computer assisted presentation tactics

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Working Together: People with Disabilities and Computer Technology

A wide variety of technology has been created to diminish or eliminate barriers faced by people with disabilities, especially barriers related to computers and technology. Hardware and software tools–known as assistive technology– can aid in tasks such as reading and writing documents, communicating with others, and searching for information online. As the types of assistive technology expand, and as mainstream technologies become more accessible, students and employees with disabilities are more and more capable of handling a wider range of activities independently. Still, people with disabilities continue to face a variety of barriers to computer use. These barriers can be grouped into three categories: input, output, and documentation. Specific assistive technology, and approaches to using them, are described below.

Mobility Disabilities

Mobility disabilities can affect both fine and gross motor control. For example, Standard height computer tables may be too low for some wheelchair users or a  standard keyboard or mouse may be inoperable for someone who does not have use of their arms and/or hands.

Equipment that provides flexibility in the positioning of monitors, keyboards, documentation, and tabletops is useful for many individuals with disabilities. Plugging all computer components into power outlet strips with accessible on and off switches makes it possible for some individuals to turn equipment on and off independently.

Some technology assists individuals with little or no use of their hands in using a standard keyboard. Individuals who have use of a finger, or who can use a mouth- or head-stick or another pointing device, control the computer by pressing keys with the pointing device. Software utilities can create "sticky keys" that electronically latch the SHIFT, CONTROL, and other keys to allow sequential keystrokes to input commands that normally require two or more keys to be pressed simultaneously. Keyboard guards (solid templates with holes over each key to assist with precise selection) can be used by those with limited fine motor control.

Sometimes repositioning the keyboard and monitor can enhance accessibility. For example, mounting keyboards perpendicular to tables or wheelchair trays at head-height can assist individuals with limited mobility to press keys with their hands or pointing devices. Other simple hardware modifications can assist individuals with mobility impairments.

Some hardware modifications completely replace the keyboard or mouse for individuals who cannot operate these standard devices.

• Expanded keyboards (larger keys spaced far apart) can replace standard keyboards for those with limited fine motor control.
• Mini-keyboards provide access to those who have fine motor control but lack a range of motion great enough to use a standard keyboard.
• Left- and right-handed keyboards are available for individuals who need to operate the computer with one hand. They provide more efficient key arrangements than standard keyboards designed for two-handed users.
• Track balls and specialized input devices can replace a mouse.

For those who find the above options burdensome, virtual keyboards are available. Virtual keyboards can be accessed via eye gaze tracking or via switches. Eye gaze tracking devices allow the user to type by looking at different locations on the screen. Switches, meanwhile, make use of at least one muscle over which the individual has voluntary control (e.g., head, finger, knee, mouth). In scanning input, lights or cursors scan the virtual keyboard. To make selections, individuals press the switch. Hundreds of switches tailor input devices to individual needs. In Morse code input, users input Morse code by activating switches (e.g., a sip-and-puff switch registers dot with a sip and dash with a puff). Special adaptive hardware and software translate Morse code into a form that computers understand so that standard software can be used. 

Speech input provides another option for individuals with disabilities. Speech recognition systems allow users to control computers by speaking words and letters. A particular system can be trained to recognize specific voices.

Software can further aid those with mobility-related disabilities. Abbreviation expansion (macro) and word prediction software can reduce input demands for commonly used text and keyboard commands. They expand an abbreviation (such as a person’s name and title) into a longer string of text and anticipate entire words after several keystrokes, respectively.

Screen output does not present a challenge, but individuals with physical disabilities who have difficulty obtaining output from printers may need assistance from others.

Documentation

On-screen help, online videos, and a wealth of digital tutorial options provide more efficient access to learning to use technology, particularly for individuals who are unable to turn pages in books.

Individuals who are blind cannot access visual materials.

Most individuals who are blind use standard keyboards, however, braille input devices are available. Braille key labels can assist with keyboard use.

