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Bennett College (North Carolina) has developed the use of an Integrated Computerized Instructional Support System (ICISS) featuring the use of large networked test-banks, a sophisticated test management system, application software, and multimedia. These materials are used both for interactive learning experiences in the classroom and for practice, drill, and tutorial in the computer laboratory. The system involves students in the learning process by providing interactive questions from the test-bank and visual presentation of concepts. The integration of test-banks for computer-based testing, textbooks, and electronic lecture notes allows the delivery of a variety of teaching methods and caters to a variety of learning styles. The ICISS has been set up on local area networks in two computer classrooms so that a variety of teaching/learning approaches can be used. Direct lecturing, writing on the board, class discussion, and seat work are combined with computer drill and practice and class projection of multimedia lecture materials. Learning lab activities and individualized use of these materials round out the entire teaching/learning package. At Bennett, the main use of the materials has been in teaching a variety of first- and second-year mathematics courses. (AEF)

This paper considers some practical concepts and ideas related to standardized test score improvement in general and specifically to the World Institute for Computer-Assisted Teaching (WICAT) Integrated Learning System (ILS) use. Previous research cited in this paper shows that, while teachers are the most important variable in ILS utilization, there are several increasing levels of teacher use of ILS labs, ranging from non-participatory, novice, practitioner, integrator, to extender. Another important issue in test improvement involves the potential match between the objectives/content of the test and the objectives/content of the material covered in class during the instructional year. This paper describes in detail both the stages of teacher use of ILS and the coverage of test material. The ILS prescription test, an approach that has not yet been tested for instructional effectiveness, is also described. It is concluded that ILSs can be powerful tools for teachers. (ALF)

This study investigated the effects of the first year of a state-of-the-art computer-based integrated learning system (ILS) on the learning and attitudes of students and the attitudes and technology skills of teachers. The ILS studied was the Wasatch Educational System, which was introduced in four elementary schools in the Metropolitan School District of Mount Vernon, Indiana, during 1990-1991. A total of 1,179 students and 120 teachers participated in the study. Scores of an additional 2,436 students from previous years were compared, making a total of 3,615 individual achievement tests used for the comparisons. Students were pretested on several criteria, including days absent from school, reading achievement, language arts achievement, mathematics achievement, the total achievement test battery, and cognitive skills index. Tests used for comparisons were the Indiana Statewide Test for Educational Progress for grades 1, 2, 3, and 6 and the California Achievement Test for grades 4 and 5. Among the attitudes tested were self-concept, attitude toward school, attitude toward computers, and skills students could do with computers, as well as total scores for all of these affective measures. Teachers were evaluated according to their attitudes toward instructional technology and teaching by an integrated learning system, and their skills in using instructional technology. Results were analyzed by a repeated measures analysis of variance. Almost all of the student achievement and attitudinal variables showed significant gains after the introduction of the ILS. Highly significant gains occurred in the teachers' perceptions of their ability to use computers and the ILS. The study confirmed that the ILS increased students' computer skills and attitudes and positively affected teachers' attitudes toward instructional technology. Appendices contain all statistical data, as well as the questionnaire survey instruments. (16 references) (DB)

Arguing that the evolution of intelligent tutoring systems better reflects the recent theoretical developments of cognitive science than traditional computer-based instruction (CBI), this paper describes a general model for an intelligent tutoring system and suggests ways to improve CBI using design principles derived from research in cognitive science rather than behavioral psychology. Differences between the two types of instructional systems are explained, and four major components incorporated in all intelligent tutoring systems are identified: (1) the user interface, which provides the means for two-way communication where the learner is engaged in some activity while the system is interpreting that activity in order to make a meaningful response; (2) the learner model, which is a representation of the errors or misconceptions that commonly occur when learners are exposed to the content; (3) the expert model, which is typically a database that represents the knowledge of an expert in the domain; and (4) pedagogic knowledge, which receives the results of a comparison of the learner's present knowledge state with knowledge in the expert model and makes decisions about what, when, and how information is to be communicated to the learner. Each of these components is then discussed in the context of design principles and general guidelines for designers of CBI derived from research in cognitive science and intelligent tutoring systems. It is concluded that, in order for developers of CBI to integrate these findings into their practice, a new perspective, which will require different assumptions about learning than the instructional design models currently in use, is necessary. (36 references) (BBM)

