DCG + GTE: Dynamic Courseware Generation with teaching expertise

This paper discusses the place of GTE as an approach for bridging the gap between CAL and ITS systems. DCG is our architecture for dynamic courseware generation, which allows dynamic planning of the contents of an instructional course with a given goal. Finally, a further development of DCG by combining it with GTE is described which includes explicit representation of generic teaching knowledge. This allows dynamic planning of how a selected contents will be presented to the student.     

"经济数学基础"多媒体交互式教学课件的研制

多媒体交互式教学课件的研制，首先是教学内容的组织策划，在这里要抓住知识的重点和难点及其表述方式，软件设计思路要明晰、具体；其次是选择一个功能强大、兼容性好的软件开发写作工具——Authorware来编制一个集教学与自学为一体的多媒体交互式教学软件。     

Learning disabled students' interactions with commercial courseware: A naturalistic study

A naturalistic study investigated the interactions of learning disabled students and their teachers with instructional elements of commercial courseware. During two academic years, 62 students aged 9 to 18 and seven teachers from five subject areas were observed and interviewed with regard to their day-to-day uses of 26 packages. Findings reported here relate to students' interactions with the stimulus, response, and feedback/reinforcement dimensions inherent in those packages. Details of students' problems and strategies with verbal, numeric, graphics, and problem-solving courseware are explored to elucidate the role of courseware design in students' pervasive reading difficulties, overreliance on teacher assistance, introduction of competition to provide motivation, and limited strategies for using courseware independently. Implications are noted for improving course-ware design not only for LD students, but also for others who would profit from more carefully designed packages. The relationship of design to the overarching issues of student independence, motivation, and strategy development for computer-based instruction is discussed. The original research upon which this article is based was supported in part by a Presidential Fellowship awarded by the Graduate School of The Ohio State University. Additional work was supported in part by a grant from the Office of Graduate Studies and Research of The University of Maryland, College Park.     

基于魔灯(Moodle)课程设计的BIG6模式

在信息技术的支持下，信息技术已经渗透到教学的各个环节，信息技术与课程已经进入全方位的整合阶段，表现之一就是教师从设计课件、教案发展到设计课程。而魔（Moodle）作为一个开放的网络平台为教师进行课程设计提供了功能强大的虚拟环境。本文主要从课程设计的角度，提出课程设计的“BIG6”模式，并且详细介绍了魔灯对教师课程设计“BIG6”模式的功能支持，以及基于魔。灯的课程设计对教师思维方式转变的影响。     

《大学物理》多媒体课件的设计开发

以现代学习理论和先进教学思想为指导,论述了在大学物理多媒体课件的开发过程中,如何进行课件的教学设计和系统结构设计,最终完成具有一定教学功能和特色的多媒体课件。     

Facilitating dynamic pedagogical decision making: PEPE and GTE

The Generic Tutoring Environment (GTE) is centred around a generic instructional knowledge base that facilitates dynamic pedagogical decision making. PEPE is a computational framework for representing the pedagogical knowledge required to dynamically tailor instruction to an individual student. Both the GTE model and the PEPE framework form the basis for an instructional component that orchestrates the courseware's interaction with the student. In this paper, the knowledge content of the two is examined and the role of each in instructional planning is described. In general, it is concluded that PEPE and GTE complement one another and a merging of their ideas would be a worthwhile endeavour.     

面向自主学习的网络课件的教学设计

网络课件有三种应用模式:面向传递教学、面向自主学习、面向混合式教学。在现代远程教育中,应当设计和开发面向自主学习的网络课件。面向自主学习的网络课件包含六种教学设计成分:学习内容、扩展学习资源、教学策略、动机策略、学习指导和学习评价,论文分析了上述六种教学设计成分的设计方法,归纳了网络课件的教学设计模式。     

Authoring and GTE

This paper examines GTE from an authoring perspective. It describes how GTE may be used to create a piece of courseware and reviews the potential difficulties that authors face when using such a tool. It summarises two studies that were carried out to investigate how GTE is used by actual authors, and concludes that GTE designs are hard for authors to test and evaluate because of the complexity of such designs. It finishes by arguing that authoring tool developers should give greater consideration to supporting the task of authoring, and that such consideration should occur at all stages of a new tool's development.     

论现代远程教育系统的交互

在远程教育中，交互性是决定教育质量的一个重要因素，交互活动直接影响着远程课程的学习效果。现代远程教学模式以现代通信网络为支撑平台，是一种以交互式为中心的自学习模式，它是未来教学模式的主流。交互方式的选择与应用，是进行远程教育课程教学设计的关键组成部分，需要教育工作和课件开发的共同参与和设计。交互技术飞速发展，新技术的出现与应用推动了远程教育的交互方式的变革和交互性的加强。对远程教育活动的交互性评价是衡量远程教育过程质量的一个重要方面，可以从教育的社会本质、教育效果和教育目标、课件、教育和学习等多方面进行评价分析。     

