Saturday, November 14, 2009
KEYBOARD SOFTWARE
The role that software plays can enhance keyboarding skills. However, software cannot take the place of a qualified teacher. Many popular keyboarding software packages violate psychomotor skill development. The complexity of teaching keyboarding requires an extensive and extremely well-written software program. No software program has been shown to be superior to capable, live keyboarding instruction. Software programs serve well for drill, remediation, enrichment practice, as well as adding variety to keyboarding instruction. Software cannot be programmed to see, to hear, or to feel the keyboarding instructional needs of the student. On the horizon is speaker and dictation software. While this software has been technologically feasible for some time, the cost is prohibitive and the accuracy is questionable.
WHO SHOULD TEACH KEYBOARDING SKILLS...
A knowledgeable teacher is needed to help students develop appropriate techniques, as well as provide motivation and reinforcement. However, business teachers must understand the methodology of teaching elementary students, and elementary teachers must understand psychomotor skill development. When first learning to touch type, students need about 30 hours of keyboarding instruction to acquire the ability to use the correct fingers.Oftentimes, elementary keyboarding instruction is limited to 10 or fewer hours and the result is poor or no keying skills. Instruction can be supplied by elementary teachers who have taken a keyboarding methods class, a business education teacher with elementary learning methods, or a combination of business education and elementary education teachers.
WHEN TO TEACH KEYBOARDING SKILLS...
Students below the third grade, typically, does not possess the dexterity and hand size to manipulate the keys effectively. The suggested age for effective keyboard instruction is 10 to 12 years of age (Elementary/Middle School Keyboarding Strategies Guide, 1992).Children in grades four to six gradually exhibit greater smoothness and command of small-muscle expression, which is reflected in better coordination in activities (Prigge and Braathen, 1993). Correct keying should be used and reinforced from the beginning. Students should use the right index finger to key "Y" for yes and "N" for no; the right little finger to enter; the right thumb for the spacebar; and the mouse to point and click. Students need formal instruction to acquire keyboarding skills using the touch system before they use the computer for more than simple, single-key responses. Once students complete the initial keyboarding instruction, reinforcement activities are necessary. Keyboarding skills improve little or abate without consistent reinforcement (Elementary/Middle School Keyboarding Strategies Guide, 1992). If correct techniques are taught with initial computer use and progressively added each year, the level of keyboarding ability is continually strengthened (Davidson and Kochmann, 1996).A plan needs to be in place to assure the continuous development of keyboarding skills after the initial keyboarding instruction (Sormunen, 1991). Texas, Minnesota, New York, and Virginia have mandated keyboarding classes along with instruction time, speed, and accuracy standards. Keyboarding instruction begins from grade five and continues on to later grades. The goal is to prepare students for information retrieval and word processing (Nieman, 1996).
KEYBOARDING SKILLS...
Keyboarding is the manipulation of the computer keyboard by touch. Performance expectations described in the National Standards for Business Education include students' ability to:
• Develop touch keyboarding techniques...
• Enter and manipulate numeric data using the touch method on a 10-key keypad...
• Develop touch keyboarding skills at acceptable speed and accuracy levels...
Keyboarding is a psychomotor skill and resembles playing a musical instrument such as the piano: the fine motor muscles must respond to the brain's instructions. Eye-hand coordination is necessary for the fine motor muscles to locate and strike a key or ivory. Sound pedagogical procedures are inherent in learning and becoming proficient at touch keyboarding (Erthal, 1996). Various groups have suggested that keyboard learning should be taught prior to using a computer, especially since students need formal instruction to acquire keyboarding skills using the touch system (Prigge and Braathen, 1993; Nieman, 1996).Benefits of acquiring keyboarding skills include the enhanced use of time and effective use of computers (Elementary/Middle School Keyboarding Strategies Guide, 1992). Everyone who will use computers needs to develop "touch" keyboarding skills. The emphasis is on the skill of entering alphanumeric data for the primary purposes of obtaining, processing, or communicating information (Schmidt, 1985).Research shows that children with keying skills are able to compose faster, are prouder of their work, produce documents with a neater appearance, have better motivation and demonstrate improved language arts skills (Nieman, 1996).