Based on the Computerized Vocational Information System (CVIS), Project DISCOVER was conceptualized in three parts: Guidance subsystem for direct use by individuals at three age levels (grades 4-6, grades 7-12, and adult) seeking career guidance; the counselor-support subsystem; and the administrator support subsystem. Guidance development and technical development were the two components of the project from July 1, 1974 to August 31, 1975. This report describes the project in two sections, according to its two components. Overall project objectives are contained in the first section (Guidance Development) along with a discussion of accomplishments, major activities and events, problems, and publicity activities. The second section (Technical Development) covers technical aspects of accomplishments, major activities and events, problems, publicity, dissemination, other activities, staff employment and utilization, and staff development. Modules which were developed and input into the computer system are described. Appendixes contain the following materials: Monthly progress reports, advisory board meeting minutes, guidelines for script preparation, field test site selection and evaluation plan, outline of inservice training program for counselors, contracts with publishers, plan for dissemination and maintenance of DISCOVER, budget, suggested division of funds, abstract and newsletter, DISCOVER system flowcharts, data base descriptions, administrative applications, and list of DISCOVER programming support functions. (TA)

The first formal author training course for the Tutor programing language and the use of the PLATO system was designed and conducted by the Military Training Centers (MTC) group. The course was developed according to thirteen cognitive and affective principles, and was used over a period of three years to train approximately 100 authors. This report contains a statement of the principles and a description of their implementation, including many examples from course materials. It also recounts the highlights and turning points of the author training course, reviews the basis for its modification, and examines the dilemmas encountered in teaching new authors to prepare computer-based instruction materials. Techniques for resolving some of these dilemmas are suggested. Also included is the course feedback from outside groups. This report is directed to instructors of new authors, developers of author training materials, and managers of computer-based instruction development centers. (Author/SC)

A study was conducted to refine a model Computer-Managed Information System (CMIS) that provides learning prescriptions based on students' learning styles and to identify specific problems concerning its implementation in other time-sharing environments. During the 1974-75 academic year, the CMIS that was constructed and tested the previous year at the University of Wisconsin-Stout was developed and refined. Visits with personnel in two vocational technical and adult education districts, and other contacts, revealed that considerable differences in computer software and stages of development of computer usage would restrict the implementation of the model. Efforts to promote the management of instruction based on learning styles should proceed according to the unique constraints at each computing environment and should include an initial emphasis on information storage and retrieval. The report includes objectives for an inservice course for teachers, a list of references, and a sample of the output from the system. (Author/RG)

The Automated Computer Science Educational System (ACSES) has been developed at the University of Illinois for the purpose of providing improved education for the large number of students taking introductory computer science courses. The major components of this system are: a library of instructional lessons, an interactive programing system with excellent error diagnostics, an information retrieval system, an automated exam and quiz system, and several lessons which judge student programs. This report briefly describes each of these components, as well as some ideas on programing language design resulting from this experience, and presents an evaluation of the use of the system over the past three years. (Author)

A model of computer managed instruction is reported which emphasizes the use of the Wisconsin System for Instructional Management (WIS-SIM) in classroom level decision making. Two major decision areas, specifying performance expectations and selecting appropriate educational experiences, were identified, and five major processes involved in WIS-SIM were specified: testing, achievement profiling, diagnosing, prescribing, and instructing. The WIS-SIM model was applied to two of the Wisconsin R & D Center's instructional programs--the Wisconsin Design for Reading Skill Development and Developing Mathematical Processes. A summary of the implementation schedule, identifying three successive annual applications of WIS-SIM is also presented. (Author/WH)

A computer-based system, called the FLOW system, was used in experimental studies of human learning. The student learns a simple computer language from printed instructions and can run his programs interactively on the FLOW system. An automated tutor simulates a human tutor who watches over the student and gives help when the student has difficulties. The system also records detailed protocols of the interactions among the student, the computer, the automated tutor, and the human tutor for later analysis. (Author)

