on Information Systems, 1999 Active Learning in IS Education Choosing Effective Strategies

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国际自动化与计算杂志.英文版.

国际自动化与计算杂志.英文版.1.Improved Exponential Stability Criteria for Uncertain Neutral System with Nonlinear Parameter PerturbationsFang Qiu，Ban-Tong Cui2.Robust Active Suspension Design Subject to Vehicle Inertial Parameter VariationsHai-Ping Du，Nong Zhang3.Delay-dependent Non-fragile H∞ Filtering for Uncertain Fuzzy Systems Based on Switching Fuzzy Model and Piecewise Lyapunov FunctionZhi-Le Xia，Jun-Min Li，Jiang-Rong Li4.Observer-based Adaptive Iterative Learning Control for Nonlinear Systems with Time-varying DelaysWei-Sheng Chen，Rui-Hong Li，Jing Li5.H∞ Output Feedback Control for Stochastic Systems with Mode-dependent Time-varying Delays and Markovian Jump ParametersXu-Dong Zhao，Qing-Shuang Zeng6.Delay and Its Time-derivative Dependent Robust Stability of Uncertain Neutral Systems with Saturating ActuatorsFatima El Haoussi，El Houssaine Tissir7.Parallel Fuzzy P+Fuzzy I+Fuzzy D Controller:Design and Performance EvaluationVineet Kumar，A.P.Mittal8.Observers for Descriptor Systems with Slope-restricted NonlinearitiesLin-Na Zhou，Chun-Yu Yang，Qing-Ling Zhang9.Parameterized Solution to a Class of Sylvester MatrixEquationsYu-Peng Qiao，Hong-Sheng Qi，Dai-Zhan Cheng10.Indirect Adaptive Fuzzy and Impulsive Control of Nonlinear SystemsHai-Bo Jiang11.Robust Fuzzy Tracking Control for Nonlinear Networked Control Systems with Integral Quadratic ConstraintsZhi-Sheng Chen，Yong He，Min Wu12.A Power-and Coverage-aware Clustering Scheme for Wireless Sensor NetworksLiang Xue，Xin-Ping Guan，Zhi-Xin Liu，Qing-Chao Zheng13.Guaranteed Cost Active Fault-tolerant Control of Networked Control System with Packet Dropout and Transmission DelayXiao-Yuan Luo，Mei-Jie Shang，Cai-Lian Chen，Xin-Ping Guanparison of Two Novel MRAS Based Strategies for Identifying Parameters in Permanent Magnet Synchronous MotorsKan Liu，Qiao Zhang，Zi-Qiang Zhu，Jing Zhang，An-Wen Shen，Paul Stewart15.Modeling and Analysis of Scheduling for Distributed Real-time Embedded SystemsHai-Tao Zhang，Gui-Fang Wu16.Passive Steganalysis Based on Higher Order Image Statistics of Curvelet TransformS.Geetha，Siva S.Sivatha Sindhu，N.Kamaraj17.Movement Invariants-based Algorithm for Medical Image Tilt CorrectionMei-Sen Pan，Jing-Tian Tang，Xiao-Li Yang18.Target Tracking and Obstacle Avoidance for Multi-agent SystemsJing Yan，Xin-Ping Guan，Fu-Xiao Tan19.Automatic Generation of Optimally Rigid Formations Using Decentralized MethodsRui Ren，Yu-Yan Zhang，Xiao-Yuan Luo，Shao-Bao Li20.Semi-blind Adaptive Beamforming for High-throughput Quadrature Amplitude Modulation SystemsSheng Chen，Wang Yao，Lajos Hanzo21.Throughput Analysis of IEEE 802.11 Multirate WLANs with Collision Aware Rate Adaptation AlgorithmDhanasekaran Senthilkumar，A. Krishnan22.Innovative Product Design Based on Customer Requirement Weight Calculation ModelChen-Guang Guo，Yong-Xian Liu，Shou-Ming Hou，Wei Wang23.A Service Composition Approach Based on Sequence Mining for Migrating E-learning Legacy System to SOAZhuo Zhang，Dong-Dai Zhou，Hong-Ji Yang，Shao-Chun Zhong24.Modeling of Agile Intelligent Manufacturing-oriented Production Scheduling SystemZhong-Qi Sheng，Chang-Ping Tang，Ci-Xing Lv25.Estimation of Reliability and Cost Relationship for Architecture-based SoftwareHui Guan，Wei-Ru Chen，Ning Huang，Hong-Ji Yang1.A Computer-aided Design System for Framed-mould in Autoclave ProcessingTian-Guo Jin，Feng-Yang Bi2.Wear State Recognition of Drills Based on K-means Cluster and Radial Basis Function Neural NetworkXu Yang3.The Knee Joint Design and Control of Above-knee Intelligent Bionic Leg Based on Magneto-rheological DamperHua-Long Xie，Ze-Zhong Liang，Fei Li，Li-Xin Guo4.Modeling of Pneumatic Muscle with Shape Memory Alloy and Braided SleeveBin-Rui Wang，Ying-Lian Jin，Dong Wei5.Extended Object Model for Product Configuration DesignZhi-Wei Xu，Ze-Zhong Liang，Zhong-Qi Sheng6.Analysis of Sheet Metal Extrusion Process Using Finite Element MethodXin-Cun Zhuang，Hua Xiang，Zhen Zhao7.Implementation of Enterprises' Interoperation Based on OntologyXiao-Feng Di，Yu-Shun Fan8.Path Planning Approach in Unknown EnvironmentTing-Kai Wang，Quan Dang，Pei-Yuan Pan9.Sliding Mode Variable Structure Control for Visual Servoing SystemFei Li，Hua-Long Xie10.Correlation of Direct Piezoelectric Effect on EAPap under Ambient FactorsLi-Jie Zhao，Chang-Ping Tang，Peng Gong11.XML-based Data Processing in Network Supported Collaborative DesignQi Wang，Zhong-Wei Ren，Zhong-Feng Guo12.Production Management Modelling Based on MASLi He，Zheng-Hao Wang，Ke-Long Zhang13.Experimental Tests of Autonomous Ground Vehicles with PreviewCunjia Liu，Wen-Hua Chen，John Andrews14.Modelling and Remote Control of an ExcavatorYang Liu，Mohammad Shahidul Hasan，Hong-Nian Yu15.TOPSIS with Belief Structure for Group Belief Multiple Criteria Decision MakingJiang Jiang，Ying-Wu Chen，Da-Wei Tang，Yu-Wang Chen16.Video Analysis Based on Volumetric Event DetectionJing Wang，Zhi-Jie Xu17.Improving Decision Tree Performance by Exception HandlingAppavu Alias Balamurugan Subramanian，S.Pramala，B.Rajalakshmi，Ramasamy Rajaram18.Robustness Analysis of Discrete-time Indirect Model Reference Adaptive Control with Normalized Adaptive LawsQing-Zheng Gao，Xue-Jun Xie19.A Novel Lifecycle Model for Web-based Application Development in Small and Medium EnterprisesWei Huang，Ru Li，Carsten Maple，Hong-Ji Yang，David Foskett，Vince Cleaver20.Design of a Two-dimensional Recursive Filter Using the Bees AlgorithmD. T. Pham，Ebubekir Ko(c)21.Designing Genetic Regulatory Networks Using Fuzzy Petri Nets ApproachRaed I. Hamed，Syed I. Ahson，Rafat Parveen1.State of the Art and Emerging Trends in Operations and Maintenance of Offshore Oil and Gas Production Facilities: Some Experiences and ObservationsJayantha P.Liyanage2.Statistical Safety Analysis of Maintenance Management Process of Excavator UnitsLjubisa Papic，Milorad Pantelic，Joseph Aronov，Ajit Kumar Verma3.Improving Energy and Power Efficiency Using NComputing and Approaches for Predicting Reliability of Complex Computing SystemsHoang Pham，Hoang Pham Jr.4.Running Temperature and Mechanical Stability of Grease as Maintenance Parameters of Railway BearingsJan Lundberg，Aditya Parida，Peter S(o)derholm5.Subsea Maintenance Service Delivery: Mapping Factors Influencing Scheduled Service DurationEfosa Emmanuel Uyiomendo，Tore Markeset6.A Systemic Approach to Integrated E-maintenance of Large Engineering PlantsAjit Kumar Verma，A.Srividya，P.G.Ramesh7.Authentication and Access Control in RFID Based Logistics-customs Clearance Service PlatformHui-Fang Deng，Wen Deng，Han Li，Hong-Ji Yang8.Evolutionary Trajectory Planning for an Industrial