• Develop touch keyboarding techniques...
• Enter and manipulate numeric data using the touch method on a 10-key keypad...
• Develop touch keyboarding skills at acceptable speed and accuracy levels...
Keyboarding is a psychomotor skill and resembles playing a musical instrument such as the piano: the fine motor muscles must respond to the brain's instructions. Eye-hand coordination is necessary for the fine motor muscles to locate and strike a key or ivory. Sound pedagogical procedures are inherent in learning and becoming proficient at touch keyboarding (Erthal, 1996). Various groups have suggested that keyboard learning should be taught prior to using a computer, especially since students need formal instruction to acquire keyboarding skills using the touch system (Prigge and Braathen, 1993; Nieman, 1996).Benefits of acquiring keyboarding skills include the enhanced use of time and effective use of computers (Elementary/Middle School Keyboarding Strategies Guide, 1992). Everyone who will use computers needs to develop "touch" keyboarding skills. The emphasis is on the skill of entering alphanumeric data for the primary purposes of obtaining, processing, or communicating information (Schmidt, 1985).Research shows that children with keying skills are able to compose faster, are prouder of their work, produce documents with a neater appearance, have better motivation and demonstrate improved language arts skills (Nieman, 1996).
Disadvantages to using a word processor over using handwriting...
Computers may not always be accessible, and to rely or get used to one main method is limiting and dangerous. Katie Herrick states in her article Word Processing and its Effect on the Writing Process,
“Unfortunately, the overall quality of writing was not affected by the word processor. Some feel that using only word processing can limit students writing abilities. Students rely too much on a technology that is not always accessible.”
Printing and handwriting are very personal things, specific to each individual. A signature for example to and is apart of a person as much as much as their name is. To get away from the traditional method of writing takes away from the creativity and personal touch of the piece somehow.
It has been proven that when manipulating a pencil or pen, the left side of our brain is stimulated. This actually enhances such things as creativity and memory.
Many children have a hard time typing and it actually takes them longer to type than to print or hand write their work.
Teachers need to take time out to teach proper keyboarding skills, decide when to start, how much to teach it, etc. More time may actually be spent on the teaching of the tool rather than the actual use of it. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, a teacher when interviewed stated,
“I often wish for a much smaller group of students so I can truly assist them in the writing process at the same time I am teaching them how to use the word processor. I also do not feel I give each student enough attention on how to edit documents efficiently.”
Some students don’t have access to computers at home, creating a disadvantage compared to those who do.
Extended use of the word processor can actually lead to physical problems such as carpal tunnel syndrome, tendentious...
It may be more difficult to have students switch in groups, take things home to edit or fix up...
Students may rely on spell check too often and don’t learn how or try to spell things properly....
Students rely on the dictionary and thesaurus tools and do not learn how to look things up in actual books with skill and efficiency....
The ease and temptation of cutting and pasting ideas or others words could lead to plagiarism. This also takes away from the student’s creativity and ability to put things in their own words.
If things are not saved in a few places, you run the risk of losing your work in the event of any “technical difficulties”.
“Creeping elegance” can come into play even word simple word processing assignments in terms of font type, size, color, adding pictures, spacing....
Some students complain that all the “blinks, beeps and clicks” or sounds and sights of the computer distract and annoy them!
A computer can not be carried around with you, unless each student has access to a laptop. This is limiting and does not allow for a “work anywhere or while on the go” possibility that pen and paper does.
Just as a painter is inspired by a particular surroundings, so might a young writer be. If you are retrained to work at the computer desk or in a lab, you have “artificial versus natural” settings.
Using the word processor may in fact encourage or help to produce more and longer stories because of there ability to save time, but the “quantity versus quality” issue then comes into play.
