通用CAI课件的智能化评估模型

对于CAI课件质量评估问题,提出基于正则化BP神经网络.(RBPNN)智能化评估模型.分析评估活动相关环节,进而给出解决方案,包括对评估数据的区间化处理,减少指标集参数冗余.然后通过学习训练确定RBPNN的网络权值及其它参数,对RBPNN输出评语集给出模糊处理.由此给出解决问题的算法,最终通过一个实例来说明算法的使用,实验结果表明,该评估模型比较实用,完全满足CAI课件质量评估的技术要求.     

模糊综合评判法在多媒体CAI课件质量评价中的应用

文章阐明了对多媒体CAI（Multimedia Computer Aided Instruction，MCAI）课件进行质量评价的重要性，提出了一个较全面、实用的MCAI课件质量评价标准，采用工程方案设计中的模糊理论，构建MCAI课件质量评价的模糊综合评价模型，并对MCAI质量评价指标体系中的诸因素实行模糊定量分析，以得到更加客观、科学的综合评价结果。     

多媒体教学课件的评价

探讨了多媒体教学课件评价的重要性以及制定多媒体教学课件综合评价指标体系的原则，给出了包括教育性、科学性、技术性和艺术性四个方面二十九个指标的多媒体教学课件综合评价指标体系。     

Quantitative Analysis of Distance Learning Courseware

Web-based courseware are widely developed for distance learning programs in continue education, employee training center, and e-learning portals. Usually, a Web-based courseware contains course contents and on-line tests. However, most Web document development tools are not incorporated with a strategic evaluation mechanism, to allow a quantitative analysis of distance learning courseware. We propose an evaluation mechanism and a multimedia tool, based on our Courseware Diagram, to allow a quantitative justification of courseware. Courseware produced by our development system allows an instructor to choose different instruction sequences based on the outcomes of an exam. Alternatively, the courseware may allow self-guided study in a Web-based distance learning program. This paper explains the courseware diagram, the evaluation algorithm, and the design of our courseware development system.     

CAI课件的灰色模糊综合评价模型

CAI课件已成为现代化教学的热点,各类学校及有关计算机软件开发商都在关注其制作与开发,而客观合理的评价方法对CAI课件的发展则是十分重要的.文章通过对CAI课件的影响因素分析,建立了CAI课件的综合评价模型.在求解过程中利用灰色关联分析来确定评价指标的权重,并用灰色统计的方法来建立模糊评判矩阵,然后运用模糊方法对CAI课件进行了综合评价,使得对CAI课件评价更科学、客观.     

基于灰色理论的CAI课件多级模糊综合评价模型

CAI课件已成为现代化教学的热点,各类学校及有关计算机软件开发商都在关注其制作与开发,而客观合理的评价方法对CAI课件的发展则是十分重要的。通过对CAI课件的影响因素分析,建立了CAI课件的综合评价模型。在求解过程中利用灰色关联分析来确定评价指标的权重,然后运用模糊方法对CAI课件进行综合评价,使得对CAI课件评价更科学、客观。     

Evaluating the reliability and impact of a quality assurance system for E-learning courseware

Assuring e-learning quality is of interest worldwide. This paper introduces the methods of e-learning courseware quality assurance (a quality certification system) adopted by the eLQSC (e-Learning Quality Service Centre) in Taiwan. A sequential/explanatory design with a mixed methodology was used to gather research data and conduct data analyses. Sixty-seven e-learning courseware applications were evaluated using the e-Learning Courseware Quality Checklist (eLCQC). Analyses of item difficulty, item discrimination and generalizability indicated that the eLCQC provides high-quality evaluations. After participating in the certification process, the e-learning producers reported having more confidence in enhancing e-learning courseware quality. The certification experience also helped the producers to change their previous design concepts about e-learning courseware and to develop new concepts; further, their increased confidence about courseware design also enhanced their confidence in marketing courseware.     

基于面向对象技术的积件系统的设计

本文描述了一个基于面向对象技术的积件系统的设计思想及其工作原理，给出了该系统写作组合平台的设计和系统的课件运行的动态模型。该系统将积件对象化，面向对象积件库由积件对象组成，外部与积件对象、积件对象与积件对象之问只能通过消息发生联系。积件对象通过接受消息驱动相应的教学服务。这样的系统设计可增加积件的独立性与可积性，实现课件的动态重组。     

XML的客户端表示技术在网络课件制作系统中的实践与比较研究

XML的客户端表示技术灵活多样,在网络课件开发系统中可以得到较好的应用.在一个远程教育平台的网络课件制作系统开发中应用XML技术,实现了对同样课程内容在多种不同风格模板下的呈现,并实现了各种模板之间的灵活切换和定制.在实现过程中,采用多种技术手段对XML的客户端表示技术进行了多方面实践和比较.     

Evaluation methods for improving CAL materials

The main objective of the study was to develop systematic methods for improving CAL materials by comparing the five coursewares which were produced by independent authors and related to high school mathematics, science and engineering. Various kinds of evaluation were undertaken before, immediately before, during and immediately after CAL implementation; e.g. evaluators check on the drafts for courseware; evaluators check on the problems encountered in each frame while studying at the terminals; the readiness, pre- and post-tests; an anxiety scale; questionnaires for assessing any difficulties with learning in each chapter and each course; the course test; an image scale, an attitude scale and a line-connecting type of content analysis. Each courseware was evaluated and compared with others on the basis of the data analysis of tests and questionnaires as well as the learning history records, e.g., total learning duration, total number of passed frames, frequency of use of function keys, actual transitive path graph, actual average branch ratio, relative entropy in each frame and the index of educational effectiveness. A number of important evaluation items were selected by factor analysis. Finally an evaluation package instrument for improving CAL courseware were developed.