The following is a list of all publications generated by the Foundation Coalition, listed by author. These documents require the use of the Adobe Acrobat software in order to view their contents.
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Villareal, S., Zoghi, B., 1996, “A Collaborative, Multimedia, Web-Based Electronics Course: Project Description and Survey,” Proceedings of the Frontiers in Education Conference.
Abstract: Our interest, development and use of multimedia materials has proceeded mainly along two parallel paths. One has emphasizes Computer-animated simulations which are animations controlled by parameters set by the student. This approach enhances student learning by providing realistic, visual feedback of qualitatively correct results. The second path emphasizes virtual instrumentation which uses graphics and video-clip demonstrations via the internet. This approach increases student learning efficiency by providing students with simulated experiences with lab equipment and procedures before, during and after conventional lab activities.
One major obstacle to any kind of materials development, especially multimedia development, is the issue of resources. To most effectively combine our existing materials and leverage limited resources, we have established the framework for a coalition of technology programs with similar goals and interests. A brief interest survey sent to approximately 240 members of the Texas Junior College Teachers Association shows that 30% of respondents are already involved in multimedia development, 54% have internet connectivity, and 77% are interested in participating in our collaborative efforts.
Villareal, S., Wynn, C., Eastwood, D., Zoghi, B., 1998, “The Design, Development, and Evolution of Web-Based Materials Featuring Computer-Animated Simulations,” Proceedings of the Frontiers in Education Conference.
Abstract: The need for more efficient and more effective teaching techniques led us to begin developing Computer Aided Instruction (CAI) modules featuring Computer Animated Simulations (CAS) in 1993. In this paper, we review the design, development and evaluation of our initial desktop CAI/CAS modules in two stages before presenting our most recent experience in developing and evaluating these materials in a web-based format. In the initial stage of desktop CAI development, we obtained valuable insight into ways to improve the animated simulations through informal student feedback and ongoing formative evaluation. A summative evaluation of this first stage consists of an analysis of actual test scores. This study shows that semesters using the desktop CAI are not statistically different from semesters not using these materials. However, we note that presentation time in both lecture and lab are significantly reduced by applying these modules.
The second stage of desktop CAI evaluation began after most of the suggestions from the initial stage had been incorporated. The evaluation of the desktop CAI in the second stage consists of a more direct measurement comparing pre-test and post-test scores for students conducting lab exercises in either the traditional hands-on assignment or in the CAI/CAS format. This study also shows no statistical difference between the two groups of students. However, this review demonstrates the importance of student feedback in both formative and summative evaluations and several key benefits of the CAI/CAS format.
Lastly, this paper presents our most recent development strategy for enhancing these materials and for converting them into a web-based format. Due to our disappointing experience with commercial web-authoring software, our strategy changed to a from scratch approach using inexpensive and easy to use web-based development tools. Cost for these tools, development time estimates and results of an informal evaluation of our first two web-based modules are also reported. A more rigorous evaluation of these web-based materials is planned with findings similar to those for the desktop CAI/CAS modules anticipated.
- Schweiker, M., Moore, D.J., Voltmer, D.R., 2002, “The Design of an Enhanced Curricular Evaluation + Portfolio (ECE+P) Software System,” Proceedings of the Frontiers in Education Conference.
Abstract: A process for curricular monitoring and providing feedback for the continuous improvement of curricula was presented recently by Moore and Voltmer. The original process was designed to include instructors, administrators, and external reviewers. A subsequent study of the existing software and enhanced capabilities led to an expansion of the vision and scope of the original evaluation process. The study precipitated the design of a new software system that expands the curricular monitoring to include the student. Improved interaction between the student and instructor as well as grading capabilities is included in the expanded system, the Enhanced Curricular Evaluation + Portfolio (ECE+P) system. An additional enhancement enables every student to store private files and create secure portfolios to which studenst can grant viewing rights to external guests. The ECE+P system was designed using a Unified Modeling Language (UML) software development tool that allows requirement change to be incorporated easily. The tool also provides system specifications that can be implemented using various platforms. A discussion of the ECE+P system and the UML tool will be included in the full paper and presentation.