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O'Day, Danton H. – Journal of College Teaching & Learning, 2010
Textbook companies are increasingly including larger numbers of animations as complementary resources for students and teachers. Are all animations useful as teaching tools? The answer is no. Animations can be useful for communicating dynamic events and processes but only when specific rules are followed. The authors review the important…
Descriptors: Feedback (Response), Textbooks, Long Term Memory, Science Education
Katsamani, Maria; Retalis, Symeon; Boloudakis, Michail – Educational Media International, 2012
CADMOS is a graphical learning design (LD) authoring tool that helps a teacher design a unit of learning in two layers: (i) the conceptual layer, which seems like a concept map and contains the learning activities with their associated learning resources and (ii) the flow layer, which contains the orchestration of these activities. One of CADMOS'…
Descriptors: Foreign Countries, Concept Mapping, Usability, Teacher Developed Materials
Alesandrini, Kathryn – 1985
A recent survey of 60 commercial computer assisted instruction (CAI) programs found that most of the programmed lessons used few or no graphics to communicate the main points. An Instructional Graphics Checklist was developed to reflect the research findings about the use of pictures in instruction and to serve as an informal evaluation instrument…
Descriptors: Check Lists, Computer Assisted Instruction, Computer Graphics, Courseware

Hyerle, David – Educational Leadership, 1996
By using visual tools corresponding to thinking processes, students can organize their ideas on paper or by computer and improve their reading, writing, and thinking skills. After the brainstorming process, eight types of thinking maps (circle, bubble, double-bubble, tree, flow, multiflow, brace, and bridge maps) are useful graphic organizers.…
Descriptors: Brainstorming, Cognitive Development, Computer Graphics, Concept Mapping
Binns, Jane C.; Branch, Robert C. – 1995
The purpose of this paper is to sensitize instructional message designers to the stereotypical signals which may be inherent in computer clip-art selections. A rationale is presented for the power of message design, and the differences between gender equality and gender equity are discussed. Several computer clip-art libraries were analyzed, and…
Descriptors: Computer Graphics, Educational Media, Elementary Secondary Education, Imagery
Rossberg, Stephen; Bitter, Gary – Collegiate Microcomputer, 1988
Describes the computer literacy requirement of the Professional Teacher Preparation Program at Arizona State University. Highlights include microcomputer-based software used; word processing; database skills; spreadsheet tasks; teacher utilities for producing graphic materials, generating tests and practice exercises, and keeping records; and…
Descriptors: Computer Assisted Instruction, Computer Assisted Testing, Computer Graphics, Computer Literacy
Shortridge, Ann M.; Emmert, Jason L. – 2002
Today, although much debate surrounds the effectiveness of including graphics in Web-based distance education courses, most course authors agree that such courses should productively engage students so that quality of learning actually occurs. But what is productive engagement in a world of electronic communication and text? This paper offers a…
Descriptors: Computer Assisted Instruction, Computer Graphics, Computer Mediated Communication, Course Content
Braun, Ludwig – 1978
This report reviews four different computer systems that are available for educational use. Presented is a system overview, and the strengths and weaknesses of each of the following systems: PLATO, TERAK, Compucolor II, and PET. Each of these machines is included as a representative of a "class" of machines available to the educator.…
Descriptors: Computer Graphics, Computer Oriented Programs, Computer Science, Computer Science Education