM)

A sequel to the booklet "How Computers Can Be Used in Education," this booklet begins by looking at ways in which computer-based learning (CBL) materials can be used in different types of instructional situations, i.e., mass instruction, individualized learning, and group learning. The design and production of four types of conventional CBL instructional materials are then examined: (1) number crunching (calculation) and data processing packages; (2) substitute tutor packages; (3) substitute laboratory packages; and (4) computer-managed learning packages. Guidelines for the production of interactive video materials conclude the booklet. Sample materials provided include an extract from a typical tutor-mode CBL dialog; models of drill and practice, tutorial, and simulation lessons; and a diagram of the features of an interactive video system. An annotated list of six items recommended for further reading is included. (MES)

Designed to offer direction for classroom teachers and administrators in the development of an exploratory computer literacy program for grades 9-12, this resource unit comprises four major sections, four appendices, and two resource lists. The introductory section provides information on the history of Hawaii's computer literacy program; cites its three parts--an exploratory component, a computer science component, and a vocational-technical component; states this guide's intent to address the exploratory component; and explains the foundations and rationale for the publication. The section on curriculum addresses such questions as: (1) where this new program will be placed in the curriculum; (2) the instructional modes that will be involved; and (3) the teaching methodology that will be used. Four examples of instructional modes--topic, tutor, tutee, and tool--are explained and prescribed for specific educational situations. Four guidelines are given to assist secondary schools in implementing the exploratory computer literacy program, and five models are listed for delivering exploratory computer literacy via courses, unit content, or computer laboratories. Curriculum guidelines include a taxonomy of goals, objectives, and student expectations for exploratory computer literacy in grades K-12. A scope and sequence chart condenses the taxonomy into essential phases and shows, for grades 9-11 and grade 12, the benchmark grade at which it is recommended that student expectations be met. The final section provides sample activities for classroom use within the major categories of entry level, language arts, mathematics, science, and social studies. Each sample activity includes suggestions for teachers on instructional mode, prerequisites, classroom management materials, time for activity, and teacher preparation. Appendices include an exploratory computer literacy framework, task force recommendations, a glossary of computer acronyms and terms, and bonus activities. Resources listed include teacher references and recommended periodicals, and related films and videotapes. (JB)

The expert system computer simulation detailed in this report is designed to investigate patterns of valuing in decision-making about dossiers of performance data used in teacher promotion evaluations. The knowledge base for the simulation consists of 111 questions organized into 117 rules. The questions and linked advice were derived from questionnaires completed by human judges of teacher dossiers, and the knowledge base is organized into sub-bases for five phases of dossier analysis: (1) preliminary screening; (2) analysis of nine individual data sources; (3) determination of data safety; (4) promotion decisions; and (5) comparison of two dossiers. This report lists the questions and rules for each of the nine individual data sources: (1) student achievement; (2) administrator reports; (3) other or unique data; (4) parent surveys; (5) peer reviews of materials; (6) professional activities; (7) student surveys; (8) systematic observations; and (9) teacher tests. It is noted that two judgments may be derived from the application of this system--to promote or to deny promotion, and the ranking of dossiers. The expert shell system used in this simulation design was MacSMARTS, and it was used on an Apple Macintosh microcomputer. (EW)

Designed to assist teachers who are not familiar with computer applications in elementary education, this guide provides information on personal skill development, computer terminology, software organization and evaluation, and troubleshooting. A tentative set of computer education objectives is outlined, and examples and strategies for effective classroom use are provided. Various programs and applications are detailed, including computer-assisted learning, simulation programs, problem solving and flowcharting, LOGO, word processing, keyboarding, database management, telecommunications and electronic mail, and electronic spreadhseets. The text includes one article reprinted from The Computing Teacher and is supplemented by worksheets for student use, charts, diagrams, and illustrations. Lists of eight recommended magazines and journals, 32 recommended software programs, and 14 recommended books are also provided. (EW)

Microcomputers can be used with simulation software to provide students both with experience in the "real world" of decision making and feedback on the decisions made. Such software allows individual students to choose the roles they wish to play from a menu of diverse roles and provides alternatives for them to consider for each decision to be made. The emphasis in simulation decision-making tends to be on the quality of the decision rather than right or wrong answers, i.e., some decisions are better than others. Simulation software for the classroom should be free of grammatical errors; provide students with the opportunity to respond frequently to stimuli; and be at the students' level of understanding. Teachers need to be knowledgeable about the subject matter, sequence of presentation, and the response students should make to the programs; be good managers of student time devoted to simulation usage; and utilize simulation programs with other instructional materials. Objectives for student achievement should address understandings, skills, and attitudes. Some educators recommend that teachers develop their own simulation programs; however, quality software is becoming more available, and the commitment of time and energy involved in software development are important considerations for teachers. A list of factors involved in the effective use of simulated materials to assist students in achieving higher cognitive level objectives concludes this paper. A sample software evaluation form is included. (RP)

The popularity of DIALOG database searching causes problems when requestors do not understand how the service operates or how to fill out a search request. This report describes the implementation of a computer-aided instructional (CAI) program, which was developed using the UTAH PILOT programming language, to convey basic information about DIALOG to students in the College of Nursing and Health Sciences at Winona State University. The program was designed to demonstrate how to do simple DIALOG searches in ERIC and biomedical databases on 5.25 or 3.5 inch disks in the computer laboratory. The CAI program was divided into three parts: (1) an introduction to DIALOG and the basic commands; (2) a brief review and a quiz; and (3) examples of an actual search in DIALOG. The CAI simulation was designed to allow students to learn about DIALOG services while fostering an appreciation of why some searches do not provide the desired results. It is noted that, although no students who had completed the CAI program had availed themselves of the opportunity to conduct an online search under librarian supervision, a definite improvement had been observed in both the number and the quality of the online search requests submitted from the College of Nursing. The report includes background information about DIALOG; a brief literature review; and discussions of the implementation of the program, pilot testing results and subsequent changes in the program, and the outcome of the project. The appendixes, which make up the greater part of the report, provide two examples from the CAI program and a copy of the complete instructional program. (12 references) (SD)

How microcomputers are to be utilized in on-going mathematics instruction is discussed. In the first section, the ideas of Skinner are considered in relation to microcomputer use. How computer-assisted instruction would appear when Skinner's programmed learning suggestions are followed is described, and other points of his philosophical beliefs are discussed. In the next section, the use of microcomputers for drill and practice is noted, with questions raised. The use of word processing in the mathematics curriculum and in particular in problem solving is next discussed. This leads to a discussion of the broader meaning of problem solving. The fifth section considers remedial work, with characteristics of useful software listed. Next, the usefulness of simulations is discussed, followed by sections on tutorial concepts, correlating mathematics with other curricular areas, computer managed instruction, and computer literacy. In-service education with computers is the subject of the final section, emphasizing teacher workshops. (MNS)