Integrating cognitive load theory and concepts of human–computer interaction

With the continually increasing complexity of e-learning environments, there is a need for integrating concepts of cognitive load theory (CLT) with concepts of human–computer interaction (HCI). Basic concepts of both fields were reviewed and contrasted. A literature review was conducted within the literature database “The Guide to Computing Literature,” searching for “cognitive load theory” and “Sweller.” Sixty-five publications contained “cognitive load” in their titles or abstracts. Each publication was checked to see whether it contained the concepts of intrinsic, extraneous, or germane cognitive load. The review showed that CLT concepts have been adopted in HCI. However, the concept of germane cognitive load has attracted less attention up to the present time. Two conceptual models are proposed. The first model divides extraneous cognitive load into load induced by the instructional design and load caused by software usage. The model clarifies the focus of traditional usability principles and of existing instructional design principles derived from CLT. The second model fits CLT concepts into the basic components of user-centered design. The concept of germane cognitive load illustrates that an increase of cognitive load can be desirable when designing e-learning environments. Areas for future interdisciplinary research are sketched.     

Boundaries and roles: Positioning and social location in the Virtual Math Teams (VMT) online community

As research in Computer-Supported Collaborative Learning (CSCL) expands its understanding of joint knowledge building, new perspectives on how social reality is constructed become necessary. Our research concentrates on the longitudinal or diachronic trajectories of Virtual Math Teams (VMT) at The Math Forum, an online community supporting mathematical inquiry. We investigate how these virtual teams constitute themselves while engaged in building collaborative knowledge. We describe as well, through the lens of positioning theory, the interactional activities that allow participants to situate themselves, others, and their collective knowledge resources over time. Our analysis suggests that positioning work is central to constructing a sustained problem space and illustrates how the configurations of positions and resources that co-participants put forward through interaction might change across a team’s trajectory. These changes constitute and are sensitive to the participants’ evolving reasoning routines and other forms of joint participation uniquely related knowledge building. In addition, we show that the VMT activity system affords participants a level of disciplinary engagement which is partly illustrated by active engagement in positioning work. Finally, we suggest that an interactional approach to roles and participation provides a fruitful framework for researchers, designers, and practitioners interested in understanding and creating engaging CSCL interactions.     

无线传感器网络在电能信息采集中的应用

在介绍电力线载波、RS-485、无线传感网络系统特点的基础上,提出了基于无线传感器网络技术的远程无线用电信息集抄的实现方案。详细讨论了硬件设计、软件设计和网络节点的功耗问题。方案具有高可靠、低成本、易维护、覆盖面积大等特点。系统可以实现自动组网、数据传输,达到无需现场干预实现电能信息管理系统跟电能表之间的信息交互。     

论基于多元智能理论的计算机游戏化教学模式

儿童世界是游戏的世界,游戏是正在成长中的儿童最大的心理需求,在儿童心理发展的各个方面起着重要的作用。那么如何挖掘计算机游戏中的教育因素,使计算机教育游戏能够在开发儿童多元智能方面充分发挥其作用呢？该文提出了开发儿童多元智能的计算机游戏化教学的四种教学模式：导学模式、诊断模式、探究模式、练习模式。     

面向课程组资源的辅助教学网站的研究与设计

笔者在调研当前高校信息化教学现状时发现信息化教学中存在着诸多问题,其中在校大学生的针对性课程资源建设成为发展信息化教学的瓶颈,严重阻碍教学信息化。由此,笔者大胆提出研究和建设面向课程组资源的辅助教学系统,以解决此瓶颈并深化高校信息化教学。     

电子类专业计算机网络课程实践教学体系

针对电子类专业人才对网络技术的新需求,以该专业的网络应用为背景,从培养具有创新精神的电子类应用型人才角度出发,提出一个电子类专业计算机网络课程的实践教学体系,以提高教学效果和学生的综合应用能力。     

基于职业岗位能力的教学案例设计过程研究

案例教学作为一种教学方法,早已广泛应用于医学、工商管理、计算机等各个专业领域中。尤其在计算机领域,案例的选择是否恰当尤为重要,是关系到案例教学是否能取得预期成效的关键因素。本文就审计案例教学中教学案例的设计过程进行了探讨。提出依据变量互补性标准来选择和设计教学案例,引导学生体验实验的过程,完善自身的认知结构,给学生足够的时间,真正实现自主学习。     

面向自动抄表系统的智能消息语言

针对传统自动抄表系统存在的多种计量设备相互通信困难的问题,提出了一种面向自动化抄表系统的智能消息语言(SML).分别阐述了SML的基本概念、结构及其在网络结构中的定位,分析了SML语言标准中的消息簇组成格式、封装和编码方式等.最后,结合电力抄表系统的应用实例,给出了SML语言在电力自动抄表系统中的各种数据传输格式.通过...     

Enhancing graph production skills via programmed instruction: An experimental analysis of the effect of guided-practice on data-based graph production

A computer-based graphing simulator used tutorial modules to teach 61 undergraduate college students how to create cumulative graphs from sets of data. One group was required to complete the steps of constructing an appropriate graph within a computer-provided graphical workspace, while the other group did not have graphic construction requirements during the tutorial, but could optionally construct the graph within the workspace. Following the tutorial instruction, each student was given three blank sheets of graph paper, a pencil, two sets of data, and the requirement of physically constructing graphs based on the given data. Students who were required to actively complete graph construction steps during their tutorial subsequently produced graphs from the new data that were significantly better than those students who had the option of practicing in the workspace. Results suggest that the presence of response contingencies within the graphical workspace increases subsequent graph construction performance. The efficiencies possible with electronic instruction are discussed.     

磁敏测速系统的数据采集平台实现

串口同步采集是工业控制应用的重要环节,为克服由于不准确的数据采集所带来的乘性误差,进而对多串口的同步采集进行了研究。利用VS2005编程环境,设计实现了多串口的上位机数据采集平台,该平台开辟线程对多个串口采取重叠读取方式,实现了对测速系统中大量的串口数据同步读取、保存并实现波形动态显示的功能,满足了智能测速系统的测速算法研究的需要。此平台可以广泛的应用在测速系统之中,也可辅助用于各种工业控制的高级要求。