RobotR.Saravanan，S.Ramabalan，C.Balamurugan，A.Subash9.Improved Exponential Stability Criteria for Recurrent Neural Networks with Time-varying Discrete and Distributed DelaysYuan-Yuan Wu，Tao Li，Yu-Qiang Wu10.An Improved Approach to Delay-dependent Robust Stabilization for Uncertain Singular Time-delay SystemsXin Sun，Qing-Ling Zhang，Chun-Yu Yang，Zhan Su，Yong-Yun Shao11.Robust Stability of Nonlinear Plants with a Non-symmetric Prandtl-Ishlinskii Hysteresis ModelChang-An Jiang，Ming-Cong Deng，Akira Inoue12.Stability Analysis of Discrete-time Systems with Additive Time-varying DelaysXian-Ming Tang，Jin-Shou Yu13.Delay-dependent Stability Analysis for Markovian Jump Systems with Interval Time-varying-delaysXu-Dong Zhao，Qing-Shuang Zeng14.H∞ Synchronization of Chaotic Systems via Delayed Feedback ControlLi Sheng，Hui-Zhong Yang15.Adaptive Fuzzy Observer Backstepping Control for a Class of Uncertain Nonlinear Systems with Unknown Time-delayShao-Cheng Tong，Ning Sheng16.Simulation-based Optimal Design of α-β-γ-δ FilterChun-Mu Wu，Paul P.Lin，Zhen-Yu Han，Shu-Rong Li17.Independent Cycle Time Assignment for Min-max SystemsWen-De Chen，Yue-Gang Tao，Hong-Nian Yu1.An Assessment Tool for Land Reuse with Artificial Intelligence MethodDieter D. Genske，Dongbin Huang，Ariane Ruff2.Interpolation of Images Using Discrete Wavelet Transform to Simulate Image Resizing as in Human VisionRohini S. Asamwar，Kishor M. Bhurchandi，Abhay S. Gandhi3.Watermarking of Digital Images in Frequency DomainSami E. I. Baba，Lala Z. Krikor，Thawar Arif，Zyad Shaaban4.An Effective Image Retrieval Mechanism Using Family-based Spatial Consistency Filtration with Object RegionJing Sun，Ying-Jie Xing5.Robust Object Tracking under Appearance Change ConditionsQi-Cong Wang，Yuan-Hao Gong，Chen-Hui Yang，Cui-Hua Li6.A Visual Attention Model for Robot Object TrackingJin-Kui Chu，Rong-Hua Li，Qing-Ying Li，Hong-Qing Wang7.SVM-based Identification and Un-calibrated Visual Servoing for Micro-manipulationXin-Han Huang，Xiang-Jin Zeng，Min Wang8.Action Control of Soccer Robots Based on Simulated Human IntelligenceTie-Jun Li，Gui-Qiang Chen，Gui-Fang Shao9.Emotional Gait Generation for a Humanoid RobotLun Xie，Zhi-Liang Wang，Wei Wang，Guo-Chen Yu10.Cultural Algorithm for Minimization of Binary Decision Diagram and Its Application in Crosstalk Fault DetectionZhong-Liang Pan，Ling Chen，Guang-Zhao Zhang11.A Novel Fuzzy Direct Torque Control System for Three-level Inverter-fed Induction MachineShu-Xi Liu，Ming-Yu Wang，Yu-Guang Chen，Shan Li12.Statistic Learning-based Defect Detection for Twill FabricsLi-Wei Han，De Xu13.Nonsaturation Throughput Enhancement of IEEE 802.11b Distributed Coordination Function for Heterogeneous Traffic under Noisy EnvironmentDhanasekaran Senthilkumar，A. Krishnan14.Structure and Dynamics of Artificial Regulatory Networks Evolved by Segmental Duplication and Divergence ModelXiang-Hong Lin，Tian-Wen Zhang15.Random Fuzzy Chance-constrained Programming Based on Adaptive Chaos Quantum Honey Bee Algorithm and Robustness AnalysisHan Xue，Xun Li，Hong-Xu Ma16.A Bit-level Text Compression Scheme Based on the ACW AlgorithmHussein A1-Bahadili，Shakir M. Hussain17.A Note on an Economic Lot-sizing Problem with Perishable Inventory and Economies of Scale Costs:Approximation Solutions and Worst Case AnalysisQing-Guo Bai，Yu-Zhong Zhang，Guang-Long Dong1.Virtual Reality: A State-of-the-Art SurveyNing-Ning Zhou，Yu-Long Deng2.Real-time Virtual Environment Signal Extraction and DenoisingUsing Programmable Graphics HardwareYang Su，Zhi-Jie Xu，Xiang-Qian Jiang3.Effective Virtual Reality Based Building Navigation Using Dynamic Loading and Path OptimizationQing-Jin Peng，Xiu-Mei Kang，Ting-Ting Zhao4.The Skin Deformation of a 3D Virtual HumanXiao-Jing Zhou，Zheng-Xu Zhao5.Technology for Simulating Crowd Evacuation BehaviorsWen-Hu Qin，Guo-Hui Su，Xiao-Na Li6.Research on Modelling Digital Paper-cut PreservationXiao-Fen Wang，Ying-Rui Liu，Wen-Sheng Zhang7.On Problems of Multicomponent System Maintenance ModellingTomasz Nowakowski，Sylwia Werbinka8.Soft Sensing Modelling Based on Optimal Selection of Secondary Variables and Its ApplicationQi Li，Cheng Shao9.Adaptive Fuzzy Dynamic Surface Control for Uncertain Nonlinear SystemsXiao-Yuan Luo，Zhi-Hao Zhu，Xin-Ping Guan10.Output Feedback for Stochastic Nonlinear Systems with Unmeasurable Inverse DynamicsXin Yu，Na Duan11.Kalman Filtering with Partial Markovian Packet LossesBao-Feng Wang，Ge Guo12.A Modified Projection Method for Linear FeasibilityProblemsYi-Ju Wang，Hong-Yu Zhang13.A Neuro-genetic Based Short-term Forecasting Framework for Network Intrusion Prediction SystemSiva S. Sivatha Sindhu，S. Geetha，M. Marikannan，A. Kannan14.New Delay-dependent Global Asymptotic Stability Condition for Hopfield Neural Networks with Time-varying DelaysGuang-Deng Zong，Jia Liu hHTTp://15.Crosscumulants Based Approaches for the Structure Identification of Volterra ModelsHouda Mathlouthi，Kamel Abederrahim，Faouzi Msahli，Gerard Favier1.Coalition Formation in Weighted Simple-majority Games under Proportional Payoff Allocation RulesZhi-Gang Cao，Xiao-Guang Yang2.Stability Analysis for Recurrent Neural Networks with Time-varying DelayYuan-Yuan Wu，Yu-Qiang Wu3.A New Type of Solution Method for the Generalized Linear Complementarity Problem over a Polyhedral ConeHong-Chun Sun，Yan-Liang Dong4.An Improved Control Algorithm for High-order Nonlinear Systems with Unmodelled DynamicsNa Duan，Fu-Nian Hu，Xin Yu5.Controller Design of High Order Nonholonomic System with Nonlinear DriftsXiu-Yun Zheng，Yu-Qiang Wu6.Directional Filter for SAR Images Based on NonsubsampledContourlet Transform and Immune Clonal SelectionXiao-Hui Yang，Li-Cheng Jiao，Deng-Feng Li7.Text Extraction and Enhancement of Binary Images Using Cellular AutomataG. Sahoo，Tapas Kumar，B.L. Rains，C.M. Bhatia8.GH2 Control for Uncertain Discrete-time-delay Fuzzy Systems Based on a Switching Fuzzy Model and Piecewise Lyapunov FunctionZhi-Le Xia，Jun-Min Li9.A New Energy Optimal Control Scheme for a Separately Excited DC Motor Based Incremental Motion DriveMilan A.Sheta，Vivek Agarwal，Paluri S.V.Nataraj10.Nonlinear Backstepping Ship Course ControllerAnna Witkowska，Roman Smierzchalski11.A New Method of Embedded Fourth Order with Four Stages to Study Raster CNN SimulationR. Ponalagusamy，S. Senthilkumar12.A Minimum-energy Path-preserving Topology Control Algorithm for Wireless Sensor NetworksJin-Zhao Lin，Xian Zhou，Yun Li13.Synchronization and Exponential Estimates of Complex Networks with Mixed Time-varying Coupling DelaysYang Dai，YunZe Cai，Xiao-Ming Xu14.Step-coordination Algorithm of Traffic Control Based on Multi-agent SystemHai-Tao Zhang，Fang Yu，Wen Li15.A Research of the Employment Problem on Common Job-seekersand GraduatesBai-Da Qu。

