This paper proposes a computer-aided teaching model using knowledge graph construction and learning path recommendation. It first creates a multimodal knowledge graph to illustrate complex relationships among knowledge. Learning elements and sequences are then used to form time sequences stored as directed graphs, supporting flexible path…

Intelligent Tutoring Systems (ITSs) that adapt to an individual student's needs have shown significant improvement in achievement over non-adaptive instruction (Murray 1999). This improvement occurs due to the individualized instruction and feedback that an ITS provides. In order to achieve the benefits that ITSs provide, we must find a way to…

Research performed pursuant to a U.S. Office of Education contract, OEC--3-16-043.

Possible applications of the micro- or personal computer useful to the physical educator are suggested under four major categories: (1) data processing; (2) data storage; (3) control of peripheral devices; and (4) computer-assisted instruction. (JN)

A low cost method for delivery of computer services to homes and schools through interactive television called time-shared, interactive, computer controlled, information television (TICCIT) has technical qualities such that it is individualized, computerized, multimedia, and provides unlimited points of entry and delivery of information. TICCIT's…

To assist Florida teacher, a research team has developed a computerized program to help implement the task of monitoring progress of individual students in divergent learning paths. (JF)

This is the fourth report in a series which describes the results and progress in a long-term program to develop a Data Management System (DMS) and a Student Management System (SMS) for use in the Naval Student Pilot Training System. The DMS will contain all of the student naval aviator's data files needed to support an improved student training…

Unusual approaches to vocational training offered by the Business Data Processing Program at the Boulder Valley Re-2 Public Schools Area Vocational Technical Center are described, including the facility, equipment, individualized instructional media and materials, advisory committees, environment, curriculum, and placement for (1) the general…

NEW TECHNIQUES IN SCHEDULING PERMIT MORE EFFICIENT USE OF TIME FOR SCHOOL ADMINISTRATORS, GREATER FLEXIBILITY IN PROGRAMING, AND PROVIDES A SEEDBED FOR INNOVATION. THE STANFORD SCHOOL SCHEDULING SYSTEM (S-4) IS A SET OF PROGRAMS THAT AUTOMATES THE SCHEDULING PROCESS. THE FIRST OF THE FOUR PROGRAMS, CTTA, (CARD TO TAPE AND AUDIT), DIRECTS THE…

Educational applications include computer programs to individualize instruction and create clinical simulations; computer use to extend classrooms to rural areas, provide continuing education, and individualized testing; and courses in computer applications in health care. Applications in practice and administration include directing and recording…

Five considerations of a comprehensive configuration to carry out computer-based instructional management are described. Included are data communications networks, loading/distribution of data processing operations and Instructional Management System functions, response time, computer software, and flexibility. The need for such a configuration is…

The major features of Computer Managed Instruction (CMI) are diagnosis and testing, analysis, record keeping, and prescription. Diagnosis and testing are used to evaluate each student's performance at regular intervals. The results are analyzed to update the student's record and provide a prescription which suggests the learning process the…

This learning activity packet (LAP) contains nine self-paced study lessons that allow students to proceed along a a 43-hour course of study for dBase III Plus at their own pace. The lessons are organized in the following way: objectives, completion standard, performance standard, a list of required materials, unit test, and exercises (applications…

This learning activity packet (LAP) contains five self-paced study lessons that allow students to proceed along a 22-hour course of study for dBase III Plus Advanced at their own pace. It continues the introductory dBase III Plus course. The lessons are organized in the following way: objectives, completion standard, performance standard, a list…

This learning activity packet (LAP) contains 11 self-paced study lessons that allow students to proceed along a 36-hour course of study for Lotus 1-2-3 at their own pace. The lessons are organized in the following way: objectives, completion and performance standards, a list of required materials, unit test, and exercises (applications of the…