面向软件工程专业的UI设计课程建设

人机交互技术涉及计算机科学、行为科学、工业设计和媒体研究等诸多学科,具有学科交叉的特点.用户界面(UserInterface,简称UI)是人机交互的重要研究内容之一.在软件工程专业开设UI(User Interface)设计课程,可使软件专业学生在软件开发同时兼具设计思维和产品意识,有助于实现跨专业融合的复合型软件工程...     

平板电脑在远程教育应用中的制约因素及发展策略

新媒体联盟《2012年地平线报告》指出,平板计算是未来五年可能影响教育发展最重要的六项技术之一。平板电脑由于克服了传统PC在时间、地点等方面的客观限制,一经问世,即抢占电脑市场,成为颇具前景的电子产品。它颠覆了以往PC已经成熟的Web模式,其多媒体特性、移动性、便捷的操作性以及资源分发模式,可能会对目前在线学习模式进行迭代和补充,促进远程教育教学发展,因此受到国内外广泛关注。目前,平板电脑在远程教育中的应用已经涉及数字阅读、视频公开课、电子教材、电子书包等多方面,但由于普及率、资源开发成本、交互屏障、消费意愿等综合因素,其在远程教育中的广泛应用还没有形成整体的成熟方案和模式,还需要远程教育机构、教学设计者、软件开发者及决策部门实践创新破局,构建符合各类学员特点,更方便易用、大众化的全民教育、终身教育的远程教育模式。     

Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis

This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed.     

Maximising the language and learning link in computer learning environments

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.     

Handling Quiz-based tests with TEX macros

As part of an electronic educational material based on the Quiz technique, a set of TEX macros has been designed to process many examination and self-test files on personal computers (PCs). Once the Quiz answers have been stored by the students on appropriate answer-files, quick assessment can be automatically realized. So, it becomes easy to keep track of scores on computer files, and to perform an analysis of Quiz results via histograms. In part, this last feature allows one to increase the quality assurance of a teacher's work, because students' knowledge can now be evaluated from reference tests     

Optical computing

Optics has been used in computing for a number of years but the main emphasis has been and continues to be to link portions of computers, for communications, or more intrinsically in devices that have some optical application or component (optical pattern recognition, etc). Optical digital computers are still some years away, however a number of devices that can ultimately lead to real optical computers have already been manufactured, including optical logic gates, optical switches, optical interconnections, and optical memory. The most likely near-term optical computer will really be a hybrid composed of traditional architectural design along with some portions that can perform some functional operations in optical mode.     

Relationship between gender identity,perceived social support for using computers,and computer self-efficacy and value beliefs of undergraduate students

This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age?=?18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.     

An investigation into students' use of a computer-based social learning space: lessons for facilitating collaborative approaches to learning

Provision of computers in universities for self‐study is taken for granted and is seen as a “must have” educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning. The use of collaborative methodologies such as group work also illustrate the importance, and perceived beneficial role of, learning with others. However, in general, student access to computers for self‐study in UK Higher Education is provided through large rooms furnished with serried ranks of computers, which do not allow or encourage computer‐based collaborative working. This study addresses this mismatch between approaches to learning and the way universities make computers available to learners. The University of Wolverhampton provides a social learning space with 24 computers on four fishbone‐shaped tables, in a room without any restrictions on talking, eating, or drinking. It was provided so as to encourage learners to work collaboratively and to be able to integrate the use of a computer whilst doing so. This paper reports the initial findings of a study into its use, through questionnaires, observational data, and interviews. Has the provision of a computer‐based collaborative learning space positively affected approaches to computer‐based self‐study? The results of this study inform how best Higher Education institutions might provide computer access to learners so as to encourage collaborative working and positively affect student approaches to their learning.     

The Effect of Drag-and-Drop Item Features on Test-Taker Performance and Response Strategies

Computer-based educational assessments often include items that involve drag-and-drop responses. There are different ways that drag-and-drop items can be laid out and different choices that test developers can make when designing these items. Currently, these decisions are based on experts’ professional judgments and design constraints, rather than empirical research, which might threaten the validity of interpretations of test outcomes. To this end, we investigated the effect of drag-and-drop item features on test-taker performance and response strategies with a cognition-centered approach. Four hundred and seventy-six adult participants solved content-equivalent drag-and-drop mathematics items under five design variants. Results showed that: (a) test takers’ performance and response strategies were affected by the experimental manipulations, and (b) test takers mostly used cognitively efficient response strategies regardless of the manipulated item features. Implications of the findings are provided to support test developers’ design decisions.     