In an article titled “Word Processing: A Helpful Tool for Basic Writers” by Craig Etchison, a test was done. Students in the experimental section wrote their papers on computers with word-processing software, the writing tool they had been using all semester, while students in the control section wrote with pen and paper. The findings were that there was no significant difference in growth of writing quality across the semester between students using word-processing software on computers and students using handwriting. Etchison states,
“The word-processing software did however help encourage productive writing behaviors, including a willingness to produce text and a willingness to spend time working with text.”
So what do we do we as educators do with all this information? How do we decide when, where and how often to use the word processor as opposed to traditional handwriting? Perhaps simply being aware and reminded of the “pros and cons” can help to decide how to moderate it all. As Jane M. Healy writes in her book “Failure to Connect”,
“While some very exciting and potentially valuable things are happening between children and computers, we are currently spending far too much money with too little thought. It is past time to pause, reflect, and ask some probing questions.”
Reflecting and asking questions can be done in many ways. Asking questions of yourself about your objectives and methods, asking the students what they prefer or how they feel, discussing ideas with and questioning colleagues, reading books, attending workshops and much more can help in knowing how to use this seemingly basic tool appropriately. Healy also states,
“With thought, planning, and our own good sense, we should be able to develop young minds that are able to deal not only with future challenges not yet envisioned, but also with anything else that the digital revolution has up its hard drive.”
So whether it be the debate of word processing versus handwriting in the classroom or some other issue in the advancement of technology, a questioning, reflective teacher who will not be swept away in this world of change, is a good teacher.
“Unfortunately, the overall quality of writing was not affected by the word processor. Some feel that using only word processing can limit students writing abilities. Students rely too much on a technology that is not always accessible.”
Printing and handwriting are very personal things, specific to each individual. A signature for example to and is apart of a person as much as much as their name is. To get away from the traditional method of writing takes away from the creativity and personal touch of the piece somehow.
It has been proven that when manipulating a pencil or pen, the left side of our brain is stimulated. This actually enhances such things as creativity and memory.
Many children have a hard time typing and it actually takes them longer to type than to print or hand write their work.
Teachers need to take time out to teach proper keyboarding skills, decide when to start, how much to teach it, etc. More time may actually be spent on the teaching of the tool rather than the actual use of it. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, a teacher when interviewed stated,
“I often wish for a much smaller group of students so I can truly assist them in the writing process at the same time I am teaching them how to use the word processor. I also do not feel I give each student enough attention on how to edit documents efficiently.”
Some students don’t have access to computers at home, creating a disadvantage compared to those who do.
Extended use of the word processor can actually lead to physical problems such as carpal tunnel syndrome, tendentious...
It may be more difficult to have students switch in groups, take things home to edit or fix up...
Students may rely on spell check too often and don’t learn how or try to spell things properly....
Students rely on the dictionary and thesaurus tools and do not learn how to look things up in actual books with skill and efficiency....
The ease and temptation of cutting and pasting ideas or others words could lead to plagiarism. This also takes away from the student’s creativity and ability to put things in their own words.
If things are not saved in a few places, you run the risk of losing your work in the event of any “technical difficulties”.
“Creeping elegance” can come into play even word simple word processing assignments in terms of font type, size, color, adding pictures, spacing....
Some students complain that all the “blinks, beeps and clicks” or sounds and sights of the computer distract and annoy them!
A computer can not be carried around with you, unless each student has access to a laptop. This is limiting and does not allow for a “work anywhere or while on the go” possibility that pen and paper does.
Just as a painter is inspired by a particular surroundings, so might a young writer be. If you are retrained to work at the computer desk or in a lab, you have “artificial versus natural” settings.
Using the word processor may in fact encourage or help to produce more and longer stories because of there ability to save time, but the “quantity versus quality” issue then comes into play.
