Papers by Dexter Fletcher
The SCORM Content Aggregation Model (CAM) Book The SCORM Content Aggregation Model (CAM) book [19... more The SCORM Content Aggregation Model (CAM) Book The SCORM Content Aggregation Model (CAM) book [19] defines responsibilities and requirements for building content aggregations (i.e., the process of assembling, labeling and packaging content). The book contains information on creating content packages, applying meta-data to the components in the content package and applying sequencing and navigation details in the context of a content package. Several dependencies span from the SCORM CAM book to the SCORM RTE book. Meta-data is "data about data". SCORM meta-data describes the different components of the SCORM content model (Content Organizations, Activities, SCOs and Assets). Meta-data, a form of labeling, enhances search and discovery of these components. At this time, there are no defined relationships between SCORM meta-data and the SCORM Run-Time Environment Data Model and SCORM meta-data has no impact on run-time behaviors or events. For these reasons, meta-data is not discussed in detail in the SCORM RTE book. This relationship may change as SCORM evolves. A Content Package, in a general sense, bundles content objects with a content structure that is described by a manifest. A SCORM Content Package may represent a SCORM course, lesson, module or may simply be a collection of related content objects that may be stored in a repository. The manifest, an essential part of all SCORM Content Packages is contained in an XML-based file named "imsmanifest.xml". This file, similar in many ways to a "packaging slip", describes the contents of the package and may include an optional description of the content structure. SCORM Content Packages may include additional information that describes how an LMS is intended to process the Content Package and its contents. Some of these elements are utilized by the SCORM RTE Model.
Opportunities and Issues in Computer Based Instruction
Ossc Report, 1984
Abstract: The report summarizes research on the improvement and individualization of instruction,... more Abstract: The report summarizes research on the improvement and individualization of instruction, with reference to a theoretical framework of optimization, and specific applications in computer-assisted instruction (CAI). Two projects involved the acquisition ...
p production is of standardized all Levins ard satisfactory m of measuring problem n as applied t... more p production is of standardized all Levins ard satisfactory m of measuring problem n as applied to 1ducation. Levin result from a rod uction func-journals He is anger of these PART Corn pen satoryyen worse, that in the way Education tense about how bke the threat of a pretty remote. with-pular plea—and}construction by a reasonably iools has been bores do not fill are The use of;ne possible im-hay be of some of the educa-hicular are very iiendations. I am Irmiess and may I am quite ever becom-halt or reverse
Accelerated learning: Prospects, issues and applications: (578652012-027)
MF-$0.65 HC-$3.29 Achievement Gains; Arithmetic; *Computer Assisted Instruction; *Disadvantaged Y... more MF-$0.65 HC-$3.29 Achievement Gains; Arithmetic; *Computer Assisted Instruction; *Disadvantaged Youth; *Evaluation; Instructional Media; Program Costs; Reading; *Research This paper is divided into three sections. The first section describes three programs in computer-assisted instruction (CAI) that have been developed by the Institute for Mathematical Studies in the Social Sciences at Stanford University and have performed well with underachieving children. These programs are in elementary arithmetic, initial reading, and computer programing for high school students. The second section, the major part of this paper, reports a detailed evaluation of these programs. Two criteria for successful performance are examined: simple achievement gain, and reduction of achievement inequality. The final section deals with the problem of making CAI available in rural as well as urban areas, and attempts a realistic assessment of the total costs. An estimate is also made of the increase in stude...
