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DOCUMENT RESUME ED 320 550 IR 014 466 AUTHOR Herrmann DOCUMENT RESUME ED 320 550 IR 014 466 AUTHOR Herrmann, Thom, Ed. TITLE Show & Tell. Proceedings of the Ontario Universities' Conference (1st, Guelph, Canada, May 1987). INSTITUTION Guelph Univ. (Ontario). PUB DATE Hay 87 FOTE 217p.; For the proceedings of the 1988 conference, see IR 014 467. PUB TYPE Collected Works - Conference Proceedings (021) -- Reports - Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Authoring Aids (Programing); *Computer Assisted Instruction; *Computer Graphics; Computer Literacy; Databases; *Expert Systems; Foreign Countries; Higher Education; *Information Networks; *Information Technology; Interactive Video; Media Selection; *Teleconferencing IDENTIFIERS Canada; *Computer Mediated Communication; Ontario ABSTRACT Twenty-three conference papers focus on the use of information technology in Ontario's technical colleges and universities: "The Analytic Criticism Module--Authorial Structures & Design" (P. Beam); "Computing by Design" (R. D. Brown & J. D. Milliken); "Engineers and Computers" (P. S. Chisholm, M. Iwaniw, and G. Hayward); "Designing the CAL Screen: Problems and Processes" (R. Edmonds); "A Computer Aided Instruction in Dynamics" (H. Farazdaghi); "A Computer Assisted Curriculum Planning Program" (H. Farazdaghi , "RAPPI--Communications Networking in the Classroom" (L. Hazzan); "RAPPI--Open Door" (C. Hudel); "Computer Conferencing Systems: Educational Communications Facilitators" (C. S. Hunter); "Interactive Computer Art" (M. LeBlanc); "GEO-VITAL: Computer Enhanced Teaching in Geology" (I. P. Martini and S. Sadura); "Intentional Socialization and Computer-Mediated Communication" (E. K. McCreary & J. Ord); "Issues in the Development of Intelligent Tutoring Systems" (M. McLeish & K. Langton); "Which Objectives, Which Technologies? A Decision-Making Process" (C. Nash); "Library Instructional Module" (G. Pal, L. Rourke, and H. Salmon); "Computer-Assisted Language Learning (CALL) at the University of Guelph" (D. M. Paramskas); "Computer Literacy: A Practical Approach" (L. Pearce); "The EOP: Graphics & Teleconferencing" (J. Raymond); "Horticultural Production Systems Planning and Analysis" (J. W. Riekels); "The Impact of Interactive Video Teaching" (H. Schmidt); "The Use of the Veterinary Medical Information Management System (VMIMS) Database in Teaching" (T. Stirtzinger); "A Computer Science Summer Camp" (D. A. Swayne, J. VanDuren, and M. M. Shepherd); and "A Prototype Expert System for Teaching Brain/Behaviour Relationships" (M. Szwarc, S. Bandyopadhyay, G. Lasker, and D. Reynolds). References are provided in each of the papers. (GL) Reproductions supplied by EDRS are the best that can be made from the original document. U S DEPARTMENT OP EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )( This document has been reproduced as received from the person or organization Uf g Ai1f IQ ti PAM' changes have been made to improve reproduction quallty Points of view or opinionsstated in thtsdocu ment do not ntcesSanly represent official OERI position or pol cy I BEST COPY AVAILABLE papers from the conference May 1987 'PERMISSION TO REPRODUCE THIS MATERIAL HAS SEEN GRANTED BY oe N IVENSITY Ian K.Easterbrock 1-1 iCUELPH 2 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Preface The 1st Ontario Universities's SHOW and TELLwas an attempt, held at the University of Guelph during May1987, to bring together those faculty using Information technologyto augment their courses and both tell as wellas show others what worked and what didn't. The conference consisted ofa series of 4 or 5 ten minute presentations followed by an equal period during which individuals were able to demonstrate their applications. In this manner a'general aescription was complemented bya poster type demonstrationfor those interested ina particular area or application. The present volumeis an attempt to move these rather informalpresentations intoa generally more reflective and scholarly format yet maintain the spiritedand useful information exchange that the SHOW and TELL hasso far engendered. I wish to thank both the authorsand the staff of the Information Technology Support Group ofthe Office of Educational Practiceat the University ofGuelph for theireffort in compiling this volume. They, the authors and staff,whose continued interest and support of the free exchange of information are leading to the effective and efficient applicatioa of Information Technology inthe university setting. They deserve the credit for anysuccess the Show and Tell or this volume might enjoy. Thom Herrmann Coordinator i TABLE OF CONTENTS The Analytic Criticism Module (ACM) - Authorial Structures & Design 1 Paul Beam Computing by Design 15 Robert D. Brown and John D. Milliken Engineers