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Critical Incidents in the Evolution of PLATO Projects.

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Bibliographic Details
Title: Critical Incidents in the Evolution of PLATO Projects.
Authors: Steinberg, Esther R., Illinois Univ., Urbana. Computer-Based Education Research Lab.
Peer Reviewed: N
Page Count: 77
Publication Date: 1977
Sponsoring Agency: Advanced Research Projects Agency (DOD), Washington, DC.
Document Type: Reports - Research
Descriptors: Case Studies, Communications, Computer Assisted Instruction, Computer Oriented Programs, Critical Incidents Method, Instructional Innovation, Programing Problems
Abstract: This report is intended to serve as a resource for the development of management and instructional guidelines for computer-based education (CBE). Although the data in it were gathered from PLATO projects only, they represent projects which varied widely in target populations (elementary through professional students), subject matter content, type of implementation, and size and scope. Critical incidents are defined in terms of four criteria. Then, more than 125 case histories of critical incidents are documented. They are organized by topics which will serve as a taxonomy of matters or issues critical during project development. The report includes summaries and analyses of the processes and procedures and their subsequent effects. CBE was implemented most smoothly when there was a conscious effort to develop good relations with instructors and administrators. Successful projects were those which had initial plans for procedures, organization, objectives, and evaluation. Evaluation was essential, throughout lesson development as well as after lesson completion. Successful staff members were those whose expertise was not limited to a single area. (Author)
Entry Date: 1978
Accession Number: ED148298
Database: ERIC
Description
Abstract:This report is intended to serve as a resource for the development of management and instructional guidelines for computer-based education (CBE). Although the data in it were gathered from PLATO projects only, they represent projects which varied widely in target populations (elementary through professional students), subject matter content, type of implementation, and size and scope. Critical incidents are defined in terms of four criteria. Then, more than 125 case histories of critical incidents are documented. They are organized by topics which will serve as a taxonomy of matters or issues critical during project development. The report includes summaries and analyses of the processes and procedures and their subsequent effects. CBE was implemented most smoothly when there was a conscious effort to develop good relations with instructors and administrators. Successful projects were those which had initial plans for procedures, organization, objectives, and evaluation. Evaluation was essential, throughout lesson development as well as after lesson completion. Successful staff members were those whose expertise was not limited to a single area. (Author)