Educational Technology | N

Neese, James A. (1968).  Description of Audio-Visual Recording Equipment and Method of Installation for Pilot Training. 

The Audio-Video Recorder System was developed to evaluate the effectiveness of in-flight audio/video recording as a pilot training technique for the U.S. Air Force Pilot Training Program. It will be used to gather background and performance data for an experimental program. A detailed description of the system is presented and construction and installation drawings are included and discussed. Maintenance and spare parts implications of the specific system design are detailed and initial operating instructions are included.

NEIDT, CHARLES O. (1966).  USE OF VIDEOTAPED INSTRUCTIONAL TELEVISION FOR TEACHING STUDY SKILLS IN A UNIVERSITY SETTING. 

THE PRESENT STUDY WAS UNDERTAKEN TO ASSESS THE DESIRABILITY OF USING VIDEOTAPED INSTRUCTION TO SOLVE THE PROBLEM OF PROVIDING UNIFORMLY CONSISTENT STUDY SKILLS COURSES TO UNIVERSITY STUDENTS. THIS FIRST PHASE INVOLVED PRODUCING TEN 30-MINUTE VIDEOTAPED LECTURES. THE SECOND PHASE CONSISTED OF OFFERING THE VIDEOTAPED COURSE TO NINE GROUPS THROUGHOUT FOUR ACADEMIC QUARTERS. APPROXIMATELY 700 STUDENTS TOOK PART IN THE STUDY. ONLY 20 PERCENT OF THE PARTICIPATING STUDENTS INDICATED THEY WOULD PREFER CONVENTIONAL LECTURES IN CONTRAST TO 25 PERCENT WHO INDICATED THEY LIKED THE TELEVISION PRESENTATION. THE FOLLOWING CONCLUSIONS WERE REACHED--(1) STUDENTS REACT FAVORABLY TO STUDY SKILLS MATERIALS PRESENTED VIA VIDEOTAPED TELEVISION INSTRUCTION, (2) VIDEOTAPED TELEVISION INSTRUCTION IS AN EFFECTIVE MEANS FOR RAPIDLY GROWING UNIVERSITIES TO MEET THE NEEDS OF THEIR STUDENTS IN THE STUDY SKILLS AREA, (3) LOWER-CLASS STUDENTS WITH AVERAGE OR LOWER ACHIEVEMENT REFLECT THE GREATEST BENEFITS FROM ENROLLING IN A VIDEOTAPED STUDY SKILLS COURSE, (4) THE LEARNING OF STUDY SKILLS MATERIAL IS ENHANCED WHEN STUDENTS ARE GIVEN MEANINGFUL ASSIGNMENTS TO PERFORM IN THE CLASSROOM FOLLOWING A VIDEOTAPED LECTURE ON STUDY SKILLS, (5) VIDEOTAPED STUDY SKILLS INSTRUCTION CAN BE OFFERED SUCCESSFULLY THROUGHOUT THE DAY, AS WELL AS DURING THE EVENING HOURS, AND (6) CREDIT IS NOT A NECESSARY CONDITION FOR SUCCESSFUL STUDY SKILLS EXPERIENCES.

Neil, M. W. (1969).  Escape from Inertia: An Introduction to a Systems Approach to Learning  Audiovisual Media, 3, 3. 

Full-Text Availability Options: 611.

Nelson, Bert (1969).  Industry and Education  Educ Dig, 34, 7. 

Condensed from "School & Society, Volume 96 (November 9, 1968), 400-01.

Nelson, Harold E.; And Others (1968).  Instructional Uses of Videotape: A Symposium. 

This collection of seven articles for the college teacher of speech relates specific ways that videotape has been used in training teachers and in teaching the fundamentals of speech, advanced public speaking, and discussion. Included are articles by (1) Harold E. Nelson, who explains how videotape is used in college speech classes to aid in acquiring speech skills, (2) Samuel Becker, John Bowers, and Bruce Gronbeck, who present the advantages and disadvantages of using videotape to teach group discussion, (3) James W. Gibson, who identifies and evaluates some ways to use videotape in the education of speech teachers, (4) Donovan J. Ochs, who describes an instructional unit on television used in an advanced public speaking course at a large university, (5) R.V.E. Reynolds, who discusses the techniques for utilizing videotape employed by a small college, (6) Adeline G. Hirschfield, who explains a study using videotaped speeches for self-ratings, class-ratings, and ratings by a team of judges, and (7) John H. Pennybacker, who discusses available equipment and sets guidelines for the evaluation of different types and sizes of videotape recorders.

