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计算机互动课程的应用

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.

计算机学习材料的评估

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.

高度互动软件

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.

如何有效利用计算机

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.