Browsing by Author "Russell, David"
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Item Metadata only Achieving enhanced learning, greater re-usability and wider acceptance for multimedia learning environments.(MCB University Press, 2001) Kinshuk; Patel, Ashok; Russell, DavidItem Metadata only Assessment in a Cognitive Apprenticeship Based Learning Environment - Potential and Pitfalls(Kogan Page Staff and Educational Development Association, 1999) Patel, Ashok; Russell, David; KinshukThe Cognitive Apprenticeship-Based Learning Environments (CABLE) approach to designing tutoring systems is very popular, especially within the applied domains where learning is more concerned with the operational knowledge. Since CABLE can accommodate both the 'instruction' and 'construction' of knowledge and involves active engagement it has been more successful as demonstrated by the popularity and wide acceptance of simulation-based tutoring systems. A CABLE-based Intelligent Tutoring System (ITS) provides powerful learning and assessment opportunities, however, merely tagging assessment functionality on to a system designed for teaching may be unsatisfactory. The assessment system needs to be considered separately. Though the use of information and communication technology for assessment has come a long way, there are even more exciting possibilities ahead, provided we are cognizant of the possible pitfalls arising from the manner in which the technology is applied.Item Metadata only Cognitive Apprenticeship Learning - Ensuring Far Transfer of Knowledge Through Computer-Based Assessment(Kogan Page, 2003) Patel, Ashok; Kinshuk; Russell, DavidThe notion of computer-based assessment encompasses both the formative and summative assessments. The former provides opportunities for self-testing and is crucial for convincing the learners that they have learnt something. The latter periodically attempts to assess learner performance. This chapter discusses the central role of formative assessment in the design of tutoring systems and how computer-based assessment has been implemented in the ‘Byzantium’ intelligent tutoring system. Byzantium was produced by a consortium of six Universities under the Teaching & Learning Technology Programme (TLTP) of the UK Higher Education Funding Councils and has been independently evaluated at a Scottish University.Item Metadata only Cognitive skills acquisition and computer based intelligent tutoring tools.(Swets and Zeitlinger, 2002) Patel, Ashok; Kinshuk; Russell, DavidItem Metadata only Corporate sustainability: accounting standards vs tax by design(Emerald, 2014) Russell, DavidItem Metadata only Cost accounting.(Financial Times/ Prentice Hall, 2001) Russell, David; Wilkinson-Riddle, G. J.; Patel, AshokItem Metadata only Financing renewable energy: creating the right package of incentives for a level playing field for commercial electricity production from wind turbines.(Chartered Institute of Mangaement Accountants, 1999) Russell, David; Patel, AshokItem Open Access Hyper-ITS: A web-Based architecture for Evolving and Configurable Learning Environment(Aravali books International (P) Ltd. Network for Staff and Education Development, 1999) Kinshuk; Patel, Ashok; Russell, DavidThe World Wide Web facilitates co-operative teaching and learning, offering an exciting potential for sharing both the learning resources as well as the tasks of creating new learning resources through international collaboration. The mainstay of the web so far, the Hyper-text and Hyper-media offer a link based flexible architecture where addition, amendment and removal of material is relatively easy. This allows incremental construction and upgrading of web based systems to facilitate division of large tasks, easier prototyping and the ability to selectively update various learning resources to keep them current as well as to take advantage of improving technologies. This paper proposes a web based architecture for intelligent tutoring systems that extends similar benefits to designing interactive learning, particularly with reference to Cognitive Apprenticeship Based Learning Environments (CABLE). Since the acquisition of cognitive skills is critical for learning any applied discipline, there will always be a need for interactive learning environments where the learner can practice to acquire new skills and to improve the grasp over any theoretical learning. Since the current web based learning systems cannot adequately provide for interactive learning that is supported by dynamic feedback, it is important to extend the benefits of the traditional ITS to the web based systems through a modular architecture supported by authoring tools and an indexing mechanism for the repository of the various tutoring components.Item Metadata only Implementing Cognitive Apprenticeship and Conversation Theory in Interactive Web-based Learning Systems(International Institute of Informatics and Systemics, 2002) Kinshuk; Patel, Ashok; Russell, DavidCollin, Brown and Newman’s Cognitive Apprenticeship Model and Pask’s Conversation Theory, both explain the constructivist nature of learning and inform the design of suitable learning resources. This paper briefly discusses the key aspects of both the above model and theory, providing a practical example of their implementation in an intelligent learning system, which has been widely used in multiple institutions in United Kingdom and which was found in an independent evaluation to have achieved significantly improved student performance in the type of learning addressed by it. The paper focuses on cognitive skills acquired through interactive learning and suggests that the different phases of skill acquisition are due to semantically semi-synchronous conversations. It foresees even greater advantages of designing such interactive learning systems on the World Wide Web and briefly describes the exciting possibilities of distributing development effort to build up an inventory of multiple versions of configurable and extensible building blocks of learning systems that are adaptable to the implementing teachers.Item Metadata only Intelligent and Adaptive Systems(Springer-Verlag, 2002) Kinshuk; Patel, Ashok; Russell, DavidIntelligence and adaptation have been very important factors in designing learning systems. While the research in the field has yielded much useful information, a lot more remains to be done. We suggest that adopting a granular structure reduces some of the complexity and consideration of the teacher as an environmental context od the system is crucial for its success. The discussion is based onour experience of designing and implementing such a system and feedback from a comparative independent study.Item Metadata only Intelligent tutoring tools for cognitive skill acquisition in life long learning.(International Forum of Educational Technology & Society, 2000) Patel, Ashok; Russell, David; KinshukItem Metadata only A multi-institutional evaluation of intelligent tutoring tools in numeric disciplines.(International Forum of Educational Technology & Society, 2000) Patel, Ashok; Russell, David; KinshukItem Metadata only Predicting corporate bankruptcy using artificial neural networks(2000) Nasir, Mohammed; John, Robert, 1955-; Bennett, Simon, 1956-; Russell, DavidItem Metadata only Role of human teacher in web-based intelligent tutoring systems.(Distance Education Association of New Zealand, 2001) Patel, Ashok; Oppermann, R.; Russell, David; KinshukItem Metadata only Selecting the neural network topology for student modelling of prediction of corporate bankruptcy.(MCB University Press, 2001) Nasir, Mohammed; John, Robert, 1955-; Bennett, Simon, 1956-; Russell, DavidItem Metadata only The Sustainability Debate and Accounting(Emerald Group Publishing Ltd, 2011) Russell, DavidItem Metadata only Towards Ecological Taxation: The Efficacy of Emissions-related Motor Taxation Regimes(Gower, 2011) Russell, David