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ERIC Number: ED348023
Record Type: Non-Journal
Publication Date: 1992-Feb
Pages: 9
Abstractor: N/A
Reference Count: N/A
Enhancing Teacher Utilization of Complex Instructional Systems.
Shore, Ann; Daniel, Dan
This paper describes a research and development effort by Jostens Learning Corporation that resulted in the Renaissance Information Management System (RIMS), an information-management user interface for an integrated learning system that is designed to overcome two major obstacles to the use of computer systems by classroom teachers--limited access to administrative and instructional information stored on computers, and ease of use. Data on barriers to computer use were collected via surveys conducted in school systems across the United States which included questionnaires from classroom teachers with varying levels of computer involvement, school administrators, parents, and community volunteers. A National Advisory Council made up of expert classroom teachers, administrators, and computer specialists also provided information and guidance. Based on these data, several hundred requirements were defined for the new system. Teachers wanted access to other staff members, outside experts, curriculum information, student records, collaborative learning tools, electronic references, and productivity tools, as well as more control over curriculum delivery and student assessment. Educators also requested a system far more sensitive and adaptive to individual student needs and conditions, i.e., an "intelligent" instructional delivery system. RIMS, which makes extensive use of hypertext, graphically portrays the school environment, providing users with tools that are familiar in appearance and easily allow for the customizing of instructional sequences and the monitoring of student progress. Descriptions of the Student Records and the Learning Path Editor modules include illustrations of sample screens. (BBM)
Publication Type: Book/Product Reviews; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A