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Hyundai 快速参考指南说明书

Looking for more detailed information? This Quick Reference Guide does not replace your vehicle’s Owner’s Manual, If you require additional information or are unsure of a specific issue, you should always refer to the vehicle’s Owner’s Manual or contact your authorized Hyundai dealer.The information contained in this Quick Reference Guide was correct at the time of printing, however, specifications and equipment can change without notice. No warranty or guarantee is being extended in this Quick Reference Guide, and Hyundai reserves the right to change product specifications and equipment at any time without incurring obligations. Some vehicles are shown with optional equipment. Specifications apply to U.S. vehicles only. Please contact your Hyundai dealer for current vehicle specifications.NP150-J32021- W hen illuminated, one or more tires areunder-inflated- B when there is a malfunction with the TPMS☐ V EHICLE SETTINGS – pages 11 and 27- Show radio presetsTheHyundai VELOSTERRoadside Assistance: 1-800-243-7766 Consumer Affairs:1-800-633-5151 Sirius XM ®Radio: 1-800-967-2346 Quick Reference Guide☐ INTRODUCTION AND LOCATION OF THE SERVICE DEPARTMENT ☐ SET FIRST SERVICE APPOINTMENT☐ REVIEW FACTORY RECOMMENDED MAINTENANCE SCHEDULE ☐ WAS THE CONDITION OF YOUR VEHICLE (AT DELIVERY) TO YOURSATISFACTION?Sales Consultant DateSales Manager Date CustomerDate@HYUNDAI VEHICLE OWNER PRIVACY POLICYYour Hyundai vehicle may be equipped with technologies and services that use information collected, generated, recorded or stored by the vehicle. Hyundai has created a Vehicle Owner Privacy Policy to explain how these technologies and services collect, use, and share this information.You may read our Vehicle Owner Privacy Policy on the website at https:///owner-privacy-policy.aspxIf you would like to receive a hard copy of our Vehicle Owner Privacy Policy, please contact our Customer Connect Center at:Hyundai Motor AmericaHyundai Customer Connect CenterP.O. Box 20850Fountain Valley, CA 92728-0850**************************************Hyundai's Customer Connect Center representatives are available Monday through Friday, between the hours of 5:00 AM and 7:00 PM PST and Saturday and Sunday between 6:30 AM and 3:00 PM PST (English). For Customer Connect Center assistance in Spanish or Korean, representatives are available Monday through Friday between 6:30 AM and 3:00 PM PST.SMART KEYPress and hold the release Ais heard.ENGINE START/STOP BUTTONWith the ignition OFF, press the engine start/stop button:• Once for ACC (Accessory) mode.• Twice for ON mode.• Three times for OFF.To start the engine, press the start/stop button while:• EcoShift Dual Clutch Transmission: depressing the brake pedal.• Manual Transmission: depressing the clutch and brake pedal.To shut engine OFF, shift to:• E coShift Dual Clutch Transmission: P (Park) and press thestart/stop button.• M anual Transmission: Select Neutral, apply thehand brake, and press the start/stop button.Emergency situations• S hut off engine while driving:Press engine start/stop button for more than 2 seconds orpress it 3 times consecutively within 3 seconds.• R estart engine while driving:Press engine start/stop button with shift lever in N (Neutral).See Owner's Manual for more details.SUNROOF INTERIOR LIGHTSMap lampINSTRUMENT CLUSTERType A1231 122334455678Sport ModeFEATURES AND CONTROLS TRIP COMPUTERA Temperature control knobB Mode selection button3. Set the fan speed to the medium setting.Blue Link subscription is required. To enroll, please visit your dealership or .Press the button for access to the voice-response menu of services.- You can say:Service LinkRoadside AssistanceBlue Link Account Assistance Help CancelPress the button for Destination search by Voice.- For vehicle equipped with factory-installed navigation systems.- For non-navigation, this button functions with Android Auto or Apple CarPlay.Press thebutton for SOS Emergency Assistance.Visit for more information or refer to your Blue Link User’s Manuall for detailed information on system operation. For immediate assistance with subscription services, please call 1-855-2BLUELINK (1-855-225-8354).Google TM is a registered trademark of Google, Inc.to John’s Mobile, Home, or Office phone number.Dialing by Number:1. Press button. 2. Say “Dial Number”.3. Say desired phone numbers.4. Say “Dial” to complete the call.For complete list of commands, refer to your Owner’s Manual.VOICE RECOGNITION TIPSYour vehicle is equipped with Voice Recognition technology, which allows drivers to operate their phones without having to take their eyes off the road to minimize distractions.Voice recognition performance may be affected if driving with windows and sunroof open; when the heating-cooling system is on; when passing through a tunnel or when driving on rugged and uneven roads.Quick reference on using voice commandsTo start voice command. Press the key, the following commands areYou can download the MyHyundai with Blue Link app to your compatible smart phone from the following sites:• iPhone ® — Apple ® App Store • Android ™ — Google Play ™Remote Start enables you to remotely start your vehicle from virtually anywhere. For vehicles equipped with full-automatic temperature control, you can also enable climate control remotely and turn on the front window defroster, ensuring a warm or cool car is ready to go when you are.NOTE:Temperature will be set to temperature set at last use.• To use this feature, you must have a Blue Link PersonalIdentification Number (PIN). To create or change your PIN, log on to or open the MyHyundai app.Remote StartThe MyHyundai with Blue Link App• R emote Start will automatically shut off after 10 minutes or after selected engine timer runs out.• W hile this feature is active, the parking lights will blink until vehicle is turned off or when vehicle is in operation.• T o continue operation of the vehicle, the proximity key must be inside the vehicle with the driver prior to pressing the brake and being able to move the gearshift from the P (Park) position.Remember:Visit FAQs to see a list of compatible devices.NOTE : Remote Start is not available on all models. Remote Start is only available for Push Start equipped vehicle with an AutomaticTransmission or Dual Clutch Transmission (DCT). Remote Start with Climate Control additionally requires Fully Automatic Temperature Control.Preconditions:• I gnition is OFF• A larm is armed (i.e., vehicle locked by key fob Remote Door Lock) • G earshift level is in the P (Park) position • B rake pedal is not depressed • E ngine hood is securely closed • A ll the doors are closed and locked • T he tailgate or trunk lid is closed• T he security/panic system is not activated • T he battery power is not low• V ehicle is located in an open area• I t has been less than 4 days since last vehicle ignition off • V ehicle located in area with good cell receptionRemote Start will terminate:• After 10 minutes or after selected engine timer runs out • B rake is pressed without proximity key inside vehicle • A larm is triggered without proximity key inside vehicle • D oor/trunk is opened from inside the vehicleNotice: Laws in some communities may restrict the use of thefeatures that remotely start the engine. For example, some laws may require a person using the remote start feature to have the vehicle in view when doing so or limit the length of time a vehicle engine may idle. Please check local and state regulations for any requirements and restrictions on remote starting of vehicles and engine idling time.INFOTAINMENTNOTEA clear view of the southern sky is recommended to ensure SXM ® radio reception. • SETTING PRESET BUTTONS (FM/AM/SXM)” 40 preset frequencies for each radio modes can be stored manually.1. S elect the radio mode you want to store a station into.2. Select the desired station.3. T ouch and hold one of the preset buttons until audible beep is heard. • ADJUSTING THE SOUND1. Press SETUP button C .2. Touch “Sound” on screen. • T ouch the arrows on screen to adjustdesired sound setting.AUDIO MODE*SiriusXM® is only available on Display Audio Light and NavigationPress POWER button A to turn radio on.