Vol. 12, No. 4, December 1996

Pupils, teachers & Palmtop computers

S.I. Robertson*, J. Calderå, P. Fungå, A. Joneså, T. O'Sheaå and G. Lambrechtsí

*Department of Psychology, University of Luton;
åInstitute of Educational Technology, The Open University; íThe Lord Grey School, Bletchley.

Email: irobertson@luton.ac.uk

This paper presents a snapshot of the IT skills of staff and Year 8 students in a secondary school prior to their receiving personal palmtop computers and after a short acquaintance with them. Previously, most staff made relatively little use of the knowledge they had of 'content-free' computer applications in their school work, whereas students had little knowledge of such applications. Access to the palmtop, however, increased the staff's use of such applications in their work, particularly for administration (e.g. class registers and assessment scores). A minority of staff remained unconvinced about the potential of the computer and many were dissatisfied with the amount and quality of INSET in the use of the palmtop and in IT in general. The students learned about the main content-free applications relatively quickly and used them frequently. The report highlights the need for adequate and careful training so that teachers become aware of the range of uses and possible benefits of IT.

Keywords: Computer attitudes; IT skills; Portable computers; Teacher training

Accepted: 15 February 1996

CAL in human anatomy

C. Gunn & L. Maxwell

University of Auckland, New Zealand

Email: ca.gunn@auckland.ac.nz

An evaluation of a first-year course in human anatomy was designed to measure the impact of introducing a generic, computer assisted learning (CAL) program for medical education. Results of the study suggested that use of the different media resources facilitated complementary aspects of learning. A positive influence on the process of learning resulted from working in groups with the CAL program before going into a dissection laboratory for the first time. Both staff and students were able to use their time more efficiently, and an improvement in the overall quality of learning was noted. This was partly attributed to high motivation and interest levels that resulted from the use of the CAL program, and partly to the holistic approach supported by the combination of resources.

Keywords: Collaborative learning; Computer-assisted learning; Quality of learning; Situated evaluation

Accepted: 1 June 1996

Children's talk in cooperative groups

M. Wild and P. Braid

Dept of Multimedia Learning Technologies, Edith Cowan University

Email: m.wild@cowan.edu.au

Whilst cooperative group learning using computers undoubtedly encourages students' verbal interactions, few studies have focused upon the nature of these interactions. Researchers have suggested there is a need to know how students interact with each other particularly in relation to group structures, tasks and software types. This study was undertaken to investigate the verbal interactions of students (about 10-years old) when working in cooperative groups structured on ability (either homogeneous and heterogeneous) using simulation and word processing software. It was found that the largest element of students' talk when working in cooperative groups of either structure was cognitively oriented; that students situated in homogeneous groups are likely to produce more socially oriented talk than those in heterogeneous groups; that students working with word processing rather than simulation software are likely to produce more socially oriented and off-task talk; and those using simulation software are more likely to use talk indicative of higher-order cognitive processing. In general, this study found that task, software and to a lesser extent, group structure, influenced the interactions of students working in cooperative groups with CAL.

Keywords: Children's talk; Computers; Groupwork; Verbal interaction

Accepted: 25 February 1996

Courseware validation: a case study

D. Persico

Istituto Tecnologie Didattiche, Consiglio Nazionale Ricerche, Genoa

E-mail: persico@itd.ge.cnr.it

This paper discusses methods used and problems faced in the validation study of LOGICLANDIA, a courseware package for the learning and teaching of predicate logic in Italian upper secondary schools. The courseware underwent a medium scale evaluation process that involved about three hundred students. LOGICLANDIA's validation consisted of three main phases: subjective evaluation, in-house evaluation and field test. The study produced a number of indications of revision of the courseware material, as well as information about effectiveness of the educational approach and satisfaction of students. But rather than going into the details of the results of LOGICLANDIA's evaluation, the paper focuses on problems encountered and adopted solutions that can be generalised to similar cases.

Keywords: Courseware; Formative evaluation; Predicate logic; Summative evaluation; Upper secondary school.

Accepted: 10 May 1996

Message design guidelines for screen-based programs

G.I. Rimar

Wayne State University, Detroit, Michigan

Email: dynamic@mail.com

This paper discusses message design for screen-based (computer and video) instructional programs. Message design is defined as the art and science of planning for the manipulation of the physical form of the message. Including a comprehensive literature review, this paper supplies information based on personal experience. There are three main purposes for this work. The first purpose is to present a compilation of present conven-tions. The second purpose is evaluating these conventions in terms of their current relevance. The third purpose is to propose a new set of suggested guidelines for the instructional designer or message designer creating screen-based instructional programs.

Keywords: Colour; Comprehension; Design, Graphics; GUI; Interface; Screen; Text

Accepted: 7 May 1996