An interactive computer-based simulation 
environment for supporting and developing  
complex decision-making skills

Hartley, Roger T.

doi:10.1504/ijceell.2003.003279

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…While another view identified 10 characteristics of big data that reveal non-linear interrelationships through a three-level framework: fundamental (volume, velocity, variety and veracity), technological (intelligence, analytics and infrastructure) and socio-economic (service, value and market) (Sun 2018). These characteristics require high-level digital skills to manage the information communications technology (ICT) tools involved (Hartley 2003).…”

Section: Introductionmentioning

confidence: 99%

Big data management skills: accurate measurement

McKay

Mohamad

2018

RPTEL

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Some say that big data is transforming business and society. This can mean widereaching disruption for commerce, health and world governance. Few authors agree on what constitutes big data, depending on the philosophical stance taken. Our propensity for keeping data archived is posing major issues globally, with retrieval and application of such data crossing ethical boundaries. However, one of the more pressing issues is the growing need for confirming whether those working with such big data have the required digital skills to cope. This paper presents one effective and efficient way to identify such digital skill acquisition. We show the progression from the earlier approach used for measuring proficiency between novice and experienced programmers using traditional statistical measures, to adopting a more comprehensive unidimensional scale that empowers comprehension of human performance and test-item performance relative to each other. This methodology offers an effective tool for understanding of individual differences in digital skill development.

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Section: Introductionmentioning

confidence: 99%

Big data management skills: accurate measurement

McKay

Mohamad

2018

RPTEL

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“…Another antecedent for teaching decision-making skills is "ADELE", a Web-based agent to support learning that has been applied to teaching medicine [5]. Another previous research study in this area is CACTUS [4], an interactive simulation environment that provides facilities for supporting decision making and whose interface evolves to accommodate and support the varying roles of trainers and trainees.…”

Section: Related Workmentioning

confidence: 99%

Reducing Teachers' Cognitive Overload with a Recommender System in the Workplace

Rodríguez¹

2011

IJeLS

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This paper presents an assistant, ARIALE (Authoring Resources for Implementing Adaptive Learning Environments), that helps decrease the teacher's cognitive load when he has to deal with traditional help techniques, complex tasks or unknown environments in the workplace. The assistant adapts learning support and problemsolving support according to teachers' characteristics, while they are authoring learning sessions to teach decision-making in Network Design. ARIALE applies on-the-job training when a teacher can not spend time learning how to use a tool or how to solve a problem. Our methods for problem-solving support include Bayesian learning to recommend network topologies and our assistant provides adapted help to use a tool rather than teach how to use it. 2. Research rationale This research addresses two problems that university teachers face when they are authoring teaching materials for their courses: 1. Teachers do not have enough time to create teaching materials. 2.Teachers do not have enough time to learn how to use the tools that could reduce the time required for the creation of materials. In general, users of software and, particularly, authors of educational material such as teachers face other two difficulties: 1.The production paradox that could be experienced by teachers. The teacher is not familiar with the functionalities of the tool he is going to use,

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“…The CACTUS project (Hartley 2003) involved the tactical and strategic management by senior police officers of a large-scale demonstration that could attract counter-reactions, and lead to unrest and public disorder. The computer display presents a visual scenario, namely a digitized map of Central London on which the trainer-facilitator can mark the designated route of the march, place icons to represent the demonstrator groups, and hostile group icons that gravitate towards the march, and mark significant buildings that could attract unwelcome attention en route.…”

Section: Constructivism In Contextmentioning

confidence: 99%

The evolution and redefining of ‘CAL’: a reflection on the interplay of theory and practice

Hartley

2010

Computer Assisted Learning

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This article comments on how the core idea of the computer as an assistant to teaching and learning became reconfigured through changing technologies, pedagogies and educational cultures. Early influential researchers in computer assisted learning (CAL) made strong but differing links to theories and representations of learning, showing a relevance to pedagogy through innovative projects. Amid controversy, the educational potential of CAL became recognized and hardware-software developments stimulated the involvement of teachers in shaping applications and practices within contexts that favoured a constructivist student focus. Further advances in technology gave students greater autonomy in the style and management of learning, and enabled CAL to be redefined as a participative and collaborative enterprise. Institutions responded through supports and structures in ways that suited their wider educational policies. Technological developments (and controversies) continue to extend and reshape the applications of CAL, and this reflection points to the significance of the interplay between theory and practice in this evolving and redefining process. BeginningsIn the 1960s, developments in computer technology brought the expectation that its capabilities in storage and presentation, interaction and decision-making could enrich and enlarge the teaching-learning enterprise in ways that would be difficult to achieve by other means. In the UK, this was a time of expansion and optimism triggered by the 1963 Robbins Report, and the Hale Report which noted the potential of technology for higher education. Several prominent research groups responded, but took differing perspectives, on computer assisted learning (CAL) depending on the learning and instructional theories that acted as catalysts to guide particular applications. For example, projects with a behaviourist approach developed adaptive programs directed at practice and skill improvement; those taking a pedagogical view considered ways that educational content could be structured and represented in ways which gave students greater control over the navigation and management of learning: cognitive perspectives developed software tools that enabled students to construct and reflect on tangible models which represented their understanding. Continuing developments in technology and greater experience with CAL encouraged a wider range of applications in which researchers, teachers and students formed collaborative associations. This article is a partial and personal reflection on the evolution of CAL research (with a UK perspective) and, indirectly, on its reporting in the journals -particularly drawing on JCAL as a source for monitoring developments. It seeks to point to influential factors in the redefinition of CAL as a participative process, to the characteristics that enabled applications to be successful, and to some general conclusions about the research enterprise. Behaviourist influencesA strong influence on early ideas of computer assistance in learning came from...

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An interactive computer-based simulation environment for supporting and developing complex decision-making skills

Cited by 5 publications

References 6 publications

Big data management skills: accurate measurement

Big data management skills: accurate measurement

Reducing Teachers' Cognitive Overload with a Recommender System in the Workplace

The evolution and redefining of ‘CAL’: a reflection on the interplay of theory and practice

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