One educational innovation that is receiving national attention is computer assisted instruction (CAI). The PLATO system developed at the University of Illinois (Urbana) is perhaps the most sophisticated CAI system. As with other CAI systems, it permits each student to learn at his own pace; it can provide precise feedback and remedial or advanced work depending on the student's performance; and it can serve as test, text, and tutor. Over the next few years, the Educational Testing Service will be evaluating CAI projects, including the PLATO Project at Kennedy-King College. The implementation strategy used at Kennedy-King will influence the reception of CAI by its faculty and students, and the project's success or failure may help decide the fate of CAI. The preliminary results of the project indicate that students who have used PLATO find the experience enjoyable and feel that CAI has helped them learn. If technical difficulties are overcome as expected, the PLATO Project will continue to be successful. (Appendixes provide the PLATO Schedule, Students' PLATO Evaluation, and Faculty Questionnaire.) (Author/DB)

A technique was developed to facilitate creating computer-based instruction (CBI) with a minimum of effort on the part of the author/coder, and the feasibility of using a structure which puts control of the lesson strategy into the hands of the student learner was investigated. A model which relieves the author of CBI strategy selection was developed for the PLATO IV system and was tested in two instructional situations: training students to use a multimeter to measure resistance and current flow, and assisting Navy mess management specialists in recipe conversion. Student performance using the learner control mode was compared to that of other students using the regular CBI method. Students using the learner control mode experienced a savings in training time, and the use of an authoring aid was shown to save time over other methods of lesson preparation. (CH)

The narrative portion of this report describes the results of a recent survey of the users of PLANIT, a computer language designed to make computer-assisted instruction easier and more accessible to the user who is inexperienced with computers. The survey shows that with recent revisions in the system, user satisfaction has increased, but areas of user discontent still exist. Methods are suggested to make the system more effective. Included in the appendix of this document are a description of the PLANIT system, a discussion of its potential uses in the field of instruction, and an information brochure regarding its availability. (EMH)

For the benefit of administrators and instructors, individualized instruction and the role of computers in managing it are outlined. Structural components of individualized instructional programs are identified, and the process of individualized instruction is described. A review of major computer-managed instructional (CMI) systems is provided, with the findings of the systems summarized. The Wisconsin System for Instructional Management (WIS-SIM) Model is then described in detail, including the instructional cycle, the use of individual student records, testing and test scoring, performance profiling, specifying performance expectations, diagnosing and identifying instructional needs, guiding the instructional process, and selecting appropriate educational experiences and settings. (SK)

The SOPHIE program, which implements mixed initiative computer-assisted instruction within a simulated electronics trouble shooting training laboratory interaction, has been extended in several ways. The language processor now accepts ellipses and other nonspecific requests and resolves these from dialog context. A help requesting facility has been provided which will suggest possible faults (based on the student's knowledge about the circuit at the time of request) which could explain the symptoms he has observed. The net effect of modifications is that a dialog is much more like a conversation with a very skilled tutor who can infer what a students means, based on a complete interaction session, and respond appropriately. The resulting program can be accessed through the ARPA network of computers. (SK)

Optimization procedures for a computer-assisted instruction (CAI) system were developed using iterative development and tests of a series of instructional decision models (IDM). The result was a total systems effort in which the instruction was carried on by a dialogue between a computerized tutor and the student. A profile of the student, student characteristics at the time the course began, a map of the structure of the subject matter, and within-the-course history of information exchanges between the student and the CAI program were the factors examined. As factors and decision rules were increased, the IDM's were extended and retested to isolate the most appropriate combination of elements for the next version. The resulting IDM is adaptive to the different needs of individual students. (CH)