• TUNING/LISTENING TO CHANNELS1. Press RADIO button B .2. Rotate TUNE knob D to desired channel.NAVIGATION1 Move to the Home Screen2 Change the map view mode3 Voice Guidance On/Off4 Zoom in the map5 S et the zoom level automatically according to the guidance6 Zoom out the map7 Q uick and easy selection of adestination and options8 Touch to scroll the map 9 Q uick and easy selection of a destination from the map screen10 Set a waypoint to the current route 11 S ave frequently used address toaddress book 12 F ind a POI (Point Of Interest) around the current position 13 V iew the vehicle’s current position on the map screen13891011121 Set destination by address search2 Select from previously inputtedaddresses and POI’s3 Online search4 Select the desired item in the sub-categories5 Search and select the desired6 Search and select the desireddestination among the search items 7 Search and select the desired destination among the search items8 Search the destination with the address book 9 Type coordinates to search Press [NAV ] button in the navigation head unit, and find a destination by using the [Destination ] menu.Press [MAP ] button in the navigation head unit.icon will appear confirming the setup.For more detailed information on how to operate Android Auto, please refer to your display audio or navigation manual.For additional Android Auto support, please refer to the Android Auto Support Websitehttps:///androidauto/Android Auto, Google Play, Android, and other marks are trademarksof Google Inc.PHONE SETUPActivate Bluetooth on your phone and connect the USB cable from your mobile device to the USB Port in your vehicle.Phone will prompt you to download the Android Auto app and update other needed apps (i.e. Google Maps™, Google Play Music™, Google Now™).NOTE: Vehicle must be parked.- Location mode setting should be set to High accuracy.- Car and phone setup should be completed in one sitting. If phone setup needs to be resumed, recommend to Force Stop the Android ANDROID AUTO ™REQUIREMENTS:- USB cable- OS Android™ 5.0 or higher - Compatible Android Phone- Data and wireless plan for applicable featuresBEFORE YOU BEGIN:- Android Auto features may operate differently than on your phone.- Message and data charges may apply when using Android Auto.- Android Auto relies on the performance of your phone. If you experience performance issues:recommended.your requests.https:///androidauto/CAR SETUP1. Press the SETUP button.2. Touch the “Phone Projection” icon on the screen.3. Touch “iOS” on the Connectivity Settings screen then touch “On” to enable Apple CarPlay.4. Connect your Apple iPhone to the vehicle USB port then touch ‘OK’ when the pop-up message appears. The Apple CarPlay icon will now appear on the vehicle Home screen confirming the setup.Apple CarPlay, Apple, and other marks are trademarks of Apple Inc.REQUIREMENTS- Apple Lightning ® cable - Latest iOS- iPhone ® 5 or above- Data and wireless plan for applicable featuresBEFORE YOU BEGIN- Apple ® CarPlay features may operate differently than on your phone.- Message and data charges may apply when using Apple CarPlay.- Apple CarPlay relies on the performance of your phone. If you experience performance issues:- Close all apps and then restart them or - Disconnect and then reconnect your phone- Using the Apple Lightning cable that was provided with your phone is recommended.- When Apple CarPlay is active, your voice recognition system is disabled and you will be using Siri ® to make your requests.APPLE CARPLAY ™PHONE SETUPOn your phone, go to Settings > General > CarPlay to allow CarPlay access.On your phone, go to Settings > Siri and ensure Siri is turned ON.MESSAGESTouch the MESSAGES 8 icon to access the Message screen. Siri will automatically asks ‘Want to hear unread messages or create a new one' when the MESSAGE icon is selected.3rd PARTY APPSSupported CarPlay apps that are downloaded on your phone will appear on the CarPlay screen. Touch the apps icons to access those supported apps.NoteA list of the supported CarPlay supported apps can be found at /ios/carplay/Ensure phone has latest version of the 3rd Party Apps.Apple CarPlay uses Siri to perform many actions like sending messages, placing calls, and looking up/setting POI/Destinations. A Siri session can be initiated on any screen by:1. Touch and holding the HOME icon 1 on the CarPlay screen or2. Press the steering wheel VOICE RECOGNITION 13 button.Note: Ensure Siri feature is set to ON in your phone (Go to Settings > Siri). 3. Say any of the following commands;•“Text <John Smith> ‘Call you later’” to send a text message. •“Read text messages” to read available text message. •“Call <John Smith>” to make a phone call.•“Find <POI/Destination>” to locate a POI/Destination.INFOTAINMENTconverter. This creates more of a direct-drive feel, with the transition from one gear to the next managed by clutch slip, especially at lower speeds. As a result, shifts are sometimes more noticeable, and a light vibration can be felt as the transmission speed is matched with theengine speed. This is a normal condition of the dual clutch transmission.CRUISE CONTROL/SMART CRUISE CONTROL112Adjusting the vehicle speed1. Toggle “+RES” switch 2 UP to increase cruising speed.2. Toggle “-SET” switch 3 DOWN to decrease cruising speed.Note Quick toggle up/down will change speed by 1 mph. Holding switch up/down will change speed by 5 mph.To Cancel Cruise ControlPress the “CANCEL” button 4 or depress the brake pedal.When the gear shift lever is shifted into reverse (R), the rearview camera displays the area behind the vehicle.Low Tire Pressure Position IndicatorEnvironmental factors can affect the tire pressure. The two main environmental factors are ambient air temperature and elevation. Colder ambient air will reduce tire pressure, while hotter ambient air will increase tire pressure. High elevation may also increase tire pressure.Blind spot collision warning (BCW)Warning range is dependent on your vehicle speed. Example, if your vehicle speed is 20 mph greater than other vehicles, the warning is not active.When changing lanes, the system detects the front lane through the camera installed on the windshield and detects the side/rear areas through radar sensors.B L U E T O O T H ® H A N D S -F R E ESWITCHING BETWEEN PAIRED PHONESOn the radio:1. Push the SETUP button.2. Select Bluetooth .3. Select Bluetooth Connection .4. Select Connect next to the desired phone.CONNECTING YOUR PHONEOn the radio:1. Push the SETUP button.2. Select Bluetooth .3. Select Bluetooth Connection .4. Select Add New . In your phone’sBluetooth settings:5. Select the <Vehicle Name> on your phone.6. Enter the passkey from theradio or accept the authorization pop-up on your phone.For more information, visit Using Voice Command:“Change Bluetooth device”。