and Computers 21 P.S. Chisholm, M. Iwaniw and G. Hayward Designing the CAL Screen: Problems and Processes 31 Robert Edmonds A Computer Aided Instruction in Dynamics 43 Hadi Farazdaghi A Computer Assisted Curriculum PlanningProgram 47 Hadi Farazdaghi RAPPI - Communications Networking inthe Classroom 53 Linda Hazzan RAPPI - Open Door 63 Chris Hudel Computer Conferencing Systems: Educational Communications Facilitators 71 C. Stuart Hunter Interactive Computer Art 77 Michael LeBlanc GEO-VITAL: Computer Enhanced Teaching in Geology 91 I. Peter Martini and Steve Sadura Intentional Socialization and Computer-Mediated Communication 101 Elaine K. McCreary and JonnOrd Issues in the Development of Intelligent Tutoring Systems 111 Mary McLeish and Karl Langton Which Objectives, Which Technologies? A Decision-Making Process 127 Chris Nash iii Library Instructional Module 135 Gabriel Pal, Lorna Rourke and HillenSalmon Computer-Assisted Language Learning (CALL) at the Universityof Guelph 141 D.M. Paramskas Computer Literacy: A Practical Approach 157 Laurie Pearce The EOP: Graphics & Teleconferencing 165 Jacques Raymond Horticultural Production Systems Planningand Analysis 177 Jerald W. Riekels The Impact of :nteractive Video Teaching 185 Herminio Scnmidt The Use of The Veterinary MedicalInformation Management System (VMIMS) Database inTeaching 193 T. Stirtzinger A Computer Science Summer Camp 199 D.A. Swayne, J. VanDuren and M.M.Shepherd A Prototype Expert System for Teaching Brain/Behaviour Relationships 211 Mark Szwarc, Subir Bandyopadhyay, George Lasker and David Reynolds iv THE ANALYTIC CRITICISM MODULE (ACM)- AUTHORIAL STRUCTURES & DESIGI's1 This module, the ACM, has been produced under the auspices of the Computers- in-Education Committee of the Ministry of Education and has been written in C to operate on the UNISYS ICON. Itrequires both colour facilities and the Window Manager routine to function. THE ACM STRUCTURE IN THE CONTEXT OF ICON SYSTEMS & NETWORKING: The ACM's purposeisto permit teachers, particularly in language studies, to create very detailed, interactive lessons in computer-aided learning through a series of screen displays, menus and system commands, without being required to do any programming or database construction within the module. We believe that thisis a major advancement in making teacher-specific CAL available ita congenial and comprehensible format. The tool described inthis paper isin prototype and we commence testingitin schools in September of 1987. The guiding pedagogy has beentoplacea subject expertbehind theleft shoulder of a studentinthe examination of a short text or document. The passage may be of the instructor's choosing and may be of any length, though all our experience has been that brief texts, because of the depth in which they can be examined and explicated, be undertaken initially. Because of the pre-eminence of the text in this learning model, itisvirtually impossible to not have some or all of it on the screen, ina central location, at any given point. The student (or instructor in the lesson structure) isconstantly indicating some aspect of the passage and makinga comment or query about it. The teacher does so by a series of pre-defined questions and suggestions which make up the module's options and by responses to student choicesor questions. The student makes selections from the passage, choicesamong topics and definitions and adds comments to a file which the instructor reads subsequently and from which he 6 2 or she can respond to the student, incorporateanswers for an entire class and make modifications to the lesson, where suchare warranted. The creation module is the first of four,linked structures. Initthe teacher prepares a comprehensive explication of any facets ofa text on which comment is deemed necessary. It, in turn, generatesa user module which resembles, as closely as possible, the appearance and sequences of the creationunit,to enable both instructor and user to look at thesame formats by the same commands. There is an obvious advantage for both partiesinclose resemblances between what the teacher makes and what students actuallysee in the resulting lesson. Behind this premise lies our hope that students will bedrawn in as aids and assistants in the creation process and in amplification and expansionof all aspects of a givw.1 lesson; where they arefamiliar with the format and thepatternsof commands and devices, they will be the more practically preparedfor this educational step, the more the creation design approximates the lessonstructures on which they have been trained.A third component of component ofthe ACM, seldom seen by users, is the "datafile", the structure ofteacher lessons, comments, choices and questions, as well as the large libraries
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