scholarly journals TICCIT: Building Theory for Practical Purposes

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Andrew S. Gibbons ◽  
A. F. O'Neal
Keyword(s):  
National Science Foundation ◽  
Instructional Television ◽  
Experimental System ◽  
Computer Assisted ◽  
Theoretical Design ◽  
Assisted Delivery ◽  
Research Corporation ◽  
Color Television ◽  
Computer Controlled ◽  
Instructional Component

In 1971 the National Science Foundation contracted with the MITRE Corporation (MIT Research Corporation) for the production of an experimental system to test the computer-assisted delivery of information and instruction to homes: the TICCIT system—an acronym for “Time-shared, Interactive, Computer-Controlled Information/Instructional Television”. The networking concept of TICCIT linked minicomputers through coaxial cables to color television sets. The theoretical design challenge was that the agreement with NSF specified that the instructional component of TICCIT would be learner-controlled. TICCIT system specifications produced a type of instruction that adapted moment-by-moment to the choices of the learner.

Core Principles of Educational Multimedia

2011 ◽  
pp. 130-136
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

scholarly journals The Role of Education in Technology Use and Adoption: Evidence from the Canadian Workplace and Employee Survey

ILR Review ◽  
2017 ◽  
Vol 70 (5) ◽  
pp. 1219-1253 ◽  
Author(s):  
W. Craig Riddell ◽  
Xueda Song
Keyword(s):  
Instrumental Variables ◽  
Technology Use ◽  
Formal Education ◽  
School Attendance ◽  
Causal Effects ◽  
Computer Assisted ◽  
Work Experiences ◽  
Employee Survey ◽  
Computer Controlled

Technology use and adoption by firms and workers is a critical component of the process of technological change. Relying on data from the Canadian Workplace and Employee Survey, this study assesses the causal effects of education on technology use and adoption by using instrumental variables for schooling derived from Canadian compulsory school attendance laws. The authors find that education increases the probability of using computers on the job, and that employees with more education spend more time using computers and have longer work experiences with computers than those with less education. Education does not, however, influence the use of computer-controlled and computer-assisted devices or other technological devices such as cash registers and sales terminals. These findings are consistent with the view that formal education increases the use of technologies that require or enable workers to carry out higher-order tasks, but not those involving routine workplace tasks.

Compensation for Object Motion in Remote Manipulation

1993 ◽  
Vol 5 (1) ◽  
pp. 66-72
Author(s):  
Kazuo Tani ◽  
Keyword(s):  
Computer Control ◽  
Operation Time ◽  
Computation Time ◽  
Experimental System ◽  
Object Motion ◽  
Moving Object ◽  
Remote Manipulation ◽  
Control Scheme ◽  
Computer Controlled ◽  
Human Operators

The goal of this project is the proposal of the concept of master/slave control with compensation for object motion in order to facilitate the manipulation of a moving object and the evaluation of the compensation by experimentally comparing the performance of the operator. An experimental system was constructed consisting of a master/slave manipulator, a moving table for the moving object, and a computer which controls both the manipulator and table. A computer control scheme for master/ slave and compensation for object motion was developed in consideration of the kinematics and dynamics of the manipulator. The computation time in this scheme was shown to be practical and permitted a system sampling time of 50 ms. Experiments were conducted with human operators performing manipulation tasks in computer controlled master/slave. Their performance was compared in three situations: no object motion, compensation for object motion, and no compensation. The comparison of the compensation and no compensation situations showed that compensation reduced the operation time by 26-41% in the peg moving task and increased the accuracy by two and a half times in rectangle tracing. However, in valve turning, significant improvement was not observed. Thus, it was concluded that compensation for object motion can significantly improve the performance of the human operator in certain kinds of tasks.

Evaluation of a Computer-Assisted Instructional Component in a College-Level Nutrition Course

1997 ◽  
Vol 29 (6) ◽  
pp. 327-334 ◽  
Author(s):  
Lyndon B. Carew ◽  
Valerie M. Chamberlain ◽  
Frances A. Alster
Keyword(s):  
Computer Assisted ◽  
College Level ◽  
Nutrition Course ◽  
Instructional Component
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