Teleware: Instrumentation for Tele-learning

The domain of Tele-Learning may be a new one, but it has many roots. In essence, it can be defined as telematics applied for learning-related purposes. Examples of tele-learning may be defined by category relating to purpose. Thus five purposes of using 'Teleware' may be the publication and dissemination of information, such as through Web sites; structured communications through e-mail; collaboration through groupware; information and resource handling through search engines; and specific applications for course delivery and support. An alternative perspective relates to aspects of the user-interface and human- computer interactions, ranging from the software engineering world, to the importance of a cognitive and social fit in terms of potential usability and dissemination. In practice however, evaluating teleware to ensure tele-learning may take place requires an appropriate model. This paper outlines the 3-G model, which hypothesises that an individual's likelihood of using a telematics application in teaching or learning can be expressed as a vector sum of three vectors–'gewin' or perceived pay-off, 'gemak' or level of difficulty or discomfort in making use of the application, and 'genot' or subjective personal interest in and response to the application. This model has the potential to provide a helpful interpretative framework in a number of investigations into the complex relationship between telematics materials and facilities, and the learning they may generate. It can also be used to assess the potential of new developments, such as Cyberlibraries, lesson-support environments, and course- support environments, that are emerging. © 1999 IFIP, published by Kluwer Academic Publishers     

University Natural History Museums: The Public Education Mission

University‐based natural history museums are specialized cultural institutions that serve diverse constituencies. On one hand, these museums promote scientific research and collections through the work of curators and students and must advance the universities' missions. On the other hand, they must provide exhibition and public programs for the local community, or if they are a state museum, serve the citizens of the entire state through these activities. The challenge for university‐based natural history museums is to achieve a balance among their activities and services, given available resources. In the twenty‐first century, university natural history museums must further adapt by promoting social awareness of topics such as biodiversity and fostering learning in informal and formal settings. The Florida Museum of Natural History, an official State museum located at the University of Florida, is a prime example of a comprehensive university museum with a broad spectrum of programs that promote and enhance learning activities.     

Can short-form WISC-R IQ tests identify children with high full scale IQ?

Forty-seven talented fourth graders were assessed on different WISC-R short-form combinations in order to determine which short-form was the most effective predictor of high Full Scale WISC-R IQ. The short-form combinations of Similarities + Object Assembly + Vocabulary subtests (SI-OA-VO) or Similarities + Object Assembly subtests (SI-OA) were more effective in this regard than eight other WISC-R short-form combinations, the Slosson Intelligence Test, and school grades in Math, Language, and Reading combined. The findings are of relevance to gifted assessment.     

A comparison of the peabody individual achievement test,the metropolitan achievement test,and the otis-lennon mental ability test

In order to clarify the concurrent validity of the Peabody Individual Achievement Test (PIAT) and the Metropolitan Achievement Test (MAT), product-moment correlations were computed for all subscores and total scores for 26 normal-range public school third-grade girls and boys. The reading comprehension subtests correlated.81, spelling.88, and PIAT Mathematics with MAT Total Math.64. Correlations were computed for the Otis-Lennon Mental Ability Test and the PIAT General Information subtest as.77, and the Otis-Lennon and the PIAT Total Test scores as.79. Concurrent validity of the PIAT with both tests is tentatively considered adequate except in the area of mathematics, in which the PIAT, relative to the MAT, appears to be reflecting ability to handle math concepts (.68) more accurately than math computation (.41) or math problem solving (.56). Correlations with IQ partialed out suggest the PIAT Total Test, and PIAT and MAT reading and spelling measures, are relatively uninfluenced by IQ variations, whereas with IQ held constant, the weak positive correlations between the PIAT and MAT math subtests became essentially random relationships.     

Differential ability scales: Profiles of learning-disabled subtypes

The purpose of this study was to determine whether distinct subgroups of children with learning disabilities could be identified using a single, recently developed instrument—the Differential Ability Scales (DAS). Ward's method of cluster analysis was used to group 83 school-verified children with learning disabilities from the standardization sample. The following six subgroups were identified: (a) generalized, (b) high functioning, (c) normal, (d) underachievement, (e) borderline, and (f) dyseidetic. Not all subgroups displayed the expected discrepancy between intelligence and achievement associated with the current definitions of I.D. In subsequent discriminant analyses, both achievement and diagnostic subtests were necessary for accuracy in classification. This study provided evidence of the DAS's ability to diagnose the learning disabled differentially and provided distinct profiles for LD subgroups. Administration of the diagnostic subtests along with achievement subtests can provide the clinician with valuable diagnostic information for LD.     

The “Gallop Poll”: Using Evaluation to Develop Fossil Horses in Cyberspace,An Online Exhibition

The number, complexity, and popularity of World Wide Web sites has increased dramatically in recent years, providing a new opportunity for museum access. This case study describes the front‐end and formative evaluations conducted during the development of the Florida Museum of Natural History's first virtual exhibition, Fossil Horses in Cyberspace < http:www.flmnh.ufl.edunatscivertpaleofhcfhc.htm >, which during 2000 received −540,000 hits equating to −60,000 user sessions. As with physical exhibitions, evaluation is critical to enhancing the educational effectiveness and appeal of online exhibitions.