The past 30 years have witnessed enormous advances in information technologies. These advances have had a profound and irreversible effect on every institution of modern society. Implementing information-processing technology fell to professional experts and a relatively small cadre of managerial personnel. Responsibility for the utilization of computer technology has shifted away from these professionals, and promises to accelerate due to technological advances and reduced costs for information-processing devices. A symposium was convened in 1980 at the University of Houston to examine the recent antecedents and future consequences of these developments in information technology. Distinguished spokespersons were invited from academic science, government, and business. This book contains the papers delivered at the symposium and the concluding discussion.

The chapters and reports in this publication have been selected from presentations at a Symposium on "Aging and Technological Advances" held in August, 1983 at the Ethel Percy Andrus Gerontology Center of the University of Southern California. The Symposium was made possible by a grant from the NATO Special Programme Panel on Human Factors, and the support of this program is gratefully acknowledged. Members of the Symposium Advisory Board were James E. Birren, Judy Livingston, Erhard Olbrich, Victor Regnier, Pauline Robinson, Thomas Singleton, Arnold Small, Harvey Sterns, and Alvar Svanborg. Professor Lambros Houssiadas also provided invaluable encouragement. Appreciation is also extended to the Andrew Norman Institute for Advanced Study in Gerontology and Geriatrics for support of planning activities leading up to the Symposium and for support of events surrounding the Symposium itself. A generous gift from The UPS Foundation to the Ethel Percy Andrus Gerontology Center made possible the compilation, editing and preparation of this manuscript and helped to support Symposium ac ti vi ties. We thank David Bergstone and Mary Margaret Ragan who together carefully and skillfully organized and carried out the typing of the manuscript.

"This book provides information on different styles of instructional design methodologies, tips, and strategies on how to use technology to facilitate active learning and techniques to help faculty and researchers develop online instructional and teaching materials. It enables libraries to provide a foundational reference for researchers, educators, administrators, and others in the context of instructional systems and technology"--Provided by publisher.

First multi-year cumulation covers six years: 1965-70.

Highlighting and illustrating several important and interesting theoretical trends that have emerged in the continuing development of instructional technology, this book's organizational framework is based on the notion of two opposing camps. One evolves out of the intelligent tutoring movement, which employs artificial-intelligence technologies in the service of student modeling and precision diagnosis, and the other emerges from a constructivist/developmental perspective that promotes exploration and social interaction, but tends to reject the methods and goals of the student modelers. While the notion of opposing camps tends to create an artificial rift between groups of researchers, it represents a conceptual distinction that is inherently more interesting and informative than the relatively meaningless divide often drawn between "intelligent" and "unintelligent" instructional systems. An evident trend is that researchers in both "camps" view their computer learning environments as "cognitive tools" that can enhance learning, performance, and understanding. Cognitive tools are objects provided by the instructional environment that allow students to incorporate new auxiliary methods or symbols into their social problem solving which otherwise would be unavailable. A final section of the book represents researchers who are assimilating and accommodating the wisdom and creativity of their neighbors from both camps, perhaps forming the look of technology for the future. When the idea of model tracing in a computer-based environment is combined with appreciation for creative mind-extension cognitive tools and for how a community of learners can facilitate learning, a camp is created where AI technologists and social constructivist learning theorists can feel equally at home.

Selected as one of the outstanding instructional development books in 1989 by the Association for Educational Communications and Technology, this volume presents research in instructional design theory as it applies to microcomputer courseware. It includes recommendations -- made by a distinguished group of instructional designers -- for creating courseware to suit the interactive nature of today's technology. Principles of instructional design are offered as a solid base from which to develop more effective programs for this new method of teaching -- and learning.

In questioning the scientific enterprise and its effect on the society around it, this analysis of modern science has a particular emphasis on the role of thematic elements - often unconscious presuppositions that guide scientific work.

This volume of the ARGG is devoted to the behavioral sciences, with particular attention given to topics in experimental and applied psychology. With the rapid rate of research in this field of aging, the contributors address a number of important basic and applied topics that are underrepresented in other literature.

Case-Based Reasoning to User Interface Software Tools