Speech output systems can be used to read screen text to computer users who are blind. Special software programs (called screen readers) "read" computer screens and speech synthesizers "speak" the text. Using headphones can also help reduce the distractions for the user and for others nearby. Refreshable braille displays allow line-by-line translation of screen text on a display area where vertical pins move into braille configurations as screen text is scanned. Braille displays can be read quickly by those with advanced skills, are good for detailed editing (e.g., programming and final editing of papers), and do not disrupt others in work areas because they are quiet. Braille printers provide "hard copy" output for users who are blind.

Scanners with optical character recognition can read printed material and store it electronically, so that it can be read using speech synthesis or printed using braille translation software and braille printers. Online library access and digital documents, as long as they are accessible, provide independent access to journals, syllabi, and homework assignments for students who are blind. Online documentation can support computer users who are blind if it is delivered in an accessible format.

For some people with visual disabilities, the standard size of letters on the screen or printed in documents are usually too small for them to read. Some people cannot distinguish specific colors from others.

Most individuals who have visual disabilities can use standard keyboards, but large print keytop labels are sometimes useful.

Special equipment for individuals who are visually impaired can modify display or printer output. Computer-generated content can be enlarged on the monitor or printer, thereby allowing individuals with low vision to use standard word processing, spreadsheets, email, and other software applications. For individuals with some visual disabilities, the ability to adjust the color of the monitor or change the foreground and background colors is also of value. For example, special software can reverse the screen from black on white to white on black for people who are light sensitive. Anti-glare screens can make screens easier to read. Voice output systems are also used by people with low vision.

Scanners with optical character recognition can read small print material and store it electronically, where it can be read using speech synthesis. Online library access and digital documents, as long as they are created accessibly, help provide access to journals, syllabi, and homework assignments for students who need materials enlarged.

Deaf or Hard of Hearing

Some individuals face barriers to content presented orally.

Students with hearing impairments use standard keyboards and mice.

Audio output should be captioned or transcribed.

Video tutorials should be captioned.

Specific Learning Disabilities

Educational software where the computer provides multi-sensory experiences, interaction, positive reinforcement, individualized instruction, and repetition can be useful in skill building. Some students with learning disabilities who have difficulty processing written information can also benefit from completing writing assignments, tutorial lessons, and drill-and-practice work with the aid of computers.

Quiet work areas may benefit some individuals with learning disabilities who are hyper-sensitive to background noise. Many benefit from using spelling and grammar checkers and word prediction programs (software that spells out whole words from fragments). Similarly, macro software that expands abbreviations can ease the entry of commonly used text.

Some individuals with learning disabilities find assistive devices designed for those with visual impairments useful. In particular, large-print displays, alternative colors on the computer screen, and voice output can compensate for some reading problems. People who have difficulty interpreting visual material can improve comprehension and the ability to identify and correct errors when words are spoken or printed in large fonts.

Some individuals with learning disabilities find it difficult to read text. Electronic documentation can be enlarged on the screen or read aloud with text-to-speech systems to make it accessible. Video tutorials and other methods of training can often be preferred.

Accessible Technology

Making assistive technology available to individuals with disabilities does not solve all accessibility issues. Applications software, web resources, documents, online courses, and other digital tools and materials must also be designed in accessible formats. For more information about accessible technology design consult the University of Washington's IT Accessibility website .

Multiple video presentations about assistive technology and accessible technology design can be found on  DO-IT’s video page .

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by visiting the donation portal online or sending a check to DO-IT, Box 354842, University of Washington, Seattle, WA 98195-4842.

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What is Computer Assisted Learning? Definition, Types, Benefits and Cons

A crucial component within the realm of EdTech is computer-assisted learning (CAL). While CAL has a history spanning decades, its widespread adoption and transformative impact on education have become more pronounced in recent times. In many aspects, it has ushered in a revolution in the field of education.

Anastasiia Dyshkant

Content Marketing Manager

Technology has left its mark on every sector, bringing about positive changes. Education, in particular, stands out as a field significantly transformed by technological advancements. The amalgamation of teaching, learning, and technology is commonly referred to as EdTech.

What Is Computer-Assisted Learning (CAL)?

Before determining whether Computer-assisted Learning (CAL) is the right teaching methodology for you, let's delve into what CAL entails.