微软操作系统的发展

微软操作系统的发展：MSDOS到Vista要说Windows发展历史必然要先了解一下微软（Microsoft），微软公司是全球最大的电脑软件提供商，总部设在华盛顿州的雷德蒙市（Redmond，大西雅图的市郊）。

公司于1975年由比尔·盖茨和保罗·艾伦成立。

公司最初以“Micro-soft”的名称（意思为“微型软件”）发展和销售BASIC解释器。

最初的总部是新墨西哥州的阿尔伯克基。

史蒂夫·巴尔默（Steve Ballmer）是现在的首席执行官 Microsoft Windows是一个为个人电脑和服务器用户设计的操作系统，它有时也被称为“视窗操作系统”。

它的第一个版本由微软公司发行于1985年，并最终获得了世界个人电脑操作系统软件的垄断地位。

所有最近的Windows都是完全独立的操作系统。

MS-DOS Microsoft在Windows之前制造的操作系统1975年4月4日 Microsoft 成立1979年1月1日 Microsoft 从北墨西哥州Albuquerque迁移至华盛顿州Bellevue市1981年6月25日 Microsoft 正式登记公司1981年8月12日，IBM推出内含Microsoft的16位元作业系统 MS-DOS 1.0的个人电脑。

·从MS-DOS时代走来微软MS-DOS操作系统MS-DOS是Microsoft Disk Operating System的简称，意即由美国微软公司(Microsoft)提供的磁盘操作系统。

在Windows 95以前，DOS是PC兼容电脑的最基本配备，而MS-DOS则是最普遍使用的PC兼容DOS。

最基本的MS-dos系统由一个基于MBR 的BOOT引导程序和三个文件模块组成。

这三个模块是输入输出模块(IO.SYS)、文件管理模块(MSDOS.SYS)及命令解释模块()。

除此之外，微软还在零售的MS-dos 系统包中加入了若干标准的外部程序(即外部命令)，这才与内部命令(即由解释执行的命令)一同构建起一个在磁盘操作时代相对完备的人机交互环境。