In an article titled “Word Processing: A Helpful Tool for Basic Writers” by Craig Etchison, a test was done. Students in the experimental section wrote their papers on computers with word-processing software, the writing tool they had been using all semester, while students in the control section wrote with pen and paper. The findings were that there was no significant difference in growth of writing quality across the semester between students using word-processing software on computers and students using handwriting. Etchison states,
“The word-processing software did however help encourage productive writing behaviors, including a willingness to produce text and a willingness to spend time working with text.”
So what do we do we as educators do with all this information? How do we decide when, where and how often to use the word processor as opposed to traditional handwriting? Perhaps simply being aware and reminded of the “pros and cons” can help to decide how to moderate it all. As Jane M. Healy writes in her book “Failure to Connect”,
“While some very exciting and potentially valuable things are happening between children and computers, we are currently spending far too much money with too little thought. It is past time to pause, reflect, and ask some probing questions.”
Reflecting and asking questions can be done in many ways. Asking questions of yourself about your objectives and methods, asking the students what they prefer or how they feel, discussing ideas with and questioning colleagues, reading books, attending workshops and much more can help in knowing how to use this seemingly basic tool appropriately. Healy also states,
“With thought, planning, and our own good sense, we should be able to develop young minds that are able to deal not only with future challenges not yet envisioned, but also with anything else that the digital revolution has up its hard drive.”
So whether it be the debate of word processing versus handwriting in the classroom or some other issue in the advancement of technology, a questioning, reflective teacher who will not be swept away in this world of change, is a good teacher.
Educational Problems the Use of Word Processing Aims to Solve....
There are many obvious advantages to using a word processor over the traditional means of handwriting. As previously mentioned, children are exposed to a system or device they will most likely need to use often in higher grades, secondary education, or as adults. In other words, it prepares them for the future. It allows for more legible work, which in turn is easier for a teacher or peer to edit. Other advantages are as follows:
Children like to use the keyboard and computer. It is motivating for them as it is often seen as different or fun...
Work can be produced faster as some children can type well but struggle greatly with printing or cursive handwriting. An article titled LITERACY FOR THE NEXT GENERATION: Writing Without Handwriting by David Coniam Chinese University of Hong Kong feels strongly and states,
“Technology will reduce the agonies of "handwriting" and "penmanship", and composing will not be associated with punishment as often. "Writing" will include noise and pictures; fewer imaginations will be wounded; many youngsters will look forward to playing with the keyboard and screen. Also, no one person will be able to recall having learned both penmanship exclusively and keyboarding exclusively, so only historians will be able to speculate about the precise effects of the change in the way young people are conditioned to undertake "writing." But the changes are occurring, and the difference will be there, and our grandchildren's children won't realize that writing once was a psycho-motor struggle as well as a mental challenge. Scientific research has shown that some people are more verbal/text-oriented (left-brain thinkers) and some people are more visually-oriented (right-brain thinkers). Chances are, your audience will be composed of a mix of both types.”....
Work can be edited easier without wasting time erasing, crossing out or starting over. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, she states,
“Writing with the word processor enhanced the writing process by allowing 4th grade students to edit without using the laborious method of using pen and paper. Students became more independent and felt more confident in their ability to change their original stories.”...
When using a WP, work is easier to store and copy or save and access...
The option to cut, copy and paste allow for easy quoting or citing if research is found on line or on a CD ROM...
The format is basically standard and recognized worldwide where English is spoken...
The spell check, grammar, thesaurus, on-line or dictionary programs and other functions help to save time and hassle of looking up words, as well as to correct as a child works. This immediate feedback is beneficial.
In an ACOT (Apple of Tomorrow) report, students preferred word processing over writing by hand. Their work was longer, they used more topic sentences, and they made fewer errors in tense. Students also made fewer mistakes in mechanics such as spelling, capitalization, and subject-verb agreement. Even the overall content improved...
The less paper used in the writing stages, the better it is on the environment...
Many programs, such as “The Children’s Writing and Publishing Center” help in the process of creative writing. They can be flexible and hit many levels, allowing the student to select the type and amount of help or prompting they need. This is one on one time that a teacher may not be able to give to the children otherwise. Some programs turn dot-jot notes into full sentences, while others help with “story mapping” and organizing of ideas...
