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.     

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.