Nelson, Robert J. (1969).  Using Radio to Develop and Maintain Competence in a Foreign Language. ERIC Focus Reports on the Teaching of Foreign Languages, Number 11. 

Both the potential and the limitations of radio for foreign language instruction are described, as well as its relevance for students of different proficiency levels. The author's personal experiences serve as the basis for recommendation of a six-band, shortwave, quality reception table and a listing of foreign language shortwave broadcasts emanating from France, the United States, Canada, and Sweden. A case is made for the suitability of radio as an aid in the maintenance of comprehension in an academic situation. The values for the language learner of transmitting, as well as receiving, are outlined. Some reasons for the limited use of radio are also discussed.

_____. (1961).  Newer Educational Media; Papers of the Regional Research Conference. 

Because both educational researchers and teachers need to be aware of each other's work in order to exchange ideas on new techniques and research needs, a conference was called to bring together leaders in research, school administration, and teacher education. The papers presented at the conference first covered research findings to date on motion pictures and other pictorial media, television, and programed instruction and then dealt with the implications of this research for curriculum change, administrative organization, and teacher education. The suggestions proffered cover a wide range. For example, team teaching will become more important as the knowledge explosion continues. Curriculum changes must be systematic throughout the entire range of the educational system, must integrate subject matter and new media, must focus on individual and group differences, and must allow teachers and students full use of their individual abilities. Teacher training ought to include practice in the design and application of media as well as higher standards in subject and professional areas. Extensive in-service programs should be offered to acquaint experienced teachers with innovations in educational technology. Reports on the Dade County educational television project and the North Carolina In-School Television Project were also presented.

_____. (1968).  New Types of Out-of-School Education: Combined Teaching Systems. 

This publication includes discussion of the use of "combined teaching systems" (and most specifically television) in various European adult education programs. Brief reports are included on several programs (general and technical education, and arts and letters courses, in France; literacy in Italy; and various televised courses in Netherlands and England). Some comments are made on research and problem-solving yet to be undertaken. Three lengthy appendixes provide more extensive material on three specific programs: educational television in rural areas in France; the Telekolleg program in the Federal Republic of Germany; and the University of Nottingham's experiment with teaching economics by a combination of television, correspondence, and face to face teaching in England.

_____. (1969).  News from NCET (National Council for Educational Technology). Summer 1969. 

The National Council for Educational Technology prepared this booklet to familiarize teachers with the Council and some of its work. Very briefly described are some of the projects of NCET dealing with: young children from deprived homes, mathematics, a comprehensive catalog of instructional materials, a subject catalog for physics, information organization, copyright difficulties, computers and other educational equipment, finance, and resource centers. The Council is also working on courses in educational technology and the use of audiovisual aids in colleges of education. The booklet lists the Council members and sources of further information.

NISH, DALE LEROY (1968).  THE DEVELOPMENT AND TESTING OF A POLYSENSORY INSTRUCTIONAL SYSTEM FOR TEACHING KNOWLEDGES AND SKILLS ASSOCIATED WITH THE USE OF EXPANDABLE POLYSTYRENE PLASTICS. REPORT NO. 18. 

