Systems for reusing hypermedia courseware

Three systems of differing complexity have been built which support the development of courseware libraries for reuse at three differing organizations. One system was developed for a handful of authors at a small company, one for a university team of about twenty-five people, and one for a company with about one hundred authors. The small company has not found the cost-benefit balances attractive enough to continue investment. The university team has published several products with its collaborative hypermedia system. The system for the large company includes extremely sophisticated library structures and coordination mechanisms but is a challenge for the new user to fully understand. As is often the case with reuse, the institutional commitment to courseware reuse and the ease of use of the tools are critical factors in success. Based on the experiences with the first three courseware reuse systems and the increased popularity of the World Wide Web, a new courseware reuse methodology has been implemented on the World Wide Web.     

基于WEB的多媒体课件开发

本文详细介绍了如何使用Flsh、Authorware和Director开发可实现流式传播的多媒体课件的设计方案及实现过程。还通过比较的方式确定以WindowsMedia配合Dreamweaver开发以视频为主的多媒体课件具有相对的优越性,更适合制作网上课件的发展。     

基于概念网的Web课件组织及导航系统的研究

文章介绍了用于组织课程知识的概念网模型。利用概念的层次和概念关联，将课件片断组织成合理分类、多层次、揭示复杂的相互依存关系的知识网络；通过概念检索与概念联想实现课件组织、生成与学习推进。     

Creating engaging courseware using system dynamics

There is much discussion in the instructional technology literature concerning the importance for engaging courseware, especially in contrast to page-turning courseware. While we believe that there is a useful place for simple, page-turning courseware (e.g., in tutorials accompanying software products, for overview introductions to a topic, etc.), we agree that for more sophisticated and complex learning situations the key to a successful learning environment is the degree to which learners are cognitively engaged with the subject matter. System dynamics has been shown to be an effective tool in managing (representing, modeling, and comprehending) the complexities of domains that involve complex structures, especially those characterized by feedback loops, delays, and uncertainty (Forrester, 1961, 1985, 1992; Senge, 1990). In this paper, we shall suggest a framework for using system dynamic tools and technologies as the basis for constructing highly engaging learning environments.     

基于本体的教学资源库及课件开发系统设计

针对教育界虽然拥有丰富的教学资源,而互联网上却缺少可重用的教学课件及微教学单元的现状,设计了互联网教学资源库知识构架及知识表达形式,给出了基于本体的教学资源库及课件开发系统的结构、功能及多媒体课件的管理方法.研究表明,基于本体的教学资源库提供可重用的教学资源库设计及开发部件,对教学资源库的框架描述上升到知识级,有利于对教学资源库的语义查询和共享使用.     

基于Web的集成式课件研究

如何提高网络课件的适应性是当前课件开发的一个重要问题.从软件重用的观点出发,提出了集成式课件系统的开发思路和目标,并给出了系统实现的关键技术.该系统通过划分知识点和动态生成教学序列的方法来提高课件的灵活性.它提供了一个管理、组合和演示教学内容的框架,通过统一的教学内容制作规范确保该框架可以应用于其他课程,为实现课件资源的共享和重用提供了一个可行的途径.     

浅析网络化多媒体CAI课件制作常用工具

21世纪是一个信息高度发达,资源高速共享的高科技时代.作为教学辅助资源的一部分,教学课件也将经历从黑板、投影仪、幻灯片到计算机的又一个飞跃,而必将带动整个教育事业迈向一个新的时代.熟练掌握诸如PowerPoint、Flash、方正奥思等主流多媒体开发软件的应用技巧,是多媒体教学课件制作的关键所在.本文就从课件制作的辅助工具、写作工具、合理选择课件开发工具等四个方面进行了阐述.     

基于Android的移动课件研究与设计

对移动学习的相关理论知识与技术方法进行了研究,以算法与数据结构课程为例,采用服务器结合客户端的模式设计了基于Android的移动课件。该课件在Android手机上顺利通过了测试,并且在计算机专业学生中应用,取得了良好的教学效果。     

心理学信息化多媒体课件设计构思

中职院校幼教专业的幼儿心理学学科,是一门重要的专业学科.包含了幼儿认知的发展、情绪及情感的发展、社会化及个性因素等方面的内容.对较为抽象的教学内容,“一张嘴一支笔一块黑板”的教学模式满足不了学生的求知欲,满足不了素质教育改革的发展要求,运用多媒体课件为主的信息化教学能有效提高幼儿心理学教育教学质量,因此要下气力开展幼儿心理学多媒体课件的设计构思工作,实现多媒体教学的最优化教学效果.     

多媒体教学课件的设计与制作简

多样的教学方法对于教师完成教学指标与学生掌握教学内容有着十分重要的影响,教师应结合教学指标与学生的学习现状灵活的使用多种教学方法,以此来提高学生学习的有效性。最近几年,多媒体教学方式的呼声日渐提高,而在多媒体教学中,最重要的内容就是怎样才能设计与制作出一套优秀的多媒体教学课件。对此,本文介绍了多媒体教学特点与设计原则,并讲解了多媒体课件的制作方法及过程,以期为我国多媒体教学提供借鉴。     

Visual aspects of courseware engineering

Abstract  This contribution focuses on visualisation of information in courseware and in courseware engineering. An overview of advantages and disadvantages of visualisation is given, considering psychological and instructional, cross-cultural, and technical aspects of visualisation. Cross-cultural aspects are especially significant because of their strong relation with issues of courseware portability. Finally, an exploration of possibilities to improve courseware and courseware engineering tools by applying visualisation is included, with some practical examples of visualisation derived from authoring systems.     