Computer-assisted Learning comprises a diverse range of technologies and concepts. The Intense School, specializing in computer and information technology, succinctly defines it as "the utilization of electronic devices/computers to deliver educational instruction and facilitate learning."

On a broader scale, CAL incorporates the use of electronic devices like CD and MP3 players (or, in the 1960s, record players), DVD players, tablets, smartphones, and television. These tools serve to enhance the teacher's communication of concepts or increase student engagement.

CAL also encompasses online courses and supplementary course materials employed in colleges, homeschooling, and distance learning. Essentially, any form of technology that contributes to the learning process likely falls under the expansive umbrella of CAL.

Key Characteristics of CAL

Computer-assisted Learning (CAL) encompasses a set of key characteristics that define its nature and impact on education. These characteristics highlight the unique attributes and functionalities that make CAL a distinctive approach to learning. Here are the key characteristics of CAL:

Technological Integration

CAL involves the seamless integration of electronic devices, computers, and digital technologies into the educational process, fundamentally changing the way students access and engage with learning materials.

Multimedia Elements

CAL incorporates diverse multimedia lessons elements, such as audio, video, interactive simulations, and graphics, to present educational content in a rich and engaging manner, catering to various learning styles.

Interactivity

Interactivity is a hallmark of CAL, allowing learners to actively participate in the learning process. Interactive exercises, simulations, and games enhance level of engagement and deepen understanding.

Self-paced Learning

CAL allows learners to progress at their own pace, providing opportunities for self-directed learning. This flexibility accommodates different learning speeds and preferences.

Data-driven Insights

CAL platforms generate data on assessment of student performance and engagement among students. Educators can use these insights to assess progress, identify challenges, and adapt instructional strategies for more effective teaching.

Collaborative Learning Opportunities

Many CAL tools incorporate features that promote collaboration among students. Online forums, group projects, and virtual discussions facilitate interaction and shared learning experiences.

Real-time Feedback

CAL often provides instantaneous feedback to learners, allowing them to assess their performance immediately. This timely feedback promotes a continuous learning loop and helps students address areas of improvement promptly.

Inclusive Learning

CAL has the potential to make education more inclusive by providing access to learning resources for individuals with diverse needs, including those with different learning abilities and preferences.

Types of CAL

Tutorials within the realm of CAL serve as comprehensive guides, offering learners step-by-step instructions and in-depth content to enhance their understanding of specific subjects. These instructional modules provide a structured approach to learning, guiding students through complex concepts with clarity and precision.

Simulations

CAL incorporates simulations, dynamic environments that replicate real-world scenarios. These interactive simulations empower learners to engage in hands-on experimentation, allowing them to apply theoretical knowledge in a practical context. Simulations bridge the gap between theory and application, fostering a deeper understanding of complex concepts.

Programs for Repetitive Skill Reinforcement

Certain CAL programs focus on repetitive skill reinforcement, employing a practice-oriented approach to enhance specific abilities. Through consistent and targeted exercises, these third-party programs ensure that learners achieve mastery in a particular skill set, reinforcing knowledge through ongoing, deliberate practice.

Gamified Learning

Gamified learning represents an innovative approach within CAL, integrating elements of gameplay into educational content. By introducing game mechanics such as challenges, rewards, and competition, gamified learning transforms the educational experience into an engaging and motivating journey, capturing the interest and enthusiasm of bored students.

Multimedia Learning

In CAL, multimedia learning leverages a diverse range of media, including audio, video, and interactive elements, to convey information in a rich and varied manner. This approach recognizes and caters to different learning preferences, providing a holistic and immersive educational experience that goes beyond traditional text-based instruction.

Intelligent Tutoring Systems (ITS)

Intelligent Tutoring Systems (ITS) represent a sophisticated facet of CAL, employing artificial intelligence to deliver personalized and adaptive tutoring. These systems analyze individual learning styles and progress, tailoring the educational content to the unique needs of each student. ITS enhances the effectiveness of instruction by providing targeted guidance and support.

Virtual Labs

Within CAL, virtual labs create digital environments that replicate the conditions of physical laboratories. These simulations enable learners to conduct experiments and explore scientific concepts in a virtual space, offering a safe and accessible platform for hands-on learning. Virtual labs enhance practical understanding and experimentation in diverse fields.

