Computer-assisted instruction that uses open ended questions and calls for answers in natural language is the preferred method of instruction in many training situations. A novel authoring tool has been developed to meet the specific needs of open ended computerized instruction. This program, named CASIP, is essentially a single purpose…

Four key areas in the design of computer-based training are transfer of training, interactivity, development of problem-solving skills, and stimulation of learner interest. (SK)

In their eight years of involvement in Computer Assisted Learning, the Division of Education Research Services has assisted many authors in developing their courseware. Whether the courseware has been a short half hour module or a large course involving over a hundred hours of student time, there have been many common problems. A major objective…

This paper reviews briefly the essential characteristics of both invitational education and computer assisted instruction (CAI) and the ways in which coordination of these two models can produce stimulating and valuable educational experiences for students. A matrix illustrates the characteristics of CAI which can support the major values of…

The latest computer-based instruction (CBI) systems are technically feasible and can teach a variety of subject areas to students ranging in grade level from kindergarten to college. However, CBI is still largely in the research and development state. There are few, if any CBI systems in regular operational use. As a consequence, there is little…

Reviews instructional design techniques that are suggested for improving the quality and effectiveness of educational software. Three areas of instructional design are addressed: (1) instructional strategies, including provision, examples and active feedback; (2) screen display, including text style variety; and (3) human factors, including…

The concept of a qualitative model is used as the focus of this review of qualitative student models in order to compare alternative computational models and to contrast domain requirements. The report is divided into eight sections: (1) Origins and Goals (adaptive instruction, qualitative models of processes, components of an artificial…

Outlines process involved in the development of a librarian-produced microcomputer-based training course for academic library student assistants: decision-making, developing the lesson, programming, keeping user informed, debugging, and implementation. Development of basic training course for student assistants at University of Evansville…

Describes methods for using videodisc technology in training human service professionals for use in college curriculums or for inservice education. Methods explained include videotaping from the learner's point of view, using a Simulation System Trainer, and a programing technique that saves learner responses for later evaluation. (10 references)…

Describes application of instructional systems design, dialog design principles, and human factor considerations in developing the Pennsylvania Department of Education's computer-controlled intelligent videodisc system, which allows K-12 teachers to preview language arts television programs and overcome their technology anxiety. The top-down…

The Video Nova Authoring System (VNAS) was developed by computer programmers and instructional designers to provide noncomputer programmers with a tool to design interactive videodisc programs. VNAS allows the instructor complete design freedom, and although menu-driven, doesn't rely on preset lesson plans. Illustrations and sources for evaluation…