Table Of ContentLearning Through Computers
Learning Through Computers
An Introduction to
Computer Assisted Learning in
Engineering, Mathematics
and the Sciences at Tertiary Level
Edited by
David A. Tawney, M.A., M.lnst.P.
formerly Senior Research Associate at the Centre for Applied
Research in Education, the University of East Anglia
M
©The Contributors 1979
Softcover reprint of the hardcover 1st edition 1979 978-0-333-23585-0
All rights reserved. No part of this publication may be reproduced or transmitted,
in any form or by any means, without permission.
First published 1979 by
THE MACMILLAN PRESS LTD
London and Basingstoke
Associated companies in Delhi Dublin
Hong Kong Johannesburg Lagos Melbourne
New York Singapore and Tokyo
Typeset by
Reproduction Drawings Ltd, Sutton, Surrey
British Library Cataloguing in Publication Data
Learning through computers.
1. Science-Study and teaching (Higher)-Great
Britain 2. Science-Computer-assisted instruction
3. Engineering-Study and teaching (Higher)
Great Britain 4. Engineering-Computer-assisted
instruction
I. Tawney, David
507'.8 Q183.4.G7
ISBN 978-1-349-03716-2 ISBN 978-1-349-03714-8 (eBook)
DOI 10.1007/978-1-349-03714-8
This book is sold subject to the standard conditions of the Net Book Agreement
The Contributors
Professor P. B. Ayscough, Department of Physical Chemistry, University of
Leeds
D. W. Daly, formerly Department ofMathematics, University of Glasgow
W. Dunn, Department of Education, University of Glasgow
J. Fielden, Peat, Marwick, Mitchell and Co., Management Consultants
A. D. Gosman, Department of Mechanical Engineering, Imperial College,
London
J. A. Hampton, Department of Mathematics, Napier College, Edinburgh
R. D. Harding, Department of Applied Mathematics and Theoretical Physics,
University of Cambridge
T. Hinton, Department of Physics, University of Surrey
R. Hooper, formerly Director, National Development Programme for Computer
Assisted Learning
Professor J. Hunter, Department of Mathematics, University of Glasgow
K. R. Knight, formerly Department of Physics, University of Surrey
B. E. Launder, Department of Mechanical Engineering, University of California,
Davis
D. M. Laurillard, Institute of Educational Technology, University of Surrey
J. J. Matthews, Department of Engineering Science, University of Exeter
J. McKenzie, Department of Physics and Astronomy, University College, London
J. W. M. Peterson, Department of Computer Science, Napier College, Edinburgh
G. J. Reece, Department of Mechanical Engineering, Imperial College, London
P. R. Smith, Department of Nuclear Engineering, Queen Mary College, London
A. W. Wood, Educational Computing Section, Chelsea College, London
Contents
The Contributors v
Foreword X
R. Hooper
Preface xii
D. A. Tawney
xiv
Acknowledgements
D. A. Tawney
1 Introduction v
D. A. Tawney
1.1 What is CAL? 1
1.2 Categories of CAL 4
1.3 Interactive Computing and Terminals 6
1.4 The National Development Programme and its Projects 7
2 CAL in Biology 11
A. W. Wood
3 CAL in Chemistry 23
3.1 Simulations 24
Based on contributions by cusc and CALCHEM
3.2 Preparation for Laboratory Exercises 29
P. B. Ayscough
3.3 Interpretation of Spectra 32
P. B. Ayscough
3.4 Analysis of Experimental Results 35
Based on contributions by cusc and CALCHEM
3.5 Guidance in Problem-Solving 39
P. B. Ayscough
viii CONTENTS
4 CAL in Engineering 43
4.1 Simulations 43
P.R. Smith
4.2 CAL in an Integrated Course on Fluid Mechanics 51
and Heat Transfer
A. D. Gosman, B. E. Launder and G. J. Reece
4.3 The Computer in Engineering Science 57
J. J. Matthews
s CAL in Mathematics 63
5.1 The Computer as an Aid in Applied Mathematics 63
R. D. Harding
5.2 Service Mathematics Teaching in Further and Higher 69
Education
J. A. Hampton
5.3 A CAL Service Course in Basic Mathematics 76
D. W. Daly, W. Dunn and J. Hunter
6 CAL in Physics 82
6.1 Simulations 82
J. McKenzie
6.2 Modelling 89
D. A. Tawney
6.3 A Multipurpose Approach-the Computational Physics 89
