Volume 9, Number 1, 1998
Contents
Abstracts
Rebecca Denning
Center for Cognitive Science The Ohio State University 1969 Tuttle Park Place, Columbus, OH 43210, USArdenning@cas.org
Philip J. Smith
Cognitive Systems Engineering Laboratory The Ohio State University 1971 Neil Avenue, Columbus, OH 43210, USAphil+@osu.edu
In this paper an interactive learning environment, The Biology Sleuth, is described. Inaddition to characterizing students’ interactions with this system, the underlyingdesign concepts and principles which were instrumental in developing the system arerelated in detail. Thus, a rationale for why the system was designed as it was ispresented, along with a description of the system itself. Finally, a series of threeformative evaluations, which were also critical in the maturation of this system, aredescribed. These evaluations provided additional information and insights which werecrucial in the refinement of the system to make it an effective environment for teachingproblem-solving skills to students at risk for academic failure.
Lorenzo Sommaruga and Nadia Catenazzi
Computer Science Department Universidad Carlos III de Madrid 28911 Leganés, Madrid, Spainlsommar@tin.it
This paper describes the Hyper Apuntes interactive learning environment, which is usedas a didactic support to a computer programming course taught in the Computer ScienceDepartment of the University Carlos III of Madrid, Spain. The interactive nature of thesystem allows students not only to study the material and see examples, but also to edit,compile and run programs, and to evaluate their learning degree. Hyper Apuntes consists ofthree main parts: theoretical contents, interactive exercises, and open discussion pages.The system has been installed on a Web server and is available to a group of students byusing Netscape in two different laboratories. Some results drawn from this experienceindicate that students are generally satisfied with the Hyper Apuntes environment. Theyfind it intuitive, useful, and easy to use. In addition, students’ suggestions andcomments have been used to improve the system.
Sue Stoney
Faculty of Business Edith Cowan University, Pearson Street Churchlands 6018, Western Australias.stoney@cowan.edu.au
Ron Oliver
Edith Cowan University, Bradford Street Mt. Lawley, 6050, Western Australiar.oliver@cowan.edu.au
As universities worldwide face the prospect of becoming more competitive andcost-effective, instructional designers are beginning to turn to interactive multimedia todeliver some of their courseware. At Edith Cowan University in Western Australia, aninteractive multimedia learning environment has been created for teaching share valuationand investment. The program has been designed to accommodate principles of self-paced,resource-based learning, while at the same time appealing to the affective domain of adultlearners. This paper describes the factors influencing motivation and engagement of adultsand discusses the eight learner attributes of immersion, reflection, play and flow,collaboration, learner control, curiosity, fantasy, and challenge, which were identifiedas being important in bringing about motivation and engagement. The paper goes on todescribe the learning environment called Principles of Financial Investment and the waysin which the eight attributes were incorporated. Finally, evaluation outcomes from initialstudies are described.
How Do Preservice Teachers Use Concept Maps To Organize Their CurriculumContent Knowledge?
Brian Ferry, John Hedberg, and Barry Harper
Faculty of Education University of Wollongong Wollongong NSW 2522, AustraliaBrian_Ferry@uow.edu.au
This paper reports on preservice teachers’ use of a concept mapping tool to createand modify concept maps about science-related curriculum content knowledge. The preserviceteachers who used the tool were planning science-based instruction that would be deliveredto an elementary school class. Data gathered from interviews, journals, and analysis ofthe concept maps constructed showed how the preservice students used the concept mappingtool to construct their curriculum content knowledge in the form of more powerfulintegrated patterns. It was also found that the process of concept map constructionenhanced preservice teacher skills in planning instruction.