Collaborative Learning Platforms

CAL embraces collaborative learning platforms that facilitate group interaction and cooperation among students. These platforms promote shared learning experiences, encouraging students to collaborate on projects, discuss ideas, and collectively solve problems. Collaborative learning platforms foster a sense of community and engagement within virtual educational spaces.

Mobile Learning (mLearning)

Mobile Learning (mLearning) is a dynamic aspect of CAL, leveraging the ubiquity of mobile devices to deliver educational content on the go. This flexible approach enables learners to access information anytime, anywhere, breaking down traditional barriers to learning. mLearning enhances accessibility and accommodates the diverse lifestyles of modern students.

Interactive Whiteboards

Interactive Whiteboards within CAL provide a digital canvas for educators to create engaging and interactive presentations. These tools enable individual teachers to incorporate multimedia elements, annotate content, and encourage student participation in real-time. Interactive Whiteboards enhance the overall teaching and learning experience by fostering dynamic and visually compelling educational interactions

Learning Management Systems (LMS)

Learning Management Systems (LMS) represent central hubs within CAL for organizing, delivering, and tracking educational content. These platforms streamline the management of learning resources, providing educators with tools to structure courses, assess student progress, and facilitate communication. LMS enhances the efficiency of educational administration in both traditional and online settings.

Adaptive Learning Systems

Adaptive Learning Systems within CAL offer a personalized approach to education by dynamically adjusting content and pace based on individual learner progress. These systems use data-driven insights to tailor the learning experience to each student's strengths, weaknesses, and preferences. Adaptive Learning Systems optimize stronger learning outcomes by providing targeted support and challenges.

Augmented Reality (AR) and Virtual Reality (VR)

The integration of Augmented Reality (AR) and Virtual Reality (VR) technologies in CAL creates immersive visual learning experiences. These technologies transport students into three-dimensional environments, allowing them to interact with content in ways that transcend traditional methods. AR and VR enhance engagement and understanding by providing a sensory-rich and interactive educational journey.

Computer-Mediated Communication (CMC)

Computer-Mediated Communication (CMC) is an integral component of computer assisted strategy that facilitates interaction and collaboration among learners through digital channels. In virtual learning environments, CMC enables students to communicate, share ideas, and collaborate on projects. This mode of communication enhances the social aspect of learning, fostering a sense of community in the digital educational landscape

 Advantages of Computer-assisted Learning

Flexibility and Accessibility

Benefits of computer assisted learning provide learners with the flexibility to engage with educational content at their own pace and convenience, breaking away from traditional classroom schedules and catering to various learning styles.

Personalized Learning

Intelligent algorithms and adaptive technologies in CAL systems tailor content and instruction to the individual needs and progress of each learner, fostering a personalized and effective learning experience.

Interactive and Engaging Environments

Incorporating multimedia elements, simulations, and gamified features in computer assistant learning captivates students' attention, making the learning process more enjoyable. Interactive platforms encourage hands-on experimentation and group participation.

Development of Digital Literacy

CAL promotes the development of digital literacy skills as students navigate online courses, use various software applications, and interact with digital content, preparing them for the demands of the modern workforce.

Disadvantages of Computer-assisted Language Learning

Limited human interaction.

CALL may limit opportunities for authentic verbal communication and cultural exchange, hindering the development of conversational language skills that thrive on interpersonal interaction.

Dependency on Technology

Technical issues, software malfunctions, or connectivity problems in computer assisted technology can impede the learning process and create frustration. Unequal access to technology may also contribute to disparities in learning opportunities.

Resistance to Technology

Traditionalists may resist CALL, viewing technology as a potential barrier to effective language learning. The absence of a physical teacher-student connection might be perceived as a drawback, particularly in language education.

Over-reliance on Standardized Content

Some CALL programs may adopt a one-size-fits-all approach, making it challenging to tailor language learning to individual needs and preferences. This may not adequately address diverse learning styles and goals.

CAL in Different Education Levels

Cal in primary education.