The true state of the system described here is characterized by a probability vector. At each stage of the system an action must be chosen from a finite set of actions. Each possible action yields an expected reward, transforms the system to a new state in accordance with a Markov transition matrix, and yields an observable outcome. The problem of finding the total maximum discounted reward as a function of the probability state vector may be formulated as a linear program with an infinite number of constraints. The reward function may be expressed as a partial N-dimensional Maclaurin series. The coefficients in this series are also determined as an optimal solution to a linear program with an infinite number of constraints. A sequence of related finitely constrained linear programs is solved which then generates a sequence of solutions that converge to a local minimum for the infinitely constrained program. This model is applicable to computer assisted instruction systems as well as to other situations. (Author/CH)

This manual provides instruction in the use of TUTOR, the computer language used in the PLATO computer based education system. A preliminary lesson and the first seven chapters introduce the basic features of the language, and later chapters provide a more comprehensive understanding of the concepts involved. The text explains how to use the language to direct the computer to present displays, pose questions, judge responses, perform calculations, determine interconnections between units, and to branch to units relevant to user responses. The appendixes provide a summary of TUTOR commands and show procedures for editing in the TUTOR language. (EMH)

An investigation of learning styles was jointly conducted by the Fox Valley Technical Institute and the Center for Vocational Technical and Adult Education at the University of Wisconsin at Stout. After a study of learning styles, a computerized model to manage an instructional system was developed. Analysis of information necessary to manage a learning-styles-based instructional system was used to develop a model consisting of learner-instructor-computer interactions. A series of computer programs written for a time-sharing system were designed according to the model, and the computer management system was tested using a basic physics program. (CH)

The Advanced Simulator for Undergraduate Pilot Training (ASUPT) was designed to investigate the role of simulation in the future Undergraduate Pilot Training (UPT) program. The problem addressed in this report was one of integrating two unlike components into one synchronized system. These two components were the Basic T-37 Simulators and their various subcomponents developed by Singer under another contract, and the Computer Image Generator (CIG), developed by General Electric. This integration included not only the physical mating of the CIG system with the basic simulator computer, instructor-operator stations, visual displays, and cockpits, but also the computer software integration to make the visual scene correlate with the flight instruments and the real world. The selected approach to integrating the CIG system was one of planned organization. An Interface Control Document (ICD) was drafted early in the program which identified the hardware and the software interface between the two systems. The authors concluded that the success of this effort was in the organization and maintenance of the ICD and the advance planning for the integration of the computer systems. (Author/HB)

The design, development, test, and evaluation of an electronic hardware device interfacing a commercially available slide projector with a plasma panel computer terminal is reported. The interface device allows an instructional computer program to select slides for viewing based upon the lesson student situation parameters of the instructional strategy employed. Photographs and schematic drawings illustrate the interface circuitry. Appendixes cover the board layout, PROM pattern, parts list, wiring, and box connections. (Author/DS)

The University of Illinois' PLATO Elementary Program, which was observed and evaluated for two years, was the focus of Part 1. The major PLATO features were described and the PLATO elementary reading and mathematics demonstrations, representing attempts at sequential and concurrent hardware, software, curriculum, and implementation development of tutorial computer assisted instruction, emphasized. The PLATO staff was composed of volunteers because of the perceived importance of teacher commitment to the program. This method of selection caused several problems. The orientation of PLATO staff varied with implementer's views of proper teacher contribution to the program. Judgments on the effectiveness of teacher orientation and the relationship between that process and the eventual development of the innovation were inconclusive. In Part 2, the theoretical components of the degree of PLATO implementation and classroom observation were discussed. An effort was made to sketch the evolution of one of the observation instruments being employed to observe the effects of PLATO on the life of elementary classrooms, the conditions and hypotheses under which it has been developed and used, and one illustrative result concerning implementation. (BJG)

A review and evaluation was conducted of state-of-the-art findings and instructional theory directly applicable to the problem of developing instructional strategies for computer-assisted team training. Two major conclusions were drawn from the review and evaluation. The first is that a conceptual framework for a general purpose set of instruction strategies for team training does not exist. The second conclusion is that an Instructional Systems Development (ISD) approach must be developed for team training. The paper also describes the initial development for deriving team training instructional strategies. Three major elements were identified: (1) team task dimensions and team training objectives; (2) learner characteristics and strategies; (3) characteristics of the training delivery system used to implement the strategies. (Author/DAG)