Software review

Summary Word Works certainly provides a technological approach to creating educational worksheets. These programs ar designed to enhance instructional management and increase student vocabulary efficiently. Educators with at least word processing capability are able to operate this menudriven program.Given that the appropriateness of instructional worksheets is often bantered about the educational community, the contributions of these programs are somewhat limited. Although it is assumed by the software manufacturers that programs as such are motivating for students, the extended use of such activities are often criticized by educational experts. Further, the on-going use of worksheets is tempered by such student variables as student reading ability, students' age-grade level, and other variables.     

Teaching psychology as a laboratory science in the age of the Internet

For over 30 years, psychologists have relied on computers to teach experimental psychology. With the advent of experiment generators, students can create well-designed experiments and can test sophisticated hypotheses from the start of their undergraduate training. Characteristics of new Net-based experiment generators are discussed and compared with traditional stand-alone generators. A call is made to formally evaluate the instructional effectiveness of the wide range of experiment generators now available. Specifically, software should be evaluated in terms of known learning outcomes, using appropriate control groups. The many inherent differences between any two software programs should be made clear. The teacher’s instructional method should be fully described and held constant between comparisons. Finally, the often complex interaction between the teacher’s instructional method and the pedagogical details of the software must be considered.     

A review of macintosh-based instructional software

This paper reviews Macintosh-based instructional software. The programs that are discussed can be used as laboratory exercises for data collection and data analysis, or for computer-assisted instruction. Some suggestions for state-of-the-art software in each of these categories are made along with some comments regarding instructional objectives for each set of programs.     

The computer as a tool in instructional computing: Students as software architects

The computer-rich environment that exists when every student has a computer provides a variety of new opportunities for instructional use of computers, including new opportunities for the use of microcomputer application programs. After arguing that computer programming has a limited role in instructional computing, this paper describes the assumptions, development, and structure of a psychology course in which students make use of the microcomputer and its application programs as a tool in software design. However, programming is not required. Rather, the personal computer and its application programs provide an environment in which the student has the freedom to develop software design and explore course content without being constrained by the mind-numbing minutiae involved in programming a rigid, inflexible tutee.     

Verbal and visual instruction with mental retardation: The role of subject characteristics and task factors

Past research and theory presents an inconsistent picture concerning the relative value of verbal versus visual instructional programs for individuals with mental retardation. From an empirical perspective, there is evidence that this inconsistency may be due to the differences in the type of tasks and the specific abilities of the subjects employed across studies. In this research, the effects of three instructional procedures (verbal, visual, and verbal plus visual) were evaluated with mentally retarded persons who varied in verbal and visual ability. Performance was examined on a visual task which incorporated stimuli of varying degrees of familiarity to the subjects. The results indicated that the use of the combined verbal-visual instruction procedure was more effective than the other two training programs when task stimuli were familiar to the subjects. When task stimuli were unfamiliar, instructional procedures which had a visual component were found to be superior to a procedure which employed only the use of verbal component. The subjects' visual ability was most strongly associated with performance outcome when visual instruction was employed and unfamiliar task stimuli were sorted. In contrast, subjects' verbal ability appeared to be equally important across instructional and task conditions. The implications of the results for the design of instructional programs and for future research are discussed.     

An effective metacognitive strategy: learning by doing and explaining with a computer‐based Cognitive Tutor

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use.     

Selection of software in the instructional laboratory

In this paper, I discuss a number of issues concerning software selection in instructional laboratories. First, I describe several taxonomies of instructional software and argue that the most important dimension of instructional software is that it must be an efficient tool. Second, I discuss some elements of the context of the instructional lab, including sophistication of users. Third, I explore design features, especially those related to ease of learning to use packages. Several other issues are also considered, such as where to find software reviews.     

Reading Specialists

ABSTRACT

Students in special education programs often have serious reading problems, requiring the diagnostic and instructional expertise of reading specialists. Having reading specialists work cooperatively with members of multidisciplinary teams can benefit students, teachers, team members, and parents. In many instances, particular skills of reading specialists can be employed to assess student eligibility for special education and to develop individualized instructional programs. This article illustrates how the inclusion of reading specialists can enhance both diagnosis and instruction and provides guidelines for involving reading specialists.     

Improving instruction for adults with developmental disabilities: Evaluation of a staff training package

Improvements in adaptive behavior among adults with developmental disabilities often depends on the quality of instruction delivered by direct-care staff. The present study evaluated the effectiveness of a multifaceted package for improving the quality of instructional interactions among three staff/adult dyads. Instructional interactions were first analyzed to identify areas for improvement. A multifaceted intervention package consisting of inservice training, participative management, and on-going feedback was then implemented in a multiple-baseline design across dyads. The package trained staff to increase their use of time delay and reinforcement strategies and these changes were associated with greater independence in a sandwich making task among two of the three participating adults. The results suggest direct observation of existing instructional interactions may provide valuable information when training staff to implement effective habilitative programs for adults with developmental disabilities.     

Designing courseware: Prompts from behavioral instruction

Behavior analysis has been at the forefront of instructional design for many years. However, this leadership position is rapidly eroding as teachers, trainers and other educators insist that behavioral instruction is good only for meeting simplistic educational goals. I argue that in order for behavior analysis to continue to influence the field of instructional design, behavior analysts need to help people develop instructional programs that use advanced interactive computer systems and that are based on all the components of behavioral instruction. Therefore, this paper suggests the following strategy. First, it teaches people to select authoring systems that will enable them to design interactive computer programs. Second, in order to improve current authoring systems it provides a set of prompts that integrate the features of behavioral instruction. I claim that the integration of these prompts with an advanced authoring system will facilitate the development of complex, conceptual learning programs and minimize current criticisms of behavioral instruction.     