Work done on the computer can be converted to another language easily with the proper software...
The keyboard may be easier to work on or simply provide another option for children with special needs...
Typing as opposed to handwriting is said to decrease writer’s blog...
Word processing may allow for more student/student and student/teacher
collaboration....
There are many other advantages that may not be stated here, but these are some of the obvious ones.
Children like to use the keyboard and computer. It is motivating for them as it is often seen as different or fun...
Work can be produced faster as some children can type well but struggle greatly with printing or cursive handwriting. An article titled LITERACY FOR THE NEXT GENERATION: Writing Without Handwriting by David Coniam Chinese University of Hong Kong feels strongly and states,
“Technology will reduce the agonies of "handwriting" and "penmanship", and composing will not be associated with punishment as often. "Writing" will include noise and pictures; fewer imaginations will be wounded; many youngsters will look forward to playing with the keyboard and screen. Also, no one person will be able to recall having learned both penmanship exclusively and keyboarding exclusively, so only historians will be able to speculate about the precise effects of the change in the way young people are conditioned to undertake "writing." But the changes are occurring, and the difference will be there, and our grandchildren's children won't realize that writing once was a psycho-motor struggle as well as a mental challenge. Scientific research has shown that some people are more verbal/text-oriented (left-brain thinkers) and some people are more visually-oriented (right-brain thinkers). Chances are, your audience will be composed of a mix of both types.”....
Work can be edited easier without wasting time erasing, crossing out or starting over. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, she states,
“Writing with the word processor enhanced the writing process by allowing 4th grade students to edit without using the laborious method of using pen and paper. Students became more independent and felt more confident in their ability to change their original stories.”...
When using a WP, work is easier to store and copy or save and access...
The option to cut, copy and paste allow for easy quoting or citing if research is found on line or on a CD ROM...
The format is basically standard and recognized worldwide where English is spoken...
The spell check, grammar, thesaurus, on-line or dictionary programs and other functions help to save time and hassle of looking up words, as well as to correct as a child works. This immediate feedback is beneficial.
In an ACOT (Apple of Tomorrow) report, students preferred word processing over writing by hand. Their work was longer, they used more topic sentences, and they made fewer errors in tense. Students also made fewer mistakes in mechanics such as spelling, capitalization, and subject-verb agreement. Even the overall content improved...
The less paper used in the writing stages, the better it is on the environment...
Many programs, such as “The Children’s Writing and Publishing Center” help in the process of creative writing. They can be flexible and hit many levels, allowing the student to select the type and amount of help or prompting they need. This is one on one time that a teacher may not be able to give to the children otherwise. Some programs turn dot-jot notes into full sentences, while others help with “story mapping” and organizing of ideas...
Work done on the computer can be converted to another language easily with the proper software...
The keyboard may be easier to work on or simply provide another option for children with special needs...
Typing as opposed to handwriting is said to decrease writer’s blog...
Word processing may allow for more student/student and student/teacher
collaboration....
There are many other advantages that may not be stated here, but these are some of the obvious ones.
THE EFFECT OF USING THE WORD PROCESSOR ON HANDWRITING SKILLS...
Many learning issues are related to the use of the word processor in the class versus handwritten work. One assumption that is made is that using the word processor regularly will prepare the students for the technological advancements of the “real world”. While this may be the case, others feel that using it solely and moving away from traditional printing/handwriting can cause problems in that often times we are still expected to fill out forms, address envelopes, write notes and more. In addition, many believe that the idea that kids need computer experience 'to get ready for the real world', or 'to be competitive', is a complete myth. It is believed that everything a child needs to learn about computers can be accomplished in the last few years of high school.