基于网络的CPSL环境设计

CPSL(即协作—问题解决学习)是目前教育技术界比较关注的一种新型的教学模式。该文主要从物环境和人环境两个方面,结合《教学设计》网络课程的开发实际,探究了基于网络的CPSL学习环境设计。     

试论《中国文学》教学课件的设计与稿本编写

《中国学》教学课件的设计包括教学设计和系统设计。教学设计要分析学生的特征，要确定适宜用教学软件表达的内容。系统设计要掌握好各种媒件的基本组成部分，要处理好节点、链、网络之间。多媒体《中国学》课件的稿本编写包括字稿本编写和制作脚本编写。其中字稿本编写主要是描述教学内容；制作脚本编写就是对字稿本再创作。     

Checklist and context-bound evaluations of online learning in higher education

A review is undertaken of what different commentators have written about the evaluation of educational courseware in higher education. Speculation is made on the reasons for the lack of such evaluations. The role of checklists for evaluating online courseware is discussed despite the acknowledged limitations. Checklists have been developed at Edith Cowan University specifically for assessing aspects of online pedagogical learning materials in higher education. These checklists are intended to be useful indicators of the areas where online learning materials are strong and identify areas that may be deficient rather than to arrive at a numeric score. The form of checklist proposed is a valuable screening device to use before undertaking a context‐bound evaluation of courseware. Contextual evaluations are a complementary and valuable alternative to traditional forms of evaluation of educational courseware, such as checklists. A case is also made in this article for using a checklist developed for assessing aspects of online pedagogical learning materials in higher education. It is argued that, when used in conjunction with a context‐bound approach, such checklists may be more useful in indicating the pedagogical quality of online learning materials. Quality of the instructional design remains an important consideration in evaluating courseware. Continuing comments and dissent are invited on the value of contextual evaluations of educational courseware to reinvigorate the debate over appropriate ways of evaluating online courseware that will provide helpful information for higher education.     

GTE: An epistemological approach to instructional modelling

The instructional competence of an Intelligent Tutoring System lies in its instructional model. Such a model has been approached in the ITS field from a theoretical and from a computational point of view. GTE approaches the instructional model from an epistemological point of view by making it reflect the instructional knowledge and expertise that underlies human teaching. The underlying assumption is that such knowledge and expertise has a generic nature, and that it can be modelled. The central component of the GTE architecture is therefore a large generic instructional knowledge base that is capable of dynamically generating a huge variety of instructional plans. It enables to flexibly adapt the teaching performance to the requirements of the individual teaching context. In this paper we describe the formalism that was developed for the representation of the instructional knowledge, the interpretation engine that can generate instructional processes based on the knowledge in the knowledge base, and the actual content of the knowledge base. It illustrates the feasibility of the assumption that was made, and the impact this may have on authoring instructional strategies.     

Naturalistic inquiry and computer-based instruction: Rationale,procedures, and potential

The naturalistic paradigm offers exceptional promise for gaining the detailed, context-bound information necessary to understand the effectiveness of computer-based instruction (CBI) as it is experienced in classroom settings. Such an understanding is critical to the development of principles for designing courseware that meets the needs of the teachers and students who are its ultimate consumers. In this article, the author discusses the most significant theoretical assumptions of the paradigm as they relate to the nature of CBI and to the current needs of the field. Also described are several methods of naturalistic data collection and analysis that can be operationalized in an investigation of students' and teachers' interactions with instructional dimensions of courseware. The author suggests the kinds of insights the naturalistic paradigm can yield and the ways in which those insights can be incorporated into empirically based principles of courseware design.     

知识表征与多媒体课件设计问题探析

多媒体课件类型多种多样,在教学过程中采用何种结构类型的多媒体课件对知识进行表征,将有助于学生获得和运用知识呢？本文从陈述性和程序性两大知识类型来阐述不同类型的多媒体课件的设计制作。     

多媒体课堂教学软件及其教学效率评价的理论模型、指标体系与方法

多媒体课堂教学软件的基本功能是使学习者实现有效的学习。这一功能的完成必须通过良好的教学设计在课堂教学中实现。因此,课件评价与教学效率评价便成为判断这一功能性的必要手段。该文在反思多媒体课堂教学效果的基础上,以多个中学承担的实际课题为实验基础,系统提出了多媒体课堂教学课件及其教学效率评价的理论模型,构建了包括六大特征的评价指标体系和相关评价量表。最后简要说明相关的实施方法。     

离散数学CAI课件的教学设计

本采用以“学”为中心的教学设计理论来指导CAI课件的教学设计。结合离散数学CAI课件的开发，从分析学习特征、整体设计和学习环境设计三个主要方面论述了该课件的教学设计。     

关于“图标小精灵的基本使用”流媒体课件设计与制作例析

流媒体课件是当前远程教育中广泛使用的一种课件格式,流媒体课件的制作技术和方法是教学资源建设中重要的研究课题。本文阐述了流媒体课件的概念、设计及用FrontPage2003和FlashCS3技术组合制作流媒体课件的方法,希望这一技术能在各类学校得到普及推广。