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This book should be of value to all those who are considering the
use of or have only just begun to use the computer as a learning
aid, regardless of the educational level and the discipline being
considered. Although the focus is on computer-based instruction in
physics and mathematics at the university- and secondary-school
levels, the strategies and problems are universally applicable. At
the NATO Advanced Study Institute upon which this volume is based,
the obstacles encountered by those engaged in such activities were
similar in each of the eighteen countries represented. Despite many
false starts by those engaged in applying the computer as a
learning aid, we believe unequivocally that the computer presents a
unique educational tool yet to be exploited adequately. The reasons
for slow development may become obvious as one reads this book: the
effort required to achieve measurable success is not trivial.
Extensive planning and team efforts are often necessary.
Unfortunately, many well-intentioned educators discover this too
late. We emphasize very early that it is the opportunity to engage
students as active participants in the learning process which sets
computer-based learning apart from the learning potential of other
electronic media.
Learning is a critical worldwide problem for humans, essential to
create a peaceful and happy world. We have serious problems in
learning in both wealthy and poor areas. New approaches to learning
are needed, as the current system may not rise to the new
challenges. This book proposes a new strategy for learning,
worldwide and for all ages of students. Computer-based distance
learning would be the major delivery mechanism, with very large
numbers of students. The very frequent interactions between the
student and the computer would be like that with a skilled human
teacher. These interactions would take place in the student's
native language, in both directions. A typical interaction would be
a question to a student, and a free-form student response. Both
voice and keyboard student input would be possible. The learning
programs would work with each student until mastery is achieved,
adapting to the needs of each. Students would be active learners.
The book begins with the problems and goals of learning. It
considers possible forms of distance learning, looking at the
variables involved, current examples of distance learning, and
possible future forms including examples from science fiction. It
then investigates student interactions, considering both frequency
of interactions and the quality of each interaction. Programs
developed in the Educational Technology Center at the University of
California, Irvine, illustrate the critical idea of tutorial
learning with computers. Production of tutorial learning material
and costs for a student hour of learning is discussed. The book
ends with suggestions for future progress. Current hardware and
software is fully adequate for the tasks described. Development of
all required learning units is a major activity. After this
development, both better quality of learning and lower costs are
very likely. Further experimental work is essential to understand
the possibilities.
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