This paper presents a strategy for the design and organization of materials for Web‐based instruction (WBI) founded upon cognitive modeling for the identification and organization of the major concepts in the domain of interest, based upon the Pathfinder paradigm. The original purpose of the Pathfinder paradigm was to model aspects of human semantic (associative) memory. A brief introduction to the Pathfinder paradigm is presented, and the rationale for its use in WBI is discussed. The development of this paradigm for WBI, in the context of eliciting and representing knowledge from domain experts, and its use in a pilot study is described. The domain used for the pilot study was the A* search algorithm, embedded within an introductory course in artificial intelligence. Assessment of the paradigm is also discussed, and preliminary methods are applied to the pilot study.
Described in this paper is the use of problem-solving videos as an instructional aid for teaching an introductory engineering circuit analysis course. The instructor prepared step-by-step video solutions, with audio, of classroom examples, homework problems, and examination solutions. The videos were accessed through a website; as a result, they were available to the students twenty four hour per day and seven days per week. Web usage statistics indicate that the students were using the videos extensively as they studied course materials. Student surveys indicate that they believe that the videos were improving their understanding of the course material.
a b s t r a c tSynthetic amorphous silica (SAS) like NM-200 is used in a wide variety of technological applications and consumer products. Although SAS has been widely investigated the available reproductive toxicity studies are old and do not cover all requirements of current OECD Guidelines. As part of a CEFIC-LRI project, NM-200 was tested in a two-generation reproduction toxicity study according to OECD guideline 416. Male and female rats were treated by oral gavage with NM-200 at dose levels of 0, 100, 300 and 1000 mg/kg bw/day for two generations. Body weight and food consumption were measured throughout the study. Reproductive and developmental parameters were measured and at sacrifice (reproductive) organs and tissues were sampled for histopathological analysis. Oral administration of NM-200 up to 1000 mg/kg bw/day had no adverse effects on the reproductive performance of rats or on the growth and development of the offspring into adulthood for two consecutive generations. The NOAEL was 1000 mg/kg body weight per day.
Electrical safety has rapidly risen in prominence in industrial applications due to increased awareness of hazards and risks. There are numerous occupational health and safety organizations around the world that now mandate practices and procedures to maximize electrical safety in the workplace. Training workers to meet these requirements typically follows the standard methods based on seminars and short courses which have been widely used for many years. Maximizing electrical safety, however, cannot be achieved by simply memorizing facts or procedures taught in this environment. The critical aspect of electrical safety lies in the actions of the worker in the workplace-what people do in certain situations when given particular information is based on their higher-level thought process and their sequential decisions and actions. It is not possible to fully train workers in this skillset in advance, and the needs in this area are normally addressed on the job by direct observation and personal interaction. In this paper, a simulationbased electrical safety training module is described that allows the participant to move through a simulated environment while making observations and decisions and taking actions. The ability of the participant to recognize key facts and take appropriate actions when faced with simulated electrical safety scenarios can be scored and evaluated in the same manner as a typical computer game with the total score based on the accumulated choices of the participant. A score threshold can then be used to indicate the level to which the participant has mastered the training scenarios. Determining such a total score is exemplary of the necessary changes in assessment required when using virtual learning environments for training purposes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.