Describes the current status and limitations of expert systems, and explores the possible applications of such systems in education and training. The use of expert systems as tutors, as job aids, and as a vehicle for students to develop their own expert systems on specific topics are discussed. (40 references) (CLB)

Reviews the principles of the behavioral model of learning and discusses the need to incorporate these principles in the development of educational software programs. Criteria for evaluating software programs based on their inclusion of behavioral principles are provided, and the evaluations of six available programs based on these criteria are…

Outlines problems faced by software publishers in providing instructionally valid computer assisted instruction. A research design undertaken by Edu-Ware Services, Inc., directed at measuring instructional validity and utility of software offered to institutions and consumers, is described noting tests, evaluation, data submission and reduction,…

Delineates the differences between simulators and training devices, and discusses the possibility of inadequate training when simulators are used as training devices. Guidelines for appropriate training device development using a behavioral learning approach are presented. (13 references) (CLB)

Reviews the current status of intelligent tutoring systems and summarizes the literature that evaluates these systems. Discussion highlights the problems of inadequate models, the lack of protocol analysis in systems design, and flaws in testing methodologies. (20 references) (CLB)

Reviews several principles of learning theory and the characteristics of a good learning situation. The evaluation checklist included provides a list of characteristics that could be expected in any learning program which uses a particular medium such as the computer. (MER)

Describes a series of evaluation criteria for self-instructional materials for adult learners that focuses on computer-assisted instruction and interactive video instruction. Five categories are included: (1) content; (2) instructional strategies; (3) instructional presentation; (4) documentation; and (5) technical aspects. (10 references) (LRW)

Provides a conceptual framework for evaluating Automated Instructional Design (AID) and Computer-Assisted Instruction (CAI) systems. Evaluation systems including personal, pedagogical, product-oriented, user-oriented, and context-oriented methods are discussed. Figures representing components of the evaluation process are presented. (Contains 25…

Discusses whether educators should write their own computer-assisted instructional software, and describes four basic categories of tools teachers can use to produce courseware: (1) traditional programing languages; (2) authoring languages, including hypertext authoring languages; (3) authoring systems; and (4) authoring aids. Each category is…

Reviews a criterion-based evaluation of educational software at York University, Ontario, using the York Educational Software Evaluation Scales (YESES). Concern over the quality of available courseware is expressed, and the response of students and teachers is highlighted as the most important criterion for evaluation. (LRW)

Describes experiences as judges at the University of Minnesota Learning Software Design Competition. Highlights include criteria for judging; an overview of some of the software programs; and the future of learning software, including Internet delivery, emphasis on visual and three-dimensional problem-solving environments, rich learning…

Outlines technological and cognitive considerations in the selection of authoring systems for writing computer-assisted instruction (CAI) lessons. Topics discussed include hardware selection; documentation; text display; screen appearance; branching and sequencing; text editing; graphics; animation; sound and voice input and output; student…

Presents and discusses a form for the evaluation of microcomputer software for computer-assisted instruction which covers the following areas: (1) program goals; (2) program content; (3) audience; (4) instructional strategies; (5) program design; (6) appropriate use of computers; (7) program techniques; (8) cost/benefit analysis; and (9) overall…

Discusses the role of computers with young children and suggests that effective use should be based on an understanding of how children learn. Topics discussed include curriculum goals; criteria to consider when buying computers; teacher training; software selection; environmental considerations; and criteria for integrating computers into early…

Discusses attributes which are offered as set of standards to judge instructional software--those unique to design of microcomputer courseware and those included in design of all instruction. Curriculum role, modes of interaction, computer managed instruction, graphics, feedback, packaging, and manuals are noted. Fourteen references are included.…