Other assumptions made about the word processor may be that the finished product is somehow better due to its legible, standard appearance. Many feel reading work that has been typed and printed out or is on a screen may be easier to read, and therefore better received by teachers or peers. It eliminates the bias or favoritism towards the “neat hand writers” and helps to judge a piece for what it really is, not just how it looks. A negative side to this is that teachers may now grade a child, or general peers and other readers may judge work, as being better if it has been done on a computer rather than written on a piece of paper. In an article titled “Word Processing: A Helpful Tool for Basic Writers”, Craig Etchison states,
“I am a worried that educators and parents are sending the message to children that when they use a computer their work is of a better quality, and thus is more valuable, than that which they create with their hands.”
There is the assumption of a school or from parents that the more computers in a classroom and the more the children are seen ‘typing away’ on them equates to advanced and better learning taking place. Certainly computers can help to aid greatly in the teaching and learning process, and the opportunity to have one or more computers in each classroom is positive. We do however run the risk of having a “show room”, where parents who are on the push or bandwagon for increased technology in schools are shown what they want to see. This happens especially to those paying to get their child into particular private institutions where competition is a factor, and a school is like a business, wanting to promote and use the latest thing society feels is important.
There is an assumption that children who are exposed to computers have an advantage over those who do not. They are however only one of many tools, to be used in moderation, along with other varied methods. Just as a 5 year old is taught how to best utilize and manipulate the scissors and glue in art class to get the desired results, so too does a child need to be properly taught the use of the word processor. If sufficient time is not spent on teaching a child how to operate a word-processor properly, its benefits are lost. An article titled “Computer Assisted Writing Instruction”, written by Bruce Tone and found in the ERIC digest number 2, states,
“For younger children, there are several simplified word-processing programs available, but even with these, it appears that students who are being taught to write on computers do not get enough time-on-task to become comfortable with simple word-processing features like "insert" and "delete", or to use them freely in making revisions, let alone enough time to learn to "block" text, move it for reorganization, and then print and analyze the results for subsequent revision.”
Other assumptions made about the word processor may be that the finished product is somehow better due to its legible, standard appearance. Many feel reading work that has been typed and printed out or is on a screen may be easier to read, and therefore better received by teachers or peers. It eliminates the bias or favoritism towards the “neat hand writers” and helps to judge a piece for what it really is, not just how it looks. A negative side to this is that teachers may now grade a child, or general peers and other readers may judge work, as being better if it has been done on a computer rather than written on a piece of paper. In an article titled “Word Processing: A Helpful Tool for Basic Writers”, Craig Etchison states,
“I am a worried that educators and parents are sending the message to children that when they use a computer their work is of a better quality, and thus is more valuable, than that which they create with their hands.”
There is the assumption of a school or from parents that the more computers in a classroom and the more the children are seen ‘typing away’ on them equates to advanced and better learning taking place. Certainly computers can help to aid greatly in the teaching and learning process, and the opportunity to have one or more computers in each classroom is positive. We do however run the risk of having a “show room”, where parents who are on the push or bandwagon for increased technology in schools are shown what they want to see. This happens especially to those paying to get their child into particular private institutions where competition is a factor, and a school is like a business, wanting to promote and use the latest thing society feels is important.
There is an assumption that children who are exposed to computers have an advantage over those who do not. They are however only one of many tools, to be used in moderation, along with other varied methods. Just as a 5 year old is taught how to best utilize and manipulate the scissors and glue in art class to get the desired results, so too does a child need to be properly taught the use of the word processor. If sufficient time is not spent on teaching a child how to operate a word-processor properly, its benefits are lost. An article titled “Computer Assisted Writing Instruction”, written by Bruce Tone and found in the ERIC digest number 2, states,
“For younger children, there are several simplified word-processing programs available, but even with these, it appears that students who are being taught to write on computers do not get enough time-on-task to become comfortable with simple word-processing features like "insert" and "delete", or to use them freely in making revisions, let alone enough time to learn to "block" text, move it for reorganization, and then print and analyze the results for subsequent revision.”