Computer-assisted Learning (CAL) in primary education plays a crucial role in laying the foundation for a child's learning journey. In this setting, CAL is often utilized to introduce fundamental concepts in subjects like mathematics, language arts, and science. Interactive and engaging educational games, tutorials, and multimedia content cater to the diverse learning styles of young learners. CAL in primary education aims to make the learning process enjoyable, fostering a positive attitude toward education from the early stages.

CAL in Secondary Education

In secondary education, computer assisted education becomes more sophisticated, aligning with the advanced academic requirements of students. CAL tools are integrated into the curriculum to supplement traditional teaching methods. Virtual labs, simulations, and interactive platforms are employed to provide hands-on experiences and deepen understanding in subjects such as biology, physics, and chemistry. Additionally, CAL in secondary education often includes online resources, collaborative learning platforms, and adaptive technologies to address the diverse needs and interests of students during their formative years.

CAL in Higher Education

At the higher education level, CAL takes on a more advanced and specialized role. It becomes an integral part of various disciplines, offering online courses, virtual labs, and multimedia resources that complement traditional lectures. CAL in higher education facilitates self-directed learning, allowing students to access lesson materials at their own pace. Learning Management Systems (LMS) are commonly used to organize course content, track progress, and facilitate communication. Moreover, in professional fields, computer assisted technology is utilized for skills training, providing realistic simulations and scenarios to prepare students for real-world challenges.

Examples of Successful CAL

Khan Academy

Khan Academy is a widely acclaimed online platform offering a vast array of free educational resources. Known for its clear and concise video tutorials, Khan Academy has successfully utilized CAL to make subjects like mathematics, science, and coding more accessible to learners worldwide.

Duolingo has revolutionized language learning through its gamified approach. By integrating CAL elements such as interactive exercises, quizzes, and real-time feedback, Duolingo has successfully engaged users in language acquisition, making it one of the most popular language learning apps globally.

Coursera is a prominent example of computer assisted education at the higher education level. Offering a wide range of online courses and specializations from renowned universities and institutions, Coursera has made higher education accessible to a global audience. Its adaptive learning features cater to diverse learning styles.

Google Classroom

Google Classroom is a widely used Learning Management System (LMS) that incorporates CAL features. It enables teachers to organize assignments, provide feedback, and engage students through collaborative tools. Google Classroom streamlines the educational process, fostering effective communication and digital collaboration.

These examples illustrate the diverse applications of computer assistant learning across different educational contexts, showcasing its effectiveness in making learning more engaging, accessible, and tailored to individual needs.

In conclusion, Computer-assisted Learning (CAL) represents a transformative force in the realm of education, reshaping traditional teaching methodologies and expanding the horizons of learning possibilities. As we've explored the definition, various types, and the associated benefits and disadvantages of CAL, it becomes evident that its impact is multifaceted.

The versatility of CAL is exemplified in its ability to adapt to different education levels, from primary education to higher learning, catering to the specific needs and developmental stages of learners. Successful implementations, such as Khan Academy, Duolingo, and interactive tools like SMART Boards, underscore the efficacy of CAL in making education more accessible, engaging, and tailored to individual learning styles.

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• DOI: 10.1080/1355800970340104
• Corpus ID: 62519479

Techniques for improving computer-assisted presentations

• N. Grandgenett , Donald J. Grandgenett
• Published 1997
• Computer Science
• Innovations in Education and Training International

One Citation

The development of a model for organising educational resources on an intranet, 8 references, integrating business computer graphics in the communication curriculum, a personal application of learning theory to the design of computer assisted instruction in higher education., ideas without words--internationalizing business presentations., the effect of color on performance in an instructional gaming environment, new directions in presentation graphics: impact on teaching and learning., computer classrooms in higher education: an innovation in teaching, introduction to multimedia in instruction. an iat technology primer., guidelines for designing computer-assisted instruction., related papers.

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Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity

Affiliations.

