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計(jì)算機(jī)互動(dòng)課程的應(yīng)用

The new highly interactive courses allow many new possibilities. They could be used in the conventional institutions of today, or in new forms of institutions derived from ones that already exist, or they could imply new institutions, particularly based on distance learning.

The highly interactive courses could be used in conventional institutions such as schools and universities, in whole or in part. Then they simply replace the course already available. But since these courses stress mastery learning, they should be much more effective than the replaced courses.

計(jì)算機(jī)學(xué)習(xí)材料的評(píng)估

If the script is on paper, coders are required to translate the design into code, or to transfer the script to the computer. With the on-line script editor, however, it partially writes the program itself. Eventually we expect most of coding to be done automatically by the script editor. Visual material must be created by professionals in such material, following the directions in the script. Note that teachers are not asked to function as professional designers. Many years ago, in considering the problems of evaluating learning material, Michael Scriven made the important distinction between formative evaluation and summative evaluation. Both are important in examining learning material. Seldom is either done, to the scale that is necessary to assure excellent learning materials. With both types of evaluation, the computer can play a major role in gathering the data. Student responses, particularly when not analyzed by the learning program, can be stored and sorted for later analysis. Human evaluators may also be involved. For material available in several languages, which aims at a worldwide market, it is important to evaluate it in each of the countries involved.

高度互動(dòng)軟件

The notion of highly interactive software has already been mentioned. Although the term interaction is widely used, most existing software, of all types, can at best be described as only very slightly interactive. The widespread use of the word interaction predates the existence of computers. A good model of interaction is a conversation between two people, where each is paying close attention to what the other person is saying. Such an interactive conversation need not be concerned with learning, but it may be. Thus Socrates working with a small group of students, or three or four students working cooperatively, or a student working with an individual tutor, give us non-computer examples of interactive learning situations. Since there is so little experience in creating and using highly interactive software, much further experimentation is needed.

如何有效利用計(jì)算機(jī)

Computers of all varieties can improve education, but not without careful planning from schools and teachers. First of all, teachers must know how to use the computers, so they can make up lesson plans and guide their students. Schools must know how to integrate them into the curriculum. Second, computer labs were available for initial introduction to computers, but the focus today is on using them in day-to-day study. Children do better when each of them has a computer. Adults don’t share computers in offices if they want maximum productivity and neither should children in classrooms. Finally, computers are a tool, not a subject. Most students develop computer skills if they use them in regular classes, such as math or English. Children love computers and they are fascinated and motivated by them. That alone is a positive step in the future of education.

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