Evolution of an end-user training program

The University of Illinois at Chicago Library of the Health Sciences has taught end-user classes on the MEDLARS system since early 1985. Registration, class composition, and, most importantly, class organization evolved continuously during the first year of operation. Several feedback mechanisms were used. An examination of the past training and specialization of participants helped to determine teaching examples and pace; a more varied group of participants necessitated a broader range of examples and increased explanations. Participant evaluation forms and oral comments helped define scheduling, agenda, and the need for additional equipment and practice time. Further evaluation will center on the searching done by the program's alumni.     

An introduction to independent learning skills for incoming medical students

A partnership was initiated between educators of the College of Medicine and the McGoogan Library at the University of Nebraska Medical Center to establish a new educational component for incoming medical students. The objective was to encourage the development of the students' independent information seeking skills. A three-day seminar was introduced in which the process of seeking information was emphasized rather than the final product. Cooperative development of the seminar resulted in a fresh approach to educating medical students at the College of Medicine and the emergence of an ongoing instructional link between the library faculty and educators in the College of Medicine.     

How “open” is open learning?

Many of the models and paradigms that underlie open learning are based on inappropriate mechanistic, closed-system models-to name two, Instructional Systems Design (ISD) and behaviorism. This paper explores the roots of the open learning systems approach to education and examines the relationship between the goals of this approach and the models and methodologies that have followed its implementation. These models are then analyzed within the context of the theory of open and closed systems and a number of incongruities noted. An open systems orientation toward the development of learning systems is suggested and recommendations are made for its implementation.     

Are there radiological changes in the brains of individuals with dyslexia?

Summary CT scans of a group of patients with developmental dyslexia have shown statistically a difference of mass distribution in the cerebral hemispheres from that seen in control patients studied during the same period. They have also shown an increased incidence of unusual ventricular asymmetries from that commonly occurring in normal individuals. The findings suggest there may be an increased incidence of early slight morphological changes in the brains of individuals with dyslexia but the changes are not diagnostic of dyslexia.     

Developing a sandwich course/co-operative education and training programme in Venezuela

The assignment offered to the author in 1972 (under the auspices of the UK Ministry for Overseas Development 1972—73) was stated quite simply — “adapt the concept and philosophy of UK sandwich/co-op courses to fit into the structure and organisation of a university in Venezuela.” The work was to be based on the proposals contained in a feasibility study (under the auspices of Unesco February to April 1970) undertaken by him in 1970. The location for the courses was to be Universidad Simon Bolivar, which is situated on 380 hectares in the Valle de Sartenejas some 15 km south of the centre of Caracas, the capital.     

A Realistic Program in Energy Processing

A general revision of the undergraduate curriculum in electrical engineering at Case Institute of Technology served as the stimulus and foundation for an updating of the course content in the area previously occupied by rotating machinery. The series of three courses which resulted has now been tested in the classroom for appropriateness, unity, depth of coverage possible, and palatability to the student. This paper reports the content and achievements of this initial trial. Results of the past year indicate that the material presented is pedagogically sound and that the program is realistic for the undergraduate student.