THIRTY STUDENTS IN GRADES 6 THROUGH 12 CLASSIFIED INTO HIGH, AVERAGE, AND LOW ABILITY GROUPS, USED EXPANDABLE POLYSTYRENE PLASTICS AND EQUIPMENT TO CONSTRUCT A FOAMED RUBBER ICE BUCKET TO PROVIDE AN INDICATOR OF THE SUCCESS OF THE POLYSENSORY SELF-INSTRUCTIONAL SYSTEM DEVELOPED FOR THIS EXPERIMENT. A PRETEST DETERMINED EXISTING KNOWLEDGES AND PROFICIENCIES. SINGLE CONCEPT FILMS, PROGRAMED INSTRUCTION BOOKS, LABORATORY EXPERIENCES, AND A TEACHER'S GUIDE WERE DEVELOPED FOR EACH OF FOUR INSTRUCTIONAL UNITS. CAPABILITIES OF THE SYSTEM TO HELP PUPILS ACQUIRE DEFINED LEVELS OF KNOWLEDGE AND SKILLS WERE EVALUATED BY ANALYZING--(1) PERFORMANCE TEST SCORES, (2) KNOWLEDGE TEST SCORES, (3) NUMBERS OF TIMES FILMS WERE REVIEWED, (4) ERRORS MADE IN THE PROGRAMED BOOKS, (5) STUDENT WORK PROCEDURES, (6) QUALITY OF FINISHED POLYSTYRENE PRODUCT, AND (7) THE PERFORMANCE DIFFERENCES BETWEEN AND WITHIN THREE ABILITY LEVELS. RESULTS INDICATED--(1) LABORATORY PERFORMANCE SCORES EXCEEDED THOSE DEFINED AS ADEQUATE, (2) PERFORMANCE SCORE VARIATION AND TIME VARIATION WERE AS GREAT WITHIN ABILITY GROUPS AS BETWEEN THESE GROUPS, (3) HIGH ABILITY GROUPS VIEWED THE FILMS MOST OFTEN AND LOW ABILITY GROUPS LEAST OFTEN, AND (4) THE QUALITY OF PRODUCTS PRODUCED INDICATED THAT ALL STUDENTS PERFORMED IN EXCESS OF MINIMUM ACCEPTABLE CRITERIA. IT WAS CONCLUDED THAT SUCH POLYSENSORY SELF-INSTRUCTIONAL SYSTEMS CAN BE EFFECTIVELY USED TO TEACH ALL TYPES OF KNOWLEDGES AND SKILLS SUCH AS THOSE STUDIED. AN EXTENSIVE BIBLIOGRAPHY IS INCLUDED.

NORBERG, KENNETH D. (1966).  ICONIC SIGNS AND SYMBOLS IN AUDIOVISUAL COMMUNICATION, AN ANALYTICAL SURVEY OF SELECTED WRITINGS AND RESEARCH FINDINGS. FINAL REPORT. 

THE FIELD OF ANALOGIC, OR ICONIC, SIGNS WAS EXPLORED TO (1) DEVELOP AN ANNOTATED BIBLIOGRAPHY AND (2) PREPARE AN ANALYSIS OF THE SUBJECT AREA. THE SCOPE OF THE STUDY WAS LIMITED TO ONLY THOSE COMPONENTS OF MESSAGES, INSTRUCTIONAL MATERIALS, AND COMMUNICATIVE STIMULI THAT CAN BE DESCRIBED PROPERLY AS ICONIC. THE AUTHOR BASED THE STUDY ON A DEFINITION OF AN ICONIC SIGN AS ONE THAT LOOKS LIKE THE THING IT REPRESENTS. THE BIBLIOGRAPHY WAS INTENDED TO BE REPRESENTATIVE AND REASONABLY COMPREHENSIVE AND TO GIVE EMPHASIS TO CURRENT RESEARCH. THE ANALYSIS EXPLORED THE NATURE OF ICONIC SIGNS AS REFLECTED IN THE LITERATURE AND RESEARCH. THE CONCLUSION OF THE ANALYSIS ATTEMPTED TO RELATE SOME ISSUES IN PERCEPTION THEORY TO THE PROBLEM OF THE DEVELOPMENT OF A THEORY OF ICONIC SIGNS. DISCUSSIONS WERE INCLUDED ON (1) THE STIMULUS-RESPONSE PARADIGM, (2) THE PSYCHOPHYSICAL THEORY OF PERCEPTION, (3) AN INFORMATION THEORY APPROACH, (4) NONVERBAL COMMUNICATION AND PICTIC ANALYSIS, (5) A THEORY OF PICTORIAL COMMUNICATION, AND (6) PERCEPTION AND NONLINEAR SIGNS.