Proceedings of the IEEE, 1995
Networked simulation for education and training is discussed as a functional capability though wh... more Networked simulation for education and training is discussed as a functional capability though which Distributed Interactive Simulation (DIS) may find application in the non-Defense world. Effectiveness of networked simulation in Defense education and training applications has yet to be conclusively demonstrated, but studies completed thus far have yielded positive results. Results from non-Defense applications are also likely to be positive. The characteristics of networked simulation that are relevant to its transfer to non-Defense applications include a focus on group performance, physical dispersion of participants, requirements for real-time response, emergent task environments, visual task environments, accessible performance data, provisions for practice, immersive realism, and interactions with many entities. These characteristics are matched with potential, non-Defense applications of networked simulation such as training for crews, teams, and units, edutainment, education, training, school-to-work transitions, and lifelong leaming. Remaining issues include further development of technical standards, legal standards, research and development, fzscal and regulatory policies, and development of the communications infrastructure.
Educational Researcher, 2007
The Advanced Distributed Learning (ADL) initiative was undertaken to make education, training, an... more The Advanced Distributed Learning (ADL) initiative was undertaken to make education, training, and lifelong learning accessible at any time, anywhere. It has developed specifications and techniques that are being adopted globally by governments, businesses, and schools. Although ADL currently focuses on government and business applications, it has significant implications for the classroom structures, processes, and activities of K-16 education. The authors describe the ADL initiative and its implications for K-16 education and call for increased attention from educators and education researchers to the opportunities and challenges represented by anytime, anywhere, distributed learning.
Educational Researcher, 2007
The Advanced Distributed Learning (ADL) initiative was undertaken to make education, training, an... more The Advanced Distributed Learning (ADL) initiative was undertaken to make education, training, and lifelong learning accessible at any time, anywhere. It has developed specifications and techniques that are being adopted globally by governments, businesses, and schools. Although ADL currently focuses on government and business applications, it has significant implications for the classroom structures, processes, and activities of K-16 education. The authors describe the ADL initiative and its implications for K-16 education and call for increased attention from educators and education researchers to the opportunities and challenges represented by anytime, anywhere, distributed learning.
Computer-assisted instruction in mathematics and language arts for deaf students
Proceedings of the May 6-10, 1974, …, 1974
The central processor for the Institute's computer system is a Digital Equipment Corporation... more The central processor for the Institute's computer system is a Digital Equipment Corporation PDP-10. In addition to 256K of core memory, short-term storage of programs and student information was provided by sixteen 180,000,000-bit disk modules; long-term storage of student ...
Defining and Measuring Military Cognitive Readiness
PsycEXTRA Dataset, 2000
Costs, Effects, and Utility of Microcomputer Assisted Instruction in the Classroom
Amer Educ Res J, 1990
... of instruction was presented using six stand-alone microcomputers that were placed in eachcla... more ... of instruction was presented using six stand-alone microcomputers that were placed in eachclassroom. ... from the textbook (either with paper and pencil or using the chalkboard), used teacher-constructed drill sheets or coloring sheets, worked with materials such as ...
Learning from Computer Games: A Research Review
Communications in Computer and Information Science, 2012
ABSTRACT
What is a pound of training worth?
ABSTRACT
Handbook of Research on Educational Communications and Technology, 2013
This chapter reviews a rapidly growing body of empirical evidence on the effectiveness of using v... more This chapter reviews a rapidly growing body of empirical evidence on the effectiveness of using video and computer games to provide instruction. Evidence of their effectiveness is drawn from existing results and data. The topics covered here are transfer from computer games to external tasks, enhancing cognitive processes, guidance and animated agents, playing time and integration with curricular objectives, effects on game players, attitudes toward games, cost-effectiveness, and, fi nally, the use of games for evaluation. Areas where the evidence base is particularly weak are identi fi ed in the discussion section. Findings and recommendations for the design of games used in instruction are summarized in a table. The chapter concludes with a call for development of tools and technology for integrating the motivating aspects of games with good instructional design. People do learn from games. Missing are generally effective design processes that ensure that learners will acquire the speci fi c knowledge and skills the games are intended to impart.
International Journal of Educational Research, 1997
Video Disc Technology: A New Approach to the Design of Training Devices
Manned Systems Design, 1981
ABSTRACT
International Journal of Educational Research, 1997
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Papers by Dexter Fletcher