Interactive technology and authoring tools: A historical review and analysis

Computer systems, interactive technologies, and the software tools for authoring multimedia programs have evolved over the past several decades. The evolution of multimedia technology is discussed and current alternatives for authoring multimedia programs are described. Issues related to analyzing authoring tool requirements and selecting software are presented and trends in the evolution of authoring tools are identified. Many factors affecting the selection and use of authoring software are exogenous to the technology itself. Both technological trends and market forces must be considered.     

Curriculum authoring tools and inclusive classroom teaching practice: a longitudinal study

The purpose of this study was to investigate the longitudinal application of a suite of curriculum authoring tools (CATs) to inclusive classroom teaching practice in a secondary school setting. The study sought to establish whether the incorporation of the CATs into the teachers’ curriculum development and implementation covaried with improved implementation integrity of classroom teaching practice over time. A repeated measures design was used to establish whether those teachers with high levels of tool use also recorded higher levels of implementation integrity in their use of specific inclusive teaching practices. The effects of the tools were measured using 578 50‐minute classroom observations gathered over a 2.5‐year period. The results indicated that higher levels of implementation integrity in classroom practice covaried with the extent to which the tools were used for the design and implementation of curriculum.     

Evaluation of mobile authoring and tutoring in medical issues

Mobile computing facilities may provide many assets to the educational process. Mobile technology provides software access from anywhere and at any time, as well as computer equipment independence. The need for time and place independence is even greater for medical instructors and medical students. Medical instructors are usually doctors that have to treat patients on top of their tutoring duties. Mobile features are complementary to web-based features for desktop computers to a high extend in asynchronous e-learning environments. Time and place independence is also a considerable potential for medical students with overloaded educational duties. This paper examines the degree of the usefulness of mobile facilities for medical instructors who wish to author and manage their courses by using a mobile authoring tool. Furthermore, this paper investigates how acceptable and useful the mobile features of an e-learning system have been to medical students who have used the system, in comparison with the use of the system through a desktop computer. In addition, it investigates usability issues.     

CAI课件的设计与评价

本文研究了CAI的教学设计和软件设计理论,提出了CAI课件设计的整体思想和软件设计的瀑布模型,由此给出了通用的CAI课件评价指标体系,并实现了相应的CAI评价软件,实践证明该方法原则有较好的效果。     

CAI课件的评价体系与评比实践

随着计算机辅助教学的迅速发展,如何评价CAI课件、如何评比CAI课件,已成为计算机辅助教学深入发展所面临的重大现实问题.CAI课件评价体系目前有很多种,本文介绍了国外和国内有代表性的两个体系.结合CAI课件评比的实践,讨论了课件评价体系面对不同课件类型、面对技术权重因素、面对指标认定方式等问题时的疑惑及一些对策.     

An authoring and learning kit for digital electronics

A multimedia component kit for digital electronics authoring and learning is presented. It is based on a sophisticated structuring mechanism and a flexible link management scheme. Components available on the Internet facilitate sharing and reuse of educational software during the authoring process, make possible the support of all phases of the learning process, and allow students to achieve their desired depth of understanding. Emphasis is put on the implementation of a great number of components based on simulation and animation that provide a high level of interactivity and allow some presentation difficulties inherent in the subject to be overcome. An analysis of the impact of using the kit for authoring and learning is currently being performed.     

从建构主义计算机辅助教学(CAI)的特点谈未来CAI课件的发展

本文阐述了建构主义CAI的特点,分析目前在多媒体课件制作及使用中存在的弊端,提出改正CAI课件质量的对策,明确CAI课件的发展趋势,由“课件“向“积件“转变,CAI研究要向智能化CAI即ICAI方向发展.     

教学软件设计技术评价研究

教学软件设计技术的运用直接影响教学软件质量。为了提高技术运用的实效性，从总体质量评价、界面信息呈现技术评价、交互界面设计技术评价、导航链接技术评价、媒体加工技术评价、文件资源管理技术评价、卸载技术评价、网络技术评价等八个方面研究教学软件设计技术。     

From forums to wikis: Perspectives on tools for collaboration

Web 2.0 communication tools have considerable promise for supporting collaborative learning. But there is a need for research examining learners' and teachers' experiences of the newer communication tools, such as wikis, in comparison with well-established tools, such as discussion forums. This paper reports on an initiative where distance learners used an in-house wiki for online tutorials which had previously taken place via forums. The perspectives of students and tutors on this experience were gathered via an online questionnaire to students and unstructured online feedback from tutors. Some students and tutors felt that the wiki was better than a forum for collaborating on shared documents. However, at that stage in the wiki's development it was found to be more difficult to use than a forum, and slower. Some tutors found the wiki to be too slow to use effectively. These findings highlight the importance of good usability in collaborative software. The research also revealed that some students were uncomfortable with the prospect of editing each others' work in the wiki. They had concerns related to ownership of contributions. This finding relates to the concept of ‘sociability’ in relation to online communication. The research therefore identifies both usability and sociability as key requirements for Web 2.0 communication tools.     

CAI课件多元化评价模式的探索

目前国内对CAI课件的评价还是注重成果评价，对课件开发过程中的评价还不太重视。笔者认为。对课件的评价要从“重结果评价向重过程评价”转变，从“重甄别与选拔评价向重发展性评价”转变，才能与当前评价发展的趋势相吻合。     

计算机辅助教学软件评价思想的评析

基于对国内外计算机辅助教学软件评价思想的研究,指出了CAI评价体系的智能化、网络化的发展方向,并提出了重视教学软件评价的导向性、实现评价标准的可选性、重视教育性评价等若干建议。     

关于信息论与课件评价标准的探讨

课件是教育信息的集合，课件的设计与运行是教育信息的获取、加工、处理、传递和反馈的过程。信息论是研究信息的产生、获取、度量、变换、传输、处理、识别及其应用的科学。因而它对课件的设计、课件的评价和课件的完善具有重要的意义。本文以信息论的观点对课件的评价标准问题进行探讨。     

CAI英语学习课件的开发与评价

ＣＡＩ英语学习课件的设计开发应遵循的基本原则是：１．教育理论指导,２．课件应具备的特征,３．课件开发综合性较强,要建立相应的协高和管理制度。ＣＡＩ英语学习课件应立足外语教学需要,充分考虑学生、目的语和教学环境对课件的要求,以能否满足各种要求作为评价标准。评价分为形成性评价和终结性评价,可以从学习过程和学习结果两方面对ＣＡＩ英语学习课件的质量进行测评。