海bounds 蓝牙链蓝牙连接手册说明书

☐ BLUE LINK - pages 25-27- A ssist with creating account - Assist with Blue Link enrollment- Show Blue Link Users Manual & tear out Voice Commands/Quick Tip Card ☐ TIRE PRESSURE MONITORING SYSTEM (TPMS) - page 39☐ WINDSHIELD WIPER / WASHER - page 09NOTE : Tire pressure may vary in colder temperatures causing the low tire pressure indicator to illuminate. Inflate tires according to the Tire Pressure Label located on the driver’s side door pillar.TPMS MALFUNCTION INDICATORLooking For more detailed information? This Quick Reference Guide does not replace your vehicle’s Owner’s Manual. If you require additional information or are unsure of a specific issue,We recommend that you always refer to the vehicle’s Owner’s Manual or contact your authorized Hyundai dealer. The information contained in this Quick Reference Guide is correct at the time of printing; however, specifications and equipment can change without notice. No warranty or guarantee is being extended in this Quick Reference Guide, and Hyundai reserves the right to change product specifications and equipment at any time without incurring obligations. Some vehicles are shown with optional equipment.☐ 1P ress the front defrost button. 2 S et to warmest temperature setting.3 Set to highest fan speed.T HROUGH EACH OF Quick Reference GuideHYUNDAI SONATA- With vehicle unlocked, press the button.Table of contentsGETTING STARTEDDriver position memory system 05 Engine start / stop button 05 Front seat adjustment 03 Headrest adjustment 04Type A1 Tachometer2 Speedometer3 Engine coolant temperature gauge4 Fuel gauge5 Warning and indicator lights6 LCD display (including Trip computer)WARNINGS A ND INDICATORSAir bag warning light Electric Power Steering (EPS) warning light Seat belt warning light Parking brake & Brake fluid warning lightElectronic Brake Force Distribution (EBD) system warning light Low tire pressurewarning indicator/TPMS malfuction lampLow fuel level warning light Low beam indicator Smart high beam indicatorLight ON indicatorECO mode indicator Autonomous Emergency Braking (AEB)Icy RoadWarning LightAnti-lock Brake System (ABS) warning light High beam indicator Electronic Stability Control (ESC) indicator Master warning lightElectric Parking Brake (EPB) warning lightEngine oil pressure warning light Charging system warning light Immobilizer indicator Malfunction Indicator Lamp (MIL)Electronic Stability Control (ESC) OFF indicatorCruise indicator Lane Keeping Assist System (LKAS) indicator Cruise SET indicatorSPORT mode indicatorAUTO HOLD indicatorTurn signal indicator LCD DISPLAY MODESLCD DISPLAY CONTROLModes SymbolExplanationTrip Computer This mode displays driving information like the tripmeter, fuel economy, and so on.Turn By Turn (TBT)(if equipped)This mode displays the state of the navigation.Assist (if equipped)This mode displays the state of the Smart Cruise Control (SCC) andLane Keeping Assist System (LKAS).User Settings Displays service interval and warning messages. Changes settings.WarningDisplays service interval and warning messages.11232/3Engine coolanttemperature warning light 1 : M ODE button for changingmodes2 : M OVE switch for changingitems3: S ELECT/RESET button forsetting or resetting the selected itemINSTRUMENT PANEL ILLUMINATIONPress - or + to adjust instrument cluster illumination brightness.Type BType APress to activate/deactivatethe rear defroster.A/C MAX MODEMode selection buttonsFront windshield defroster buttonMANUAL CLIMATE CONTROLBi-LevelFloor-LevelFloor & Defrost-LevelDefrost-Levelthe interior surface of the windshield clean by wiping it with a clean clothand glass cleaner. In addition, select air intake control to the outside (fresh)air position whenever possible while operating the vehicle.A/C MAX Modeautomatically engagesRecirculated air positionand air conditioning.Return to normal A/Cmode after the vehicleinterior has cooledsufficiently.Type A Type BAUTOMATIC CLIMATE CONTROL1T ALKActivates voice recognition.2C ALLPlaces and transfers calls.3E NDEnds calls or cancels functions.3. S elect the car name shown on your mobile phone to pair.4. Enter the passkey or accept the authorization popup on your phone. (The default passkey is 0000.)5. Bluetooth is connected.- You can say:Service LinkRoadside AssistanceBlue Link Account Services Help CancelPress the button for Destination Search Powered by Google TM .- For vehicle equipped with factory-installed navigation systems.- For non-navigation, this button functions with Android Auto or AppleCarplay.Press the button for SOS Emergency Assistance.Visit for more information or refer to your Blue Link User’s Manuall for detailed information on system operation. For immediate assistance with subscription services, please call 1-855-2BLUELINK (1-855-225-8354).Google TM is a registered trademark of Google, Inc.NOTE : V ehicle must be parked to complete pairing process.You can download the MyHyundai with Blue Link app to your compatible smart phone from the following sites:• iPhone ® — Apple ® App Store • Android ™ — Google Play ™Remote Start enables you to remotely start your vehicle from virtually anywhere. For vehicles equipped with full-automatic temperature control, you can also enable climate control remotely and turn on the front window defroster, ensuring a warm or cool car is ready to go when you are.• To use this feature, you must have a Blue Link Personal Identification Number (PIN). To create or change your PIN, log on to .Remote StartThe MyHyundai with Blue Link App• R emote Start will automatically shut off after 10 minutes or after selected engine timer runs out in navigation vehicles.• W hile this feature is active, the parking lights will blink until vehicle is turned off or when vehicle is in operation.• T o continue operation of the vehicle, the proximity key must be inside the vehicle with the driver prior to pressing the brake and being able to move the gearshift from the P (Park) position.Remember:Preconditions:• I gnition is OFF• A larm is armed (i.e., vehicle locked by key fob Remote Door Lock) • G earshift level is in the P (Park) position • B rake pedal is not depressed • E ngine hood is securely closed • A ll the doors are closed and locked • T he tailgate or trunk lid is closed• T he security/panic system is not activated • T he proximity key is not inside the vehicle • T he battery power is not low• V ehicle is located in an open area• I t has been less than 4 days since last vehicle ignition off • V ehicle located in area with good cell receptionRemote Start will terminate:• After 10 minutes or after selected engine timer runs out in navigation vehicles• B rake is pressed without proximity key inside vehicle • A larm is triggered without proximity key inside vehicle • D oor/trunk is opened from inside the vehicleNotice: Laws in some communities may restrict the use of the features that remotely start the engine. For example, some laws may require a person using the remote start feature to have the vehicle in view when doing so or limit the length of time a vehicle engine may idle. Please check local and state regulations for any requirements and restrictions on remote starting of vehicles and engine idling time.Scan to see list ofcompatible devices and to download the app.Visit FAQs to see a list of compatible devices.NOTE : Remote Start is not available on all models. Remote Start is onlyavailable for Push Start equipped vehicle with an AutomaticTransmission or Dual Clutch Transmission (DCT). Remote Start with Climate Control additionally requires Fully Automatic Temperature Control.Press POWER button to turn radio on.TUNING/LISTENING TO CHANNELS1. Press RADIO button to select FM/AM/SXM2. Rotate TUNE knob to desired channel. ensure XM ® radio reception.• SETTING PRESET MEMORY BUTTONS (FM/AM/SXM ®*)P ress and hold any preset button until an audible beep is heard to storecurrent channel.• ADJUSTING THE SOUND CONTROL1. Press the SETUP button .2. P ress the “Sound” button on the screen.3. Press “Sound Setting” button on the screen.C D E B APlease refer to your Owner’s Manual for more detailed information on how to use your audio system.* If equipped, complimentary SiriusXM subscription ends three months following the vehicle date of sale.Please contact XM Radio at 1-800-XM-RADIO (1-800-967-2346) to renew your XM subscription.Press POWER button A to turn radio on.TUNING/LISTENING TO CHANNELS 1. Press RADIO button .2. Rotate TUNE knob C to desired channel.ensure XM ® radio reception.