BLACKBOARD SYSTEM
The Blackboard Learning System is a comprehensive and flexible e-Learning software platform that delivers a complete course management system. While the Blackboard Learning System, the Blackboard Learning and Community Portal System, and the Blackboard Learning System - Basic Edition are all course management systems, the Blackboard Learning System and the Blackboard Learning and Community Portal System include advanced integration tools and APIs to seamlessly assimilate the Blackboard Learning System with existing institution systems. Furthermore, the Blackboard Learning System and the Blackboard Learning and Community Portal System include additional customization features and the ability to build out the platform with Blackboard System Extensions. Finally, the Blackboard Learning and Community Portal System includes a customizable institution-wide portal with online communities....
A blackboard system is an artificial intelligence application based on the blackboard architectural model, where a common knowledge base, the "blackboard", is Literatively updated by a diverse group of specialist knowledge sources, starting with a problem specification and ending with a solution. Each knowledge source updates the blackboard with a partial solution when its internal constraints match the blackboard state. In this way, the specialists work together to solve the problem. The blackboard model was originally designed as a way to handle complex, ill-defined problems, where the solution is the sum of its parts....
Metaphor
The following scenario provides a simple metaphor that gives some insight into how a blackboard system works:
A group of specialists are seated in a room with a large blackboard. They work as a team to brainstorm a solution to a problem, using the blackboard as the workplace for cooperatively developing the solution. The session begins when the problem specifications are written onto the blackboard. The specialists all watch the blackboard, looking for an opportunity to apply their expertise to the developing solution. When someone writes something on the blackboard that allows another specialist to apply their expertise, the second specialist records their contribution on the blackboard, hopefully enabling other specialists to then apply their expertise. This process of adding contributions to the blackboard continues until the problem has been solved....
Components
A blackboard-system application consists of three major components:
1. The software specialist modules, which are called knowledge sources (KSs). Like the human experts at a blackboard, each knowledge source provides specific expertise needed by the application. The ability to support interaction and cooperation among diverse KSs creates enormous flexibility in designing and maintaining applications. As the pace of technology has intensified, it becomes ever more important to be able to replace software modules as they become outmoded or obsolete.
2. The blackboard, a shared repository of problems, partial solutions, suggestions, and contributed information. The blackboard can be thought of as a dynamic "library" of contributions to the current problem that have been recently "published" by other knowledge sources.
3. The control shell, which controls the flow of problem-solving activity in the system. Just as the eager human specialists need a moderator to prevent them from trampling in a mad dash to grab the chalk, KSs need a mechanism to organize their use in the most effective and coherent fashion. In a blackboard system, this is provided by the control shell....
Implementations
Famous examples of early academic blackboard systems are the Hearsay II speech recognition system and Douglas Hofstadter's Copycat and Numbo projects.
More recent examples include deployed real-world applications, such as the PLAN component of the Mission Control System for RADARSAT-1, an Earth observation satellite developed by Canada to monitor environmental changes and Earth's natural resources...
A blackboard system is an artificial intelligence application based on the blackboard architectural model, where a common knowledge base, the "blackboard", is Literatively updated by a diverse group of specialist knowledge sources, starting with a problem specification and ending with a solution. Each knowledge source updates the blackboard with a partial solution when its internal constraints match the blackboard state. In this way, the specialists work together to solve the problem. The blackboard model was originally designed as a way to handle complex, ill-defined problems, where the solution is the sum of its parts....
Metaphor
The following scenario provides a simple metaphor that gives some insight into how a blackboard system works:
A group of specialists are seated in a room with a large blackboard. They work as a team to brainstorm a solution to a problem, using the blackboard as the workplace for cooperatively developing the solution. The session begins when the problem specifications are written onto the blackboard. The specialists all watch the blackboard, looking for an opportunity to apply their expertise to the developing solution. When someone writes something on the blackboard that allows another specialist to apply their expertise, the second specialist records their contribution on the blackboard, hopefully enabling other specialists to then apply their expertise. This process of adding contributions to the blackboard continues until the problem has been solved....
