Education and Computing最新文献

Informatics in West Germany is now accepted as one of the most important fields of engineering, as well as of fundamental research. The discipline, as well as the curriculum, developed evolutionarily from mathematics and electrical engineering, but has assimilated ideas from many other fields and has an interdisciplinary tendency, covering a wide spectrum from mathematical theory and philosophical background to hardware construction and concrete applications. The historical development of informatics curricula at West German universities is briefly sketched by describing the two recommendations given in 1969 and 1985 by scientific societies. In addition, some personal remarks on courses given for beginners and for students in the second phase are made. Also, some comments on job opportunities for informaticians in West Germany are given.

The Norwegian educational system has been through a systematic, experimental period with computers in schools and vocational training. Teacher training has been an additional activity in this field, particularly with in-service training. Several R&D projects have related higher education to practical school work at lower levels. This lays a platform for revision of pre-service and post graduate teacher training, indicating also a need for higher degree studies directed towards new educational methods and contents, as a natural consequence of new information technology. Some of these thoughts are now being put into action by the Norwegians.

It is claimed that there should be a difference between education at the university level and that in a trade school. The student at the academic level should receive training in analyzing and abstraction in addition to building. Yet theoretical knowledge must be applied and should lead to clearer and neater designs. Another important goal is to learn to distinguish the essentials from the “bells and whistles,” genuine needs from toys. The conclusion is that it may be hard to design a reliable and effective system, but it is even harder to design one that others will want to use.

After sketching the basic concepts of informatics, a schedule is presented that allows the teaching of these concepts using current technology. Throughout the course, the usage of formalized notations for the specification and the solution of problems is emphasized. The work in the computer labs includes applications of standard software as well as problem solving using HyperCard and Object-Pascal. Even with inexperienced students, object-oriented programming has proved to be a perfect means for design and implementation.

The objective of educational software is to encourage the user to increase his knowledge of a specific domain. The pedagogical goals are achieved through a high degree of user control and they enforce heavy claims on the design process. A common platform for instructional designers and computer scientists to construct educational software is needed. This article outlines the Grimstad-model for design and implementation of educational software. We present some snapshots from a project in which elements of the model were used. The simulation program developed in the project shows important issues to consider when keeping reindeer. According to experiences gained from the practical use of the Grimstad-model and from giving teachers' further education courses, we propose extensions to the model.

The paper starts by reviewing the Information Technology (it) agenda in uk schools. The review includes an identification of current major issues as they have implications for those involved with teacher education.

The it agenda in institutions involved with initial teacher training is then discussed. External pressures are identified, as is the self-generated agenda of a particular institution.

A survey of academic staff in a single institution was carried out in order to identify levels of it experience, attitudes to the developing role of it and staff's perceptions of their own it training needs. The results from this survey are presented and reviewed in the light of the previously identified it agenda.

Finally, the paper describes and reflects upon the response made by a particular institution through its provision of it support services and training opportunities for staff who are involved in supporting and training teachers.

This paper discusses the internal characteristics of simulations. The major part of it is concerned with models and their relation with the domain. Some central concepts regarding modelling and simulation are defined. These include concepts regarding:

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  the structure and characteristics of the model;

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  the relationship to the system that is being modelled;

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  the interaction of the learner or other agents with the model. A classification of model types is presented, accompanied by a first idea on the representation of the several types of models. The classification includes the distinction between qualitative and quantitative models. Models can further be classified into dynamic and static models, determined by the time dependency of the model. The basic elements of any simulation model are the state of the model, describing the properties of the system that is modelled, and a set of rules determining the possible development of the model state. State space is the collection of all possible states.

In quantitative models the basic elements of the state are variables, which can be dependent or independent. Dependent variables are variables of which the value is determined by the independent variables. The model rules are equations, determining the development of the values of the variables. Quantitative models are classified into discrete and continuous models, depending on the structure of the state space. Qualitative models have a state space consisting of propositions about the modelled system. In this case, the model rules have a more descriptive character.

A brief discussion of the relationship between the model and the corresponding real system is given. Three types of real systems are distinguished: physical, artificial and abstract. The main criterion for a distinction between these types of systems is the possibility of constructing a model that describes the system completely (a base model).

The interaction of the learner with models and simulations is described by introducing the concepts of interaction and scenario. The interaction describes the sequence of operations that are performed upon the model, the scenario includes the interaction and the agents who take part in the interaction.

Classifications of instructional simulation environments (often just called: instructional (or educational) simulations) are discussed. The usefulness and features of these classifications are investigated. Many of the existing classifications do not distinguish very well between relevant aspects of simulation learning environment.

Three sections describe the relationship between the internal characteristics of simulations and the four themes introduced in de Jong (this volume): domain models, learning goals, learning processes