• SETTING PRESET MEMORY BUTTONS (FM/AM/SXM ® )P ress and hold any preset button D until an audible beep is heard to store current channel.• ADJUSTING THE SOUND CONTROL 1. Press SETUP button .2. S elect Sound button on screen.3. Touch on-screen arrows to adjust desired setting.Basic features on the map screen1Set destination by address search.2 S elect from previously inputted addresses and POI’s.3 S earch POI Name to search the destination.4 Runs Google Local Search.5 S elect the desired POI in the POI Categories.6 S earches for POI Gas Stations.7 S earches for POI Restaurants.8Searches for Emergency related POIs.9 S earches for saved addresses in the Address Book.10 S earches for POI by Phone Number.11 S earches for the Freeway Exit/Entrance.12 S earches for Intersections.13 S earches for coordinates.11389101112234567NAVIGATIONBasic features on the map screen1Move to the Home Screen 2 Change the map view mode 3 Voice Guidance On/Off 4 Zoom in the map 5 S et the zoom level automatically according to the guidance 6 Zoom out the map 7 Q uick and easy selection of a destination and options8Touch to scroll the map 9 Q uick and easy selection ofa destination from the map screen 10 Set a waypoint to the current route 11 S ave frequently used address to address book 12 F ind a POI (Point Of Interest) around the current position 13 V iew the vehicle’s current position on the map screen13891011124. Connect your Android phone to the vehicle USB port. Agree to the notification and disclaimers on your phone then the “Android Auto” icon will appear confirming the setup.For more detailed information on how to operate Android Auto, please refer to your navigation manual.For additional Android Auto support, please refer to the Android Auto Support Websitehttps:///androidauto/Android Auto, Google Play, Android, and other marks are trademarksof Google Inc.ANDROID A UTO ™REQUIREMENTS:- Micro USB cable- OS Android™ 5.0 or higher - Compatible Android Phone- Data and wireless plan for applicable featuresBEFORE YOU BEGIN:- Android Auto features may operate differently than on your phone.- Message and data charges may apply when using Android Auto.- Android Auto relies on the performance of your phone. If you experience performance issues:- Close all apps and then restart them or - Disconnect and then reconnect your phonerecommended.your requests.PHONE SETUPTurn on Bluetooth ® on your phone and connect the micro USB cable to your phone and the USB port on the vehicle.Phone will prompt you to download the Android Auto app and update other needed apps (i.e. Google Maps™, Google Play Music™, Google Now™).NOTE: Vehicle must be parked.- Location mode setting should be set to High accuracy.- Car and phone setup should be completed in one sitting. If phone setup needs to be resumed, recommend to Force Stop the Android Auto app on the Phone then reopen the app and accept the ANDROID AUTO SUPPORThttps:///androidauto/REQUIREMENTS- Apple Lightning ®cable - Latest iOS- iPhone ® 5 or above- Data and wireless plan for applicable featuresBEFORE YOU BEGIN- Apple ® CarPlay features may operate differently than on your phone.- Message and data charges may apply when using Apple CarPlay.- Apple CarPlay relies on the performance of your phone. If you experience performance issues:- Close all apps and then restart them or - Disconnect and then reconnect your phone- Using the Apple Lightning cable that was provided with your phone is recommended.- When Apple CarPlay is active, your voice recognition system is disabled and you will be using Siri ® to make your requests.CAR SETUP1. Press the SETUP button.2. Touch the “Connectivity” icon on the screen.3. Touch “iOS” on the Connectivity Settings screen then touch “On” to enable Apple CarPlay.4. Connect your Apple iPhone to the vehicle USB port then touch ‘OK’ when the pop-up message appears. The Apple CarPlay icon will now appear on the vehicle Home screen confirming the setup.APPLE CARPLAY ™Apple CarPlay, Apple, and other marks are trademarks of Apple Inc.PHONE SETUPOn your phone, go to Settings > General > Restrictions > CarPlay to allow CarPlay access.On your phone, go to Settings > General > Siri and ensure Siri is turned ON.messages, placing calls, and looking up/setting POI/Destinations.A Siri session can be initiated on any screen by:1. Touch and holding the HOME icon 1 on the CarPlay screen or2. Press the steering wheel VOICE RECOGNITION 13 button. Note: Ensure Siri feature is set to ON in your phone (Go to Settings > General > Siri).3. Say any of the following commands;•“Text <John Smith> ‘Call you later’” to send a text message.•“Read text messages” to read available text message.•“Call <John Smith>” to make a phone call.•“Find <POI/Destination>” to locate a POI/Destination.when the MESSAGE icon is selected.3rd PARTY APPSSupported CarPlay apps that are downloaded on your phone will appear on the CarPlay screen. Touch the apps icons to access those supported apps.NOTE: A list of the supported CarPlay supported apps can be found at /ios/carplay/Ensure phone has latest version of the 3rd Party Apps.ELECTRIC PARKING BRAKE (EPB)Stop the vehicle, then pullupwards on the EPBswitch.ApplyingMove shift lever from P toR or D while depressingthe brake pedal.ReleasingPress the EPB switch whileswitch again. will illuminate and the LCDLow Tire Pressure Position IndicatorTPMS Malfunction IndicatorAUTOMATIC T RANSMISSION() : P ress the shiftbutton, thenmove shift lever.() : Depress the brakepedal, press theshift button, andthen move shiftl ever.() : Move shift lever.Move the shift lever from D (Drive) intothe manual gate to select.Move the shift lever forward (+) to upshift or rearward (–) to downshift. Shiftronic modePADDLE SHIFTERPress (-) to downshiftPress (+) toupshiftThe Paddle shifter is availablewhen the shift lever is in the D(Drive) position or Shiftronicmode.Press the [+] or [-] paddle shifteronce to shift up or down onegear.DUAL CLUTCH T RANSMISSIONNOTE- EcoShift®D ual Clutch Transmission CharacteristicsThe EcoShift Dual Clutch Transmission behaves just like a manualtransmission, but with the added convenience of an automatictransmission.- The dual clutch transmission eliminates the need for a torqueconverter. This direct drive structure and the ability to pre-select theupshift gear allows shifts to be quick and responsive with constantpower through the shifts.- The EcoShift Dual Clutch Transmission comes equipped with HillstartAssist Control. If you remove your foot from the brake pedal while youare stopped on a hill, the vehicle will remain stationary forapproximately 2 seconds to prevent the vehicle from rollingbackwards. If you press the accelerator pedal during the two-secondperiod, the vehicle will accelerate. If you wait for over two seconds,the vehicle will enter into creep mode and may roll backwards if thehill is steep.- Always come to a complete stop before shifting into Park (P), Drive(D), or Reverse (R).CautionA few common conditions that may make the transmissionsusceptible to overheating include:- Holding the vehicle on an incline with just your foot on the acceleratorpedalTIP: When holding the vehicle on a hill, use the foot brake rather thantrying to hold the vehicle by keeping your foot on the accelerator pedal.- Driving in stop-and-go traffic with frequent accelerating anddecelerating at low speedTIP: Allow a gap to form ahead of you before moving the vehicleforward.Under certain conditions, such as stop-and-go driving, launching thevehicle on a steep grade, or backing the vehicle up a long inclineddriveway, the transmission clutch temperatures may increaseexcessively. When the clutch temperature is elevated above thenormal operating condition, the high temperature warning message isdisplayed. If this occurs, stop the vehicle as soon as safely possibleand allow the transmission to cool with the engine running and theshift lever in Park (P). After the warning message clears, you cancontinue to drive the vehicle with caution.SPORT mode provides sporty riding.Sport modeThe driving mode will be continuously maintained, as selected when the engine is restarted. However, except if it is in SPORT mode. SPORT mode will change to COMFORT mode, when the engine is restarted.1232 1。