Components
A blackboard-system application consists of three major components:
1. The software specialist modules, which are called knowledge sources (KSs). Like the human experts at a blackboard, each knowledge source provides specific expertise needed by the application. The ability to support interaction and cooperation among diverse KSs creates enormous flexibility in designing and maintaining applications. As the pace of technology has intensified, it becomes ever more important to be able to replace software modules as they become outmoded or obsolete.
2. The blackboard, a shared repository of problems, partial solutions, suggestions, and contributed information. The blackboard can be thought of as a dynamic "library" of contributions to the current problem that have been recently "published" by other knowledge sources.
3. The control shell, which controls the flow of problem-solving activity in the system. Just as the eager human specialists need a moderator to prevent them from trampling in a mad dash to grab the chalk, KSs need a mechanism to organize their use in the most effective and coherent fashion. In a blackboard system, this is provided by the control shell....
Implementations
Famous examples of early academic blackboard systems are the Hearsay II speech recognition system and Douglas Hofstadter's Copycat and Numbo projects.
More recent examples include deployed real-world applications, such as the PLAN component of the Mission Control System for RADARSAT-1, an Earth observation satellite developed by Canada to monitor environmental changes and Earth's natural resources...
Friday, November 6, 2009
HOW TO HANDLE A DISRUPTIVE CLASS
As teachers we often work with students who are uncooperative or disturb other students.Here are some quick tips when confronted with these type of students....
* Know Your Students- Most times problems in school are caused by outside forces...
* Use a Team Approach- Talk to other staff members that work with the student...
* Do not Embarrass Students - This will only lead to more problems...
* Model Behavior- Model the behavior you expect from your students...
* LAst but not least ask all the students stand and do some exercises such as jump, run in a place
so that they relax their mind...
* Know Your Students- Most times problems in school are caused by outside forces...
* Use a Team Approach- Talk to other staff members that work with the student...
* Do not Embarrass Students - This will only lead to more problems...
* Model Behavior- Model the behavior you expect from your students...
* LAst but not least ask all the students stand and do some exercises such as jump, run in a place
so that they relax their mind...
HOW TO START A CLASS
1. Enter the classroom.
2. Write date and and the day on the white board.
3. Remember to take attendance.
4. Ask the students to throw the rubbish around their sitting place.
5. Take a deep breath and start the class.
6. Start the class with previuos class lesson recap.
2. Write date and and the day on the white board.
3. Remember to take attendance.
4. Ask the students to throw the rubbish around their sitting place.
5. Take a deep breath and start the class.
6. Start the class with previuos class lesson recap.
HOW TO IMPLEMENT EFFECTIVE LEARNING STRATEGIES IN CLASSROOM
~ have a range of strategies from which to choose....
~ practice new strategies until the teachers are comfortable with themselves...
~ explain why learning strategies are important as teachers teach the students, which
motivates students...
~ match strategies with the material...
~ model a variety of strategies in each class, different students may be more successful with
different strategies...
~ consistently encourage students to use learning strategies in learning situations...
~ monitor students’ use of learning strategies to ensure they are using them correctly...
~ encourage generalization to other subject areas...
~ practice new strategies until the teachers are comfortable with themselves...
~ explain why learning strategies are important as teachers teach the students, which
motivates students...
~ match strategies with the material...
~ model a variety of strategies in each class, different students may be more successful with
different strategies...
~ consistently encourage students to use learning strategies in learning situations...
~ monitor students’ use of learning strategies to ensure they are using them correctly...
~ encourage generalization to other subject areas...
Wednesday, November 4, 2009
ABOUT ME....
MY NAME IS JAYATURKA KANAGARAJOO. I AM 22 YEARS OLD. I AM FROM SKUDAI, JOHOR. I AM STUDYING AT UNIVERSITY TUN ABDUL RAZAK, KELANA JAYA. I AM DOING BACHELOR OF EDUCATION ( HONS). MY MAJOR SUBJECT WILL BE MATHEMATICS AND MY MINOR SUBJECT WILL BE language and literature.
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