Open-source software to conduct online rating studies

Several software programs exist to assist researchers in setting up online questionnaires. Existing tools are of little help for delivering online rating studies, for which it is often desirable to collect data from participants for only a subset of a stimulus set. OR-Vis enables researchers to quickly set up online rating studies by supplying the set of items to be rated, the number of stimuli an individual participant responds to, the number of participants an item is shown to, and the rating questions. The software then generates and delivers unique questionnaires for each participant, while managing the data collection process. The present article describes OR-Vis, its installation process, and how to use it to gather data. OR-Vis is open-source software and can be downloaded from www.orvis.uni-muenster.de.     

Instructional programs for psychology: A review and analysis

This paper presents 10 general observations about current software for instruction in psychology and examines selected examples employing four instructional techniques for computer-assisted instruction. We find that although the number of programs employing experimental or data-oriented approaches to psychology as a primary vehicle of instruction is increasing, tutorial drill and practice programs and gaming are not well represented.     

Performance of Fourth-Grade Students with Learning Disabilities on Multiplication Facts Comparing Teacher-Mediated and Technology-Mediated Interventions: A Preliminary Investigation

Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to teacher-directed instruction (TDI) or to a combination of instructional approaches (CI) involving both AI and TDI in tandem. In an alternating treatments design, we compared AI, TDI, and CI conditions during instruction targeting multiplication facts with six students with learning disabilities. Results were inconsistent across students, and no condition emerged as consistently better than the others. Students completed social validity rating scales, and all approaches were favored by at least one student. Our results support findings from previous research involving similar comparisons between these instructional formats in which no (or minimal) differences across conditions were detected. We conclude that there may not be a meaningful difference between the outcomes achieved using AI, TDI, or CI for many students. Results are discussed in terms of directions for the future research.     

Adaptive user displays for intelligent tutoring software.

Intelligent tutoring software (ITS) holds great promise for K-12 instruction. Yet it is difficult to obtain rich information about users that can be used in realistic educational delivery settings--public school classrooms--in which eye tracking and other user sensing technologies are not suitable. We are pursuing three "cheap and cheerful" strategies to meet this challenge in the context of an ITS for high school math instruction. First, we use detailed representations of student cognitive skills, including tasks to assess individual users' proficiency with abstract reasoning, proficiency with simple math facts and computational skill, and spatial ability. Second, we are using data mining and machine learning algorithms to identify instructional sequences that have been effective with previous students, and to use these patterns to make decisions about current students. Third, we are integrating a simple focus-of-attention tracking system into the software, using inexpensive, web cameras. This coarse-grained information can be used to time the display of multimedia hints, explanations, and examples when the user is actually looking at the screen, and to diagnose causes of problem-solving errors. The ultimate goal is to create non-intrusive software that can adapt the display of instructional information in real time to the user's cognitive strengths, motivation, and attention.     

Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials

Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors’ availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills.     

Data generation and analysis using spreadsheets

Modern spreadsheets are powerful and useful tools that can often replace special-purpose programs for generating data and for student analysis of simple statistical problems. The inherent flexibility of spreadsheets makes them especially convenient and extensible. Several templates for generating and analyzing data fort tests and analysis of variance are discussed. Users can specify then, \(\bar X\) , andSD of two or more groups and then execute macros that generate appropriate data. Overwriting the generated data with “real” values turns the spreadsheet into a data analysis program. Spreadsheets hold promise as valuable instructional supplements for simple designs, but they are less suitable for more complex designs, where special-purpose programs may be more appropriate.     

From children's hands to adults' ears: gesture's role in the learning process

Children can express thoughts in gesture that they do not express in speech--they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches--more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change.     

The Drexel Disk: Hypertext-based instructional software as a tool for the exploration of a constrained knowledge space

In this paper, an example of multi-functional, transportable instructional software is described. The software provides the user with a constrained knowledge space and the necessary tool to explore it. Relying heavily on graphics and hypertext linkages, the software is easy to use; it is distributed throughout the university as part of a solution to the problems of training and supporting microcomputer users.     

Young Offenders with Disabilities: Legal Requirements and Reform Considerations

Delinquency rates have been a persistent concern in the United States with juveniles involved in almost a third of arrests for major crimes in 1993. Further, a disproportionate number of youths incarcerated have a disability. Because youths with disabilities in correctional facilities present legal and educational challenges, we explored the parameters of providing appropriate services based on individual needs. Despite applicable federal legislation, the juvenile correctional system often fails to meet the educational needs of those with disabilities (i.e., some youths are denied special education services, services are often inferior to those provided by public schools, and teachers are often inadequately trained). According to federal legislation, juvenile facilities must observe procedural safeguards afforded to those individuals and provide needed services even for pre trial detainees (services, however, may be balanced against legitimate security concerns). Ultimately, state educational agencies have the responsibility for ensuring that youths with disabilities receive a free appropriate education. Promising practices applicable to all youths may include Positive Peer Culture, aggression replacement training, aftercare programs, and research validated instructional interventions.