Computer Assisted Learning In The Humanities And Social Sciences

Computer-Assisted Research in the Humanities describes various computer-assisted research in the humanities and related social sciences. It is a compendium of data collected between November 1966 and May 1972 and published in Computer and the Humanities. The book begins with an analysis of language teaching texts including the DOVACK system, a program used for remedial reading instruction. It then discusses the objectives, types of computer used, and status of the Bibliographic On-line Display (BOLD), semiotic systems, augmented human intellect program, automatic indexing, and similar research. The remaining chapters present computer-assisted research on language and literature, philosophy, social sciences, and visual arts. Students who seek a single reference work for computer-assisted research in the humanities will find this book useful.

CD-ROm contains: Multimedia that provides unique approach to various disciplines in the social sciences and humanities -- Links to related resources.

Technology and Social Science examines the development and implementation of computer-assisted-learning in the social sciences. Encouraging both students and academics to improve the quality of their teaching and learning by using the wide range of new technologies effectively, this work highlights some of the pros and cons of technology, critically evaluating the technological process and its potential in the field. Encouraging the social science community to take an increasingly active role in this debate, the contributors examine key isues and emphasize areas in need of attention.

This volume contains a selection of papers from the CAL '89 Symposium and includes papers on a wide range of topics related to computer assisted learning. Papers selected include those from the following areas: CAL design, electronic mail and networks, hypermedia, learning and cognition, multimedia, CAL policy and practice and artificial intelligence techniques and knowledge base systems.

Originally published in 1994. Until this book was published, the application of computers to educational practice has received little input from psychological theory. Computers and the Collaborative Experience of Learning locates this topic within the contemporary movement of socio-cultural theory, drawing on the writing of Vygotsky and others. Charles Crook reviews psychological approaches to cognition and learning, in so far as they implicitly direct strategy in respect of computer-based learning. He also takes a novel stance in considering how new technology can enhance rather than undermine the social experience of learning and instruction, and can allow teachers to achieve more in the classroom. He argues that computers can provide the conditions for effective collaboration and enhance the social dimension of education. With its unique blend of theory and practice, from the primary school to university settings, Computers and the Collaborative Experience of Learning will be of interest to educational psychologists, as well as psychologists studying group processes, cognition and development.