An ecological perspective on research with computers in science education

This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current and past research within the computer education field has been characterised by an over-emphasis on technical applications of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model is proposed for conducting future research on the application of computers in science education. Specializations: information technology in education, science education, technology education, environmental education, and media education     

Faculty Development through Computer Awareness

Although the use of microcomputers and their associated software programmes has the potential to help faculty work more efficiently, their use is not yet as widespread as it might be and many faculty members are still unaware of how they might use computers both to facilitate their own research and report writing and as an adjunct to their teaching. Efforts to encourage greater usage of computers which emphasise the acquisition of appropriate skills only, in many instances appear to have limited long-term effectiveness. A multi-dimensional model for the promotion of educational change has been developed and tested in a stafl development programme to promote the awareness and use of computers to assist faculty at a large Australian institute of technology. The beginnings of the model and the programme are described together with the results of an initial post-programme survey. These represent the preliminaly findings of a longitudinal study of effective models for the promotion of educational innovation in higher education. The initial results suggest implications both for the teaching of computer awareness and for the building of an effective theory of innovative change in higher education [1].     

高职展示设计专业三维计算机辅助设计教学改革初探

本文首先阐述了三维计算机表现技术对于展示设计的重要性,初步认识当前展示设计方案效果图表现主要是三维计算机软件3DSMAX的应用,分析了当前展示设计专业三维计算机辅助设计3DS MAX的教学现状和问题,在此基础上,提出了有效提高三维计算机辅助设计教学质量的方法。     

IPv6在Linux和Windows2000下的实现

随着移动PC机和笔记本电脑的普及，移动计算机网络和主机数量增加，IP地址资源也日趋紧张，彻底的解决方案是实施IPv6．本文论述了IPv6的特点，IPv6的报头格式，IPv6的地址；重点讨论了如何平稳地从现有IPv4网络结构过渡到IPv6的策略，详细阐明了在Linux和Windows2000操作系统下如何实现IPv6协议，以及所进行的IPv6联通实验。     

指导学生制作OTP单片机型脉搏心率计

单片机是计算机发展的一个方面,是现代智能化仪器的核心.51单片机是我国大力推行的一种单片机机型,OTP单片机是与51机兼容而且具有加密功能的一次性编程单片机,指导学生用汇编语言编程,有利于熟悉和掌握单片机的工作原理及编程步骤.EWB电子工作平台为外围硬件电路设计提供仿真.     

加强高校工资管理人员计算机应用能力

随着计算机技术的飞速发展,使人们认识到计算机应用水平的高低,给管理工作带来截然不同的效果。本文认真分析了用好计算机在高校工资管理中的重要性并提出了具体办法。     

Enlist micros: Training science teachers to use microcomputers

A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K–12 science teachers to use microcomputers for instruction. A writing team developed the 16-hour training program in the summer of 1985, and field-test coordinators tested it with 18 preservice or in-service groups during the 1985–86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small-group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to develop, evaluate, and disseminate a complete model of teacher enhancement for educational computing in the sciences. In that project, we use the ENLIST Micros curriculum as the first step in a training process. The project includes seminars that introduce additional skills: It contains provisions for sharing among participants, monitors use of computers in participants' classrooms, provides structured coaching of participants' use of computers in their classrooms, and offers planned observations of peers using computers in their science teaching.     

信息时代下古建筑文化遗产的数字化传承与发展

随着信息技术和数字化媒体的兴起与广泛应用,计算机在许多设计学科中不再只是被视为工具,而是进一步成为呈现设计理念与操作方式的媒介。建筑文化遗产的数字化保护与传承综合应用数字媒体技术、计算机信息工程、网络工程等相关科技产生的“虚拟模型”,存在欠缺人文关怀和人与建筑之间的交互性不够等问题。作为全新的数字化传承,要尽可能“真实再现”建筑所蕴涵的艺术、文化信息。作品的“真实性”除了依靠技术手段实现之外,还应该重视如何运用艺术手段来表现。     

Android中UI线程与后台线程交互的探讨

在使用Android智能机的时候,往往有很多比较耗时的操作,如果这些耗时的操作放在主UI线程中,当耗时时间超过5秒后,系统就会报错,影响用户的使用,为了解决这个问题,我们必须使用异步更新UI界面.在Android系统中实现UI线程与后台线程的数据交互.     

Computer-aided Learning and Teaching of Information Skills for Engineering Students

The paper discusses the use of computers in the teaching of engineering students. A distinction is made between using computers for word-processing, etc., and using computer-based educational packages. While engineering education has been slow to take up computer-aided learning, a gradually increasing awareness of computer capabilities suggests a possible increase in computer-aided learning/teaching in future.     

单片机在中药材水份测量应用方面的研究

单片机是现代智能化仪器的核心，而51单片机是我国大力推行的一种单片机机型，采用51单片机在中药材水份测量方面应用研究，不仅在理论上，而且在实践上也取得了可喜的进步。尤其是采用了新型的电容传感方式，使机械加二都相对简单容易了，而且可以向其它应用领域扩展。