管理信息系统常用术语

管理信息系统常用术语WLAN:无线局域网络CIO:信息主管(chief information officer)SIS:战略信息系统(Strategic Information System)EB:电子商务(Electronic Business)EC:电子商务(Electronic Commerce)MC:媒体转换器（Media Converter）ERP:企业资源计划(Enterprise Resource Planning)SCM:供应链管理(supply chain management)CRM:客户关系管理BI:商务智能(business intelligence)KM:知识管理(knowledge management)MRP:制造资源计划(Manufacturing Resources Planning)BOM:物料清单（bill of material）CIMS:计算机集成制造系统(Computer Integrated Manufacturing System)CAD:计算机辅助设计(Computer Aided Design)CAM:计算机辅助制造(computer-aided manufacturing)CAPP:计算机辅助工艺过程设计（computer aided process planning）GUI:图形用户界面（Graphical User Interface，又称图形用户接口）ASP:动态服务器页面（active server pages）DB:数据库（Database）DBMS:数据库管理系统(database management system)GIS:地理信息系统（Geographic Information System或Geo－Information system）OLAP:联机分析处理(online analytical processing)OLTP:联机事务处理系统(On-Line Transaction Processing)ISP:互联网服务提供商(internet service provider)CSF:关键成功因素法（critical success factors）BSP:企业系统规划(Business System Planning)DM:数据挖掘(Data Mining)DW:数据仓库（Data Warehouse）MIS:管理信息系统(management information systems)DSS:决策支持系统(decision support systems)EIS/EIS:主管信息系统（Executive Information System），KWS:知识工作系统（knowledge work systems）OA:办公自动化（Office Automation）TPS:事务处理系统(transaction processing systems)DNS:域名系统(domain name system)SaaS:软件即服务(software as a service)HTML:超文本标记语言(hypertext markup language)HTTP: 超文本传输协议