hopper, 1993 [abstract, overview switchboard, references]

Courseware projects in advanced educational computing environments
Mary E. Hopper, Doctoral dissertation, Purdue University, West Lafayette, IN

Table of Contents (ToC)

Chapter 1 Introduction

• 1.1 Background
• 1.2 Statement of the Research Problem
• 1.3 Literature Review
  • 1.3.1 The Relationships Among Contexts of Past Projects
  • 1.3.2 The Educational Contexts of Past Projects
    • 1.3.2.1 The Educational Goals of Past Projects
    • 1.3.2.2 The Focus of Educational Goals of Past Projects
  • 1.3.3 The Technical Contexts of Past Projects
    • 1.3.3.1 Functionality in the Past
    • 1.3.3.2 Usability in the Past
    • 1.3.3.3 Adaptability in the Past
  • 1.3.4 The Organizational Contexts of Past Projects
    • 1.3.4.1 Timing, Tasks and Roles in the Past
    • 1.3.4.2 Resources in the Past
    • 1.3.4.3 Organizational Patterns in the Past

• 2.1 Research Questions
• 2.2 Research Plan
• 2.3 Settings
• 2.4 Participants
• 2.5 Data Collection
• 2.6 Data Analysis

• 3.1 Educational Goals
  • 3.1.1 The Educational Goals of ESCAPE
  • 3.1.2 The Educational Goals of Context32
  • 3.1.3 The Educational Goals of TODOR and Mechanics 2.01 Problem Set Solutions
  • 3.1.4 The Educational Goals ofThe Physical Geology Tutor
• 3.2 The Focus of the Educational Goals
  • 3.2.1 The Educational Focus of ESCAPE
  • 3.2.2 The Educational Focus of Context32
  • 3.2.3 The Educational Focus of TODOR and Mechanics 2.01 Problem Set Solutions
  • 3.2.4 The Educational Focus of The Physical Geology Tutor
• 3.3 The Impact of the Educational Contexts

• 4.1 Types of Functions
  • 4.1.1 Hypertext
  • 4.1.2 Databases
  • 4.1.3 Multimedia
  • 4.1.4 Microworlds
  • 4.1.5 Networks
  • 4.1.6 Integrated Functions
• 4.2 Sources of Usability
  • 4.2.1 The Role of Learners
  • 4.2.2 The Ease of Use of Functions
    • 4.2.2.1 Usability of Hypertext
    • 4.2.2.2 Usability of Databases
    • 4.2.2.3 Usability of Multimedia
    • 4.2.2.4 Usability of Microworlds
    • 4.2.2.5 Usability of Networks
  • 4.2.3 Organizational Influences on Usability
  • 4.2.4 Adaptability and Usabilty
• 4.3 Adaptability
  • 4.3.1 Availability
  • 4.3.2 Stability and Change
  • 4.3.3 Adaptability Relative to Functions
    • 4.3.3.1 Adaptability for Hypertext
    • 4.3.3.2 Adaptability for Databases
    • 4.3.3.3 Adaptability for Multimedia
    • 4.3.3.4 Adaptability for Microworlds
    • 4.3.3.5 Adaptability for Networks
• 4.4 The Impact of theTechnical Contexts

• 5.1 Timing, Tasks and Roles
  • 5.1.1 Conceptualization
  • 5.1.2 Creation
    • 5.1.2.1 Function Oriented Team Roles and Tasks
    • 5.1.2.2 Informal Design and Development Processes
    • 5.1.2.3 Experiments in Epistemology
    • 5.1.2.4 Event Driven
  • 5.1.3 Continuation
• 5.2 Resources as Limitations and Opportunities
  • 5.2.1 Informational Resources
  • 5.2.2 Techical Resources
  • 5.2.3 Human Resources
    • 5.2.3.1 Technical Expertise and Position
    • 5.2.3.2 Working Patterns and Motivation
  • 5.2.4 Financial Resources
• 5.3 The Impact of the Organizational Contexts
  • 5.3.1 The Creator Organizational Structure
  • 5.3.2 The Integrator Organizational Structure
  • 5.3.3 The Orchestrator Organizational Structure
  • 5.3.4 The Learner Construction Organizational Structure

• 6.1 Relationships Among Contexts of Advanced Courseware Projects
• 6.2 The Educational Contexts of Advanced Courseware Projects
  • 6.2.1 The Educational Goals of Advanced Courseware
  • 6.2.2 The Focus of Educational Goals of Advanced Courseware
  • 6.2.3 The Impact of Educational Contexts on Advanced Courseware
  • 6.2.4 Implications for the Educational Contexts of Future Projects
• 6.3 Technical Contexts of Advanced Courseware Projects
  • 6.3.1 Functionality of Advanced Courseware
  • 6.3.2 Usability of Advanced Courseware
  • 6.3.3 Adaptability of Advanced Courseware
  • 6.3.4 The Impact of theTechnical Contexts on Advanced Courseware
  • 6.3.5 Implications for the Technical Contexts of Future Projects
• 6.4 Organizational Contexts of Advanced Courseware Projects
  • 6.4.1 Timing, Tasks and Roles of Advanced Courseware
  • 6.4.2 Resources for Advanced Courseware
  • 6.4.3 The Impact of Organizational Contexts on Advanced Courseware
  • 6.4.4 Implications for the Organizational Contexts of Future Projects
• 6.5 Implications for Research about Future Courseware Projects

Acknowledgements

I would like to acknowledge my committee members for their contributions to my academic pursuit: Dr. Robert Lawler, my major professor, for his friendship, advice, and support throughout my doctoral program; Dr. William LeBold for his friendship and guidance; Dr. Franz Frederick, for his advice; Dr. James D. Lehman, for the role he played during the initial proposal of this research; and Dr. Steven Lerman, of the Center for Educational Computing Initiatives at MIT for sharing his knowledge, time and insights as both participant, committee member and reviewer during this study. I would also like to thank all the participants who were involved in this project. This study would not have been possible without their extraordinary generosity in sharing their time and knowledge with me during both the initial interviews and later reviews of passages and interpretations. I am particular indebted to Rob Tillotson, for sharing his knowledge and time, to Judy Rehwinkel, for her expert review of this document, and I am forever grateful to Neil Carlson for his continuous help and understanding. Finally, I would like to extend my sincere appreciation to the School of Education at Purdue University for offering me the opportunity to pursue my academic goals.

© Mary E. Hopper | MEHopper@TheWorld.com [posted 12/04/93 | revised 04/12/13]