Journal of Educational Technology Systems

An authoring system is a key computer tool for facilitating the creation of instructional lessons (courseware) for the computer. While authoring systems have been around for many years, few if any have had both the flexibility and power needed to create sophisticated instructional materials. This article describes what is meant by an authoring system, and why educators should consider using one. The specifications for what we believe is a new generation of authoring system is then presented, with a detailed description of the capabilities which should be included. Finally, we present the results of our efforts in creating and using an authoring system with the desired characteristics.

This article describes the development of a computer based authoring system for nursing faculty's use in creating computer assisted instructional modules. Essential definitions of authoring and an authoring system are followed by a description of how and why the concept of such an authoring system for nursing was developed. A description of Nursing Education Module Authoring System (NEMAS) is provided, followed by an overview of the development process. The overview includes a description of the content selected, validation of the content model, instructional development and design decisions, evaluation approaches employed, and evaluation of the associated system documentation. Both authors' and their learners' documentation are described.

In the initial rush to enter the computer age, many institutions and individuals have purchased microcomputers. By far the greatest professional use of these systems has been word processing, budgetary management, and database management. This article describes a curriculum management system for a College of Dentistry developed for a microcomputer that uses a commercially available relational data base. The application can be duplicated using generally available microcomputer hardware of sufficient capability and a relational data base with an appropriate capacity. Academic Deans and Curriculum Committees in health professions' schools may find the system a great aid in organizing and monitoring their curricula.

An automated health science university is characterized through a description of a teaching physician's interaction with his networked microcomputer. Progress towards instructional automation is explored at Rush University and the University of Illinois with an emphasis on an electronic logbook and evaluation system for medical clerkship and residency programs. This joint development project is presented as an intermediate stage in automation. Its use is contrasted to traditional computer based education, and shown to fill pressing needs in medical education.

Evaluating competencies in clinical judgement that registered nurse students bring into a generic or individualized baccalaureate program has frequently posed problems for nursing faculty. This article describes the use of computer based simulations to evaluate educational and experiential learning as a means of according appropriate credit for clinical nursing courses and facilitating admission and progression within the existing undergraduate curriculum. Simulations developed for five courses represent typical client situations congruent with course and level expectations. Preliminary findings of the project have been highly encouraging.

Videodisc has been slow in developing its potential as an influential force in medical education. There are still relatively few medical videodiscs available for public purchase. The most prolific producer of videodiscs in medical education continues to be Miles Pharmaceuticals Company, although a handful of universities have produced a number of discs in the past few years. Recent software innovations affecting the videodisc technology, and the demonstration and implementation of a statewide medical education program in Florida based on videodisc technology have engendered interest among videodisc producers that videodisc has a future in medicine.

An experiment was undertaken as part of an ongoing effort to elucidate the full range of advantages and disadvantages of videodisc-based programs for training military paramedics. Instructor-controlled and student-controlled videodiscs groups were compared to each other and to a group of control students taught by traditional methods on the task of learning to administer an intramuscular injection. This task was chosen because historically it had the highest failure rate of any taught to the students. Results indicated that the objective was met of reducing instructional time with no loss in achievement; the instructor-controlled group actually saved the equivalent of one class period. Results also showed high user satisfaction with videodisc instruction.

This article describes the conversion of slide/tape presentations to synchronized microfiche audiotape presentations under a project at the University of Florida College of Dentistry, funded by the National Library of Medicine (NLM #1B0BLM-3244-2). The objectives of the project are identified and the resulting outcome of each objective is described. The success of the project and strong student endorsement have resulted in continuing use of the new format.

The existing emphasis on transferring factual knowledge in the medical education curriculum leaves open the question of how much impact the newer technologies will actually have in medical education. The current use of structured learning situations must give way to emphasis on discovery learning in order to take advantage of the capabilities which the newer technologies offer. Technology based medical education must be planned, monitored, and evaluated if it is to be effective.