• 1 Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France.
• 2 Laboratoire d'Informatique, de Modélisation et d'Optimisation des Systèmes (LIMOS), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France.
• 3 Rectorat de Clermont-Ferrand, Clermont-Ferrand, France.
• 4 Laboratoire Activité, Connaissance, Transmission, Éducation (ACTé), Université Clermont Auvergne, Clermont-Ferrand, France.
• 5 Maison pour la Science/Auvergne (MPSA), Université Clermont Auvergne, Clermont-Ferrand, France.
• 6 Laboratoire Physique et Physiologie Intégratives de l'Arbre en Environnement Fluctuant (PIAF), Université Clermont Auvergne et INRAe, Clermont-Ferrand, France.
• PMID: 34752504
• PMCID: PMC8577743
• DOI: 10.1371/journal.pone.0259664

The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving face-to-face interactions. Here, we tested the effectiveness of computer-assisted instruction (CAI) in Science and Technology compared to inquiry-based learning (IBL), another modern method which, however, requires students to interact with each other in the classroom. Our research also considered socio-cognitive factors-working memory (WM), socioeconomic status (SES), and academic self-concept (ASC)-known to predict academic performance but usually ignored in research on IBL and CAI. Five hundred and nine middle-school students, a fairly high sample size compared with relevant studies, received either IBL or CAI for a period varying from four to ten weeks prior to the Covid-19 events. After controlling for students' prior knowledge and socio-cognitive factors, multilevel modelling showed that CAI was more effective than IBL. Although CAI-related benefits were stable across students' SES and ASC, they were particularly pronounced for those with higher WM capacity. While indicating the need to adapt CAI for students with poorer WM, these findings further justify the use of CAI both in normal times (without excluding other methods) and during pandemic episodes.

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The authors declare no competing interest.

Fig 1. The popularity of IBL and…

Fig 1. The popularity of IBL and CAI over the past twenty years.

Fig 2. The experimental design of the…

Fig 2. The experimental design of the present study.

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Fig 3. Pre-test imbalance analysis for measures…

Fig 3. Pre-test imbalance analysis for measures of prior knowledge, socioeconomic status, working memory capacity…

Fig 4. Estimated regression coefficient effects of…

Fig 4. Estimated regression coefficient effects of prior knowledge, socioeconomic status, working memory and academic…

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Fig 5. Adjusted mean Science and Technology scores (Model 4) in inquiry-based learning and computer-assisted…

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Computer-assisted presentations have a powerful potential to aid in the conveyance of information within a professional setting. However, if not well planned and used effectively, the technology can actually become a distraction from the overall message and the content of the presentation. This paper describes seven research-based techniques that can help make a computer-assisted presentation more effective, and help refine both its development and delivery. These techniques include: limiting and focusing main points; systematically structuring the presentation; adapting the presentation environment; providing interactivity with the audience; preparing for equipment problems; conducting a trial run; and reiterating the message. The paper concludes by emphasizing the supportive role of technology in the communication process, and the importance of carefully blending the technical and non-technical aspects of any computer-assisted presentation.

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T1 - Techniques for improving computer-assisted presentations

AU - Grandgenett, Neal

AU - Grandgenett, Don

N2 - Computer-assisted presentations have a powerful potential to aid in the conveyance of information within a professional setting. However, if not well planned and used effectively, the technology can actually become a distraction from the overall message and the content of the presentation. This paper describes seven research-based techniques that can help make a computer-assisted presentation more effective, and help refine both its development and delivery. These techniques include: limiting and focusing main points; systematically structuring the presentation; adapting the presentation environment; providing interactivity with the audience; preparing for equipment problems; conducting a trial run; and reiterating the message. The paper concludes by emphasizing the supportive role of technology in the communication process, and the importance of carefully blending the technical and non-technical aspects of any computer-assisted presentation.

AB - Computer-assisted presentations have a powerful potential to aid in the conveyance of information within a professional setting. However, if not well planned and used effectively, the technology can actually become a distraction from the overall message and the content of the presentation. This paper describes seven research-based techniques that can help make a computer-assisted presentation more effective, and help refine both its development and delivery. These techniques include: limiting and focusing main points; systematically structuring the presentation; adapting the presentation environment; providing interactivity with the audience; preparing for equipment problems; conducting a trial run; and reiterating the message. The paper concludes by emphasizing the supportive role of technology in the communication process, and the importance of carefully blending the technical and non-technical aspects of any computer-assisted presentation.