Teaching Laboratory
T. Hinton
7 CAL in Different Contexts 94
D. A. Tawney
7.1 CAL and the Growth of Computing 94
7.2 The Hace of CAL in the Course 97
7.3 Contextual Factors which Aid Assimilation 104
7.4 The Future 107
8 CAL and Learning 109
D. A. Tawney
8.1 Some Generalisations 111
8.2 Learning and Different Kinds of CAL 114
8.3 Conclusion 127
CONTENTS ix
9 Package Design 130
D. A. Tawney
9.1 Simulation and Modelling Packages 131
9.2 Tutorial Dialogue 137
J. W. M. Peterson
10 Computer Aspects 141
K. R. Knight
10.1 Programming Languages 142
10.2 Operating Systems 143
10.3 Systems Design 144
10.4 Computing Management 154
(10.4.2 Authoring Systems-J. W. M. Peterson)
10.5 Future Technology 157
11 The Cost of CAL 159
J. Fielden
11.1 Costs and Outcomes 159
11.2 Methodology and Definitions 160
11.3 Is CAL an Extra or a Substitution? 162
11.4 Some Conclusions on the Cost and Resource 164
Impact of CAL
11.5 Ways of Minimising the Cost of CAL 168
11.6 Conclusion 169
12 The Evaluation of CAL 171
D. A. Tawney
12.1 Evaluation within the NDPCAL 171
12.2 The Approach Adopted 173
12.3 Methodology 174
12.4 How the Computer Assisted Learning 178
D. M. Lauri11ard
12.5 A Comprehensive Evaluation 182
D. A. Tawney
Bibliography 190
Appendixes: Introduction 192
Program Exchanges 192
2 Engineering, Mathematics and Science Projects at Tertiary Level
Sponsored by the NDPCAL
Author and Subject Index 248
Foreword
Future educational historians may have difficulty charting the arrival of
computers into science teaching: it seems to have happened almost imper
ceptibly. There was of course much loud proclamation about computers as
teaching machines a decade ago, although this particular revolutionary move
ment based around the computer as the carrier of programmed instruction
never won widespread support. But the computer as a tool of science teaching,
as a learning resource, is now becoming well established in much undergraduate
teaching. The reason for this is not hard to find: the close links that have
developed over the past 30 years between the quantitative disciplines and com
puter technology. As soon as the modern digital computer became a major
research tool, it was inevitable for two reasons that it would enter undergraduate
teaching. First of all, research topics sooner or later enter the undergraduate
syllabus, taking the computer and other equipment with them. Secondly students
need early familiarisation with computing if they are to perform well as
researchers later on.
This book gives a comprehensive account of the present state of the art of
computer assisted learning in undergraduate teaching in science, engineering and
mathematics in British higher education. This is not an account of experiments
and trials, since that stage is largely past. Much of the work reported here has
been successfully institutionalised, that is to say, is no longer dependent on
external financing. The base of support for learning through computers is broad,
politically and educationally. But this is not to suggest that the development
period is over.
Much remains to be done. The tutorial programs that have developed out
of the programmed instruction era are becoming very sophisticated and elegant,
yet their producers are often the first to admit that they can still be very clumsy.
Simulation and modelling software is far too often being used by teachers
because it is there, without an adequate pedagogic rationale. And then there is
the sheer speed of technological change in the big wide world of computing.
FOREWORD xi
Let us hope that the community of dedicated teachers that have introduced
this novel, often cantankerous technology into their teaching will retain their
willingness to change. For computing shows no signs of standing still.
Richard Hooper
Director of the National Development Programme for Computer Assisted
Learning (1973-7), and Managing Director
Mills and Allen Communications Ltd
(29.1.78)
