Describes three Internet projects that use interactive multimedia: Internet-based training, intranet information management, and partnered marketing services. Development processes, strategies for utilizing emerging software tools, and techniques for converting existing training and knowledge into Internet-compatible formats are discussed.…

Discussion of software security in university computer laboratories focuses on the causes of computer viruses. Possible ways to detect an infected disk are described; strategies for professors, students, and computer personnel to eradicate the spread of a computer virus are proposed; and two resources for further information are given. (LRW)

Describes implementation, support, and evaluation of computer assisted learning (CAL) projects at three universities: Project Athena at Massachusetts Institute of Technology; the Andrew network at Carnegie Mellon University; and a project at Stanford University. Topics discussed include work stations, microcomputers, computer networks, graphics,…

Points relevant to user-program interaction in computer-assisted language learning (CALL) are discussed, followed by strategies for vocabulary learning. An environment in which guidelines and strategies are implemented is described. (Contains 13 references.) (Author/LB)

Provides brief descriptions of interactive tutorial and simulation programs for reading, writing, and mathematics; and of drill-and-practice courseware packages. (DMM)

Examines how computer-based simulations can best be exploited for computer-assisted language learning. Three learning environments are discussed: (1) the classroom, (2) a computer lab, and (3) self-access. Various types of computer-based simulations are described, including sports, adventure games, management of resources, and branching stories.…

Presents a checklist for evaluating commercially available mapping software. Analyzes software features by general categories including range of map types, availability and flexibility of data files, and program evaluation. Discusses ease of operation, the manual, tutorial, screens and help, error handling, design flexibility, hard copy output,…

This fourth and final article in a series about hypertext links and associated design guidelines focuses on learning support and program help links that support users' learning activities and help users understand the operational elements of the program itself. Examples are given from a HyperCard program called Desert Shield. (LRW)

This study investigated the effects of subject and teaching experience on confidence in computing among teachers in Lebanese schools when using common computer software applications. Results showed significantly different levels of confidence depending on subject, and teachers with more experience had lower levels of confidence. (Author/LRW)

Discussion of instructional design for training focuses on the lack of tools that support the developmental phases of analysis, design, and evaluation. Topics include a standard instructional systems design model and an integrated software support system called "Designer's Edge," which focuses on the common activities of instructional…

Some of the graphing capabilities of The Geometer's Sketchpad (GSP) in the "Technology Tips" are introduced. The new graphing features of GSP allow teachers to implement the software not only in geometry classrooms but also into their algebra, precalculus and calculus classes.

Ninety-four undergraduates participated in a computer-assisted, therapist empathy, or therapist empathy + input dream session. Although all conditions were rated positively, both therapist conditions were rated higher than the computer condition, and action ideas were better for the therapist empathy condition than for the other 2 conditions at…

This article describes explorations using The Geometer's Sketchpad for algebra and calculus content.

This article begins with a comparison of two groups of teachers, working on the same tasks in Analytic Geometry. One group has only basic experience in CAS-assisted problem solving, and the other group has extensive experience. The comparison is discussed in terms of the interplay between reflection, operative knowledge and execution. The findings…

For a single authoring environment to be sufficiently general to be applicable to contexts across the whole lifespan of learning, some of the benefits that come from knowledge-rich domain specificity have to be sacrificed. Consequently, it is an open question as to whether it is possible to achieve effective learning environments from a generic…