Developing and integrating courseware for oral presentations into ESP learning contexts

This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer’s multimedia learning cognitive theory, and the language learning focus draws on Chapelle’s suggested criteria for development of multimedia CALL. Evaluation of student performance with two different formats for courseware integration is based upon data from pre- and post-tests for preparing speech texts, and a questionnaire survey. The courseware provides authentic materials with a logical situational layout and a friendly interface design for learning ESP for oral presentations in international business and technical settings and offers rich and flexible learning activities with corresponding on-line self-evaluation so that students actively engage in cognitive processing. Students with different English proficiencies have different concerns about giving a presentation. Meanwhile, after students’ self-study for six weeks, regardless of level of proficiency, students’ learning effectiveness and satisfaction with the courseware integration were significantly improved, by qualitative and quantitative analysis. Such students’ improvement suggests success of the courseware design and learning effectiveness with its integration.     

Developing and evaluating language courseware

The paper sets out twenty proposals for the development and evaluation of Computer Assisted Language Learning (CALL) programs. These proposals emerge from special characteristics of language instruction and of the use of computers to assist in language instruction. We combine theoretically-based assumptions with empirical findings drawn from investigation of language courseware for Hebrew speakers in Israel. We first list four unique features of language instruction: (1) the object-language-meta-language distinction; (2) computer as written medium vs. language as primary spoken medium; (3) teaching of second language skills vs. linguistics; (4) the computer as an electronic tool vs. the computer as a cognitive entity simulating the speaker. We then show how these unique characteristics of language instruction (mother-tongue and foreign language) impose special proposals on language courseware. These proposals should be observed in the development of language courseware and in the evaluation of such programs. Clearly, these proposals integrate with general courseware proposals. Michal Ephratt (Ph.D., computational linguistics) completed post-doctoral studies at the University of Rochester. She has been on the staff of the Dept. of Hebrew Linguistics, University of Haifa, since 1988. Some of her publications include Root-Pattern Array: The Main Tool of Hebrew Word Formation (Hebrew University, 1985); and What's in a Joke? in Advances in Artificial Intelligence, Natural Language and Knowledge-based Systems (Springer-Verlag, 1990).This paper is based on work the author did as a consultant in the National Courseware Evaluation Department of the Ministry of Education. I wish to thank Esther Diamant, head of the department, for making the study possible.     

基于Flash的多媒体课件设计与开发

制作多媒体课件的软件有很多,但Flash有着自己特定的优势,其制作出来的课件与其他软件制作出来的课件相比,更别具一格.本文从flash课件制作的优点、多媒体课件制作的一般过程、以及Flash课件制作相关技巧等方面进行了详细的说明.     

A hybrid case adaptation approach for case-based reasoning

Case-Based Reasoning is a methodology for problem solving based on past experiences. This methodology tries to solve a new problem by retrieving and adapting previously known solutions of similar problems. However, retrieved solutions, in general, require adaptations in order to be applied to new contexts. One of the major challenges in Case-Based Reasoning is the development of an efficient methodology for case adaptation. The most widely used form of adaptation employs hand coded adaptation rules, which demands a significant knowledge acquisition and engineering effort. An alternative to overcome the difficulties associated with the acquisition of knowledge for case adaptation has been the use of hybrid approaches and automatic learning algorithms for the acquisition of the knowledge used for the adaptation. We investigate the use of hybrid approaches for case adaptation employing Machine Learning algorithms. The approaches investigated how to automatically learn adaptation knowledge from a case base and apply it to adapt retrieved solutions. In order to verify the potential of the proposed approaches, they are experimentally compared with individual Machine Learning techniques. The results obtained indicate the potential of these approaches as an efficient approach for acquiring case adaptation knowledge. They show that the combination of Instance-Based Learning and Inductive Learning paradigms and the use of a data set of adaptation patterns yield adaptations of the retrieved solutions with high predictive accuracy.     

基于XML的在线多媒体课件设计与实现

简要分析了现有的课件存在的问题,提出了一种可扩展的基于XML的在线多媒体课件层次信息模型,利用XML语言定义了课件标记语言对该模型进行XML绑定,通过ASP代码成功把XML引入了课件标记文档中,并利用XSL的解析器来解析转换,实现了能在浏览器中表现的在线多媒体课件库系统.通过现有的技术可实现基于XML的在线多媒体交互教学是行之有效的,而且符合CELTS内容包装规范.从而有效地解决了多媒体课件网络化过程中出现的一些问题.     

XML DOM技术应用于网络课件点播的研究

网上教育课件以XML文档的形式存储在服务器端,服务器端采用ASP技术,调用DOM接口,对XML文档进行解析,管理.用户在客户端实时点播,通过浏览器得到所需的课件相关信息,达到学生按需学习和老师按需教学的目的.从学习XML的基本知识入手,通过对XML文档显示技术的比较分析,指出CSS和XSL在显示XML文档上存在着一些不足,然后详细研究了XMLDOM技术,利用XM DOM技术实现网上教育课件的点播和显示.     

A computational framework for representing authors'' courseware models*

Abstract This paper looks at some of the problems of existing courseware authoring systems, and advocates the use of knowledge-based techniques to resolve these problems and to form the basis of future authoring environments. The prototype knowledge-based representation language, GTE, is presented as an example of a knowledge-based language which might form the basis of such environments. The final part of the paper discusses some of the developments in GTE which must take place if it is to be used within a full and flexible authoring environment. The paper will focus particularly on the question of instructional strategies, but many of the observations can be taken as relevant to all the knowledge involved in a teaching interaction.     

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.