UR - http://www.scopus.com/inward/record.url?scp=26444455058&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=26444455058&partnerID=8YFLogxK

U2 - 10.1080/1355800970340104

DO - 10.1080/1355800970340104

M3 - Article

AN - SCOPUS:26444455058

SN - 1470-3297

JO - Innovations in Education and Teaching International

JF - Innovations in Education and Teaching International

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• Computer-Assisted Language Learning

Computer-Assisted Language Learning

Diversity in research and practice.

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Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the diverse approaches to research and practice in CALL. It differs from previous works in that it not only surveys the field, but also makes connections to actual practice and demonstrates the potential advantages and limitations of the diverse options available. These options are based squarely on existing research in the field, enabling readers to make informed decisions regarding their own research in CALL. This essential text helps readers to understand and embrace the diversity in the field, and helps to guide them in both research and practice.

'Broad in scope and thorough in analysis, Computer-Assisted Language Learning takes a fresh look at conceptualizing the field. An outstanding resource for CALL researchers and practitioners.'

Mark Warschauer - University of California, Irvine

'An extremely useful research and practice-based book for language teachers who want to use CALL but are daunted by the diversity in technological, pedagogical and organizational options available today.'

Regine Hampel - The Open University

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Computer-Assisted Language Learning - Half title page pp i-ii

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Computer-Assisted Language Learning - Title page pp iii-iii

• Diversity in Research and Practice
• By Glenn Stockwell

Copyright page pp iv-iv

Contents pp v-vi, figures pp vii-vii, tables pp viii-viii, contributors pp ix-xii.

• By Gordon Bateson , John Brine , Paul Daniels , Pornapit Darasawang , Robert Fischer , Philip Hubbard , E. Marcia Johnson , Marie-Noëlle Lamy , Hayo Reinders , Kenneth Romeo , Glenn Stockwell , Nobue Tanaka-Ellis

Abbreviations pp xiii-xiv

1 - introduction pp 1-13, 2 - diversity in learner usage patterns pp 14-32.

• By Robert Fischer

3 - Diversity in learner training pp 33-48

• By Philip Hubbard , Kenneth Romeo

4 - Diversity in learner support pp 49-70

• By Hayo Reinders , Pornapit Darasawang

5 - Diversity in environments pp 71-89

• By Glenn Stockwell , Nobue Tanaka-Ellis

6 - Diversity in content pp 90-108

• By E. Marcia Johnson , John Brine

7 - Diversity in modalities pp 109-126

• By Marie-Noëlle Lamy

8 - Diversity in technologies pp 127-146

• By Gordon Bateson , Paul Daniels

9 - Diversity in research and practice pp 147-163

10 - conclusion pp 164-173, appendix - list of websites pp 174-175, glossary pp 176-179, references pp 180-199, index pp 200-213, altmetric attention score, full text views.

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Application and Research of Basketball Tactics Teaching Assisted by Computer Multimedia Technology

• Conference paper
• First Online: 12 January 2020
• Cite this conference paper

• Lei Yu 17 ,
• Dong Li 17 ,
• Dong Chen 17 &
• Wenbin Li 17  

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 1117))

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• International conference on Big Data Analytics for Cyber-Physical-Systems

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Multimedia computer-aided teaching can comprehensively process sound, image, text, graphics, audio, video, animation and other materials to carry out tactical innovation, so that basketball tactical teaching forms an interactive teaching system. Combining the characteristics of basketball teaching, this paper explores computer multimedia technology to assist basketball tactics teaching, aiming at enriching basketball teaching methods and improving basketball tactics teaching effects. This thesis uses the relevant theories and methods of education, computer science, physical education and sports training to explore computer multimedia technology to assist basketball tactics teaching, and enrich teaching methods with pictures, videos, animations, texts and other multimedia materials to improve teaching quality of basketball tactics.

