Advances in Computer Assisted Learning. Selected Proceedings by P. R. Smith

By P. R. Smith

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Addison-Wesley (1982). 8. , Seeing if believing. A guide to the evaluation of educational computer programs. T. Research Information for Teachers, No. 2 (1983). 9. Hofmeister A. , Microcomputers in perspective. Exceptional Children. 49, 117 (1982). 10. Vanderheiden G. C , The practical use of microcomputers in rehabilitation. Bull. Prosthetics Res. 19, 1 (1982). 11. Vanderheiden G. C , Computers can play a dual role for disabled individuals. Byte 7, 138 (1982). 12. Jay T. , The cognitive approach to computer courseware design and evaluation.

Together, these can suggest optimal cue treatments, such as motion, graphics, text only, and/or animation for the various learner subgroups. With information on learner characteristics, hierarchies, and critical discriminations, the S M E and instructional developer then develop specific objectives for each lesson segment and target group. Test questions are subsequently generated for the objectives in the segments. Feedback and remediation strategies also are planned at this time. Creating the message treatments within each segment is the next design task.

Dual air cushion or rocking lever switches) connected to the games control port of the computer. Teachers, during initial set-up of each program have the option to select: (1) The speed at which the scanning system can operate. This speed may range from one to ten second intervals between scanning from one screen location to the next, (2) The choice of inputting mode. If the word " k e y b o a r d " is typed in response to the relevant question, the program assumes that responses are to be made from the keyboard; if any other word is entered the program expects input to be made using switches on games paddles zero and one.

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