Argues that geography education lacks empirical data that might inform and underpin decisions about standards setting, curriculum design, materials development, teaching strategies, and assessment procedures. Identifies four needs: (1) a new attitude toward research; (2) baseline studies; (3) a research agenda; and (4) a research clearinghouse.…

Argues that active learning should be the goal of every teacher. Contends that this can be achieved through the use of cooperative learning, attention to learning styles, and hands-on strategies. Includes a lesson plan utilizing audiovisual aids. (CFR)

Contends that end of Cold War increases need for students to understand causes and aftermath of World War II. Recommends spending less time on military aspects of the war and more time on the economic, social, and cultural impact of total war. Provides a selected list of resources to be used in a college level course on the war. (CFR)

Uses space problems of a 15-year-old South Carolina middle school to illustrate the importance of a proper facility-design process. Planning principles such as change of space function, flexibility, accommodation of technology, structural quality, adequate supervision, and proper maintenance should be revisited. Time is a good test of design and…

Describes the Keene State College (New Hampshire) mode for delivery of information technology, which features collaboration of major college divisions, sustainability within realistic revenue/cost projections, and customer-based service delivery. Pre-implementation conditions, origins of the collaborative arrangement, how organization of campus…

Drawing on academic studies and on personal clinical and industry experiences, argues that ubiquitous, simple network computing and "power tools" for managing medical knowledge are coming to medicine in the near future. Implications are drawn for how medical school curricula cover issues such as patient confidentiality, systems thinking and error…

Details the process of implementing problem-based learning in the classroom, illustrated by a planning course. Problem-based learning is a promising method that helps students acquire the skills and knowledge to be more effective practitioners by tackling real-world problems. The instructor, as cognitive coach, ensures that students are active,…

Describes a study that investigated the effects of visual display within a college computer-based learning program that taught computer programming language through analogies. Three types of visual displays (text, static graphics, and animation) are compared, and assessment measures that included posttests and attitude questionnaires are…

Presents a typology of course-delivery techniques (technology as a supplement, conferencing technology as a supplement, and technology as the primary instructional mode) used by the Center for Distance Learning at the State University of New York Empire State College. Describes instructional considerations for each type and approaches used for…

Includes testimonials to, and previously published articles by, Ken Jones on categories in simulation; simulations in secondary schools, reading instruction, and English-as-a-Second-Language; simulations as assessment tools; aspects of design; differences in race, gender, and perceived ability and performance; influence of national culture;…

Describes the North Star Approach to educational technology which challenges students to master the foundation skills: reading, writing, problem solving, communication, and citizenship. Outlines the six categories of computer tools (creativity/expression, drafting/building, exploration, communication, problem solving/innovation, and…

The goal of the National Science Foundation (NSF) Learning and Intelligent Systems (LIS) program is to focus research attention on the learning aspects of cognition, neuroscience, information technologies, and related disciplines. Goal-oriented descriptions of the three Collaborative Research on Learning Technology Centers funded under LIS are…

Identifies and characterizes five major curricular-reform movements in North American medical education since 1765: the apprenticeship-based model; a discipline-based model; the organ-system-based model; the problem-based model; and a clinical-presentation model. Discusses principles and practices and disadvantages and advantages of each. (MSE)

Columbia University (New York) dental-school study examined educational/patient care effects of changing from a numerical requirements-driven clinical curriculum to a comprehensive-care model driven by patient needs and led by faculty group leaders. Results suggest a significant increase in number of treatment plans completed by students, with no…

Describes a visit to the Harvard University (Massachusetts) business school to examine how its curriculum and instruction have responded to economic, social, and technological changes in the business world. Focus is on the use of the case method and classroom discussion as central teaching techniques and the value of program participation to…