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Rekik, G., Khacharem, A., Belkhir, Y., Bali, N., Jarraya, M.: The instructional benefits of dynamic visualizations in the acquisition of basketball tactical actions. J. Comput. Assist. Learn. 35 (1), 74–81 (2019)

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Lanzhou Vocational Technical College, Lanzhou, Gansu, China

Lei Yu, Dong Li, Dong Chen & Wenbin Li

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School of Computer Science, University of Oklahoma, Norman, OK, USA

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University of Aizu, Fukushima, Japan

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Yu, L., Li, D., Chen, D., Li, W. (2020). Application and Research of Basketball Tactics Teaching Assisted by Computer Multimedia Technology. In: Atiquzzaman, M., Yen, N., Xu, Z. (eds) Big Data Analytics for Cyber-Physical System in Smart City. BDCPS 2019. Advances in Intelligent Systems and Computing, vol 1117. Springer, Singapore. https://doi.org/10.1007/978-981-15-2568-1_112

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Computer Assisted Audit Techniques

Mar 27, 2024

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CAAT is used to simplify or automate the data analysis and audit process, and it involves using computer software to analyze large volumes of electronic data for anomalies.

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TOP COMPUTER ASSISTED AUDIT TECHNIQUES TOOLS @infosectrain

www.infosectrain.com #learntorise WHAT IS CAAT? Computer-Assisted Audit Techniques (CAATs) tools enable auditors to analyze large volumes of data, perform complex calculations, and assess the effectiveness of controls in an organization. @infosectrain

www.infosectrain.com #learntorise GENERALIZED AUDIT SOFTWARE (GAS) EXAMPLES: ACL (Audit Command Language), IDEA (Interactive Data Extraction and Analysis), and SAS (Statistical Analysis System). USAGE: These tools are tailor-made for auditors, enabling them to efficiently analyze data through extraction, sorting, sampling, and comparison. They excel in handling large and varied datasets, making them versatile for various audit tasks. @infosectrain

www.infosectrain.com #learntorise MICROSOFT EXCEL EXAMPLES: ACL (Audit Command Language) or IDEA (Interactive Data Extraction and Analysis) USAGE: Widely used for data analysis in smaller audits or for less complex data. Excel's functions and formulas facilitate data sorting, filtering, and analysis. Pivot tables and VLOOKUP functions are handy for matching and comparing datasets. @infosectrain

www.infosectrain.com #learntorise DATA VISUALIZATION TOOLS EXAMPLES: Tableau, Microsoft Power BI, and QlikView. USAGE: These tools are used for creating dashboards and visual data representations. They help identify trends, patterns, and anomalies in large datasets, making it easier for auditors to communicate their findings. @infosectrain

www.infosectrain.com #learntorise STATISTICAL ANALYSIS SOFTWARE EXAMPLES: R, Python (with libraries like Pandas, NumPy, SciPy), and SPSS. USAGE: Used for more sophisticated statistical analysis, predictive modeling, and data mining. These tools are valuable for risk assessment and for performing complex calculations. @infosectrain

www.infosectrain.com #learntorise CONTINUOUS AUDITING AND MONITORING SOFTWARE EXAMPLES: CaseWare Monitor, Galvanize (formerly ACL Analytics), and Oversight Systems. USAGE: These tools enable continuous auditing and monitoring of transactions and controls in real-time, providing ongoing assurance. @infosectrain

www.infosectrain.com #learntorise DATABASE MANAGEMENT TOOLS EXAMPLES: SQL (Structured Query Language) and Microsoft Access. USAGE: Used for querying databases to extract and analyze data, these tools are essential when dealing with large, complex databases. @infosectrain

www.infosectrain.com #learntorise ERP-SPECIFIC AUDIT TOOLS EXAMPLES: Oracle E-Business Suite, SAP Audit Management tool, Oracle's JD Edwards ERP USAGE: Some ERP systems, like SAP or Oracle, have built-in or add-on audit modules that allow auditors to extract and analyze data directly from the ERP system. @infosectrain

www.infosectrain.com #learntorise CUSTOM SCRIPTS AND PROGRAMMING EXAMPLES: Python, VBScript, JavaScript, PowerShell and R. USAGE: Writing custom scripts (in Python, VBScript, JavaScript, etc.) to automate specific audit procedures or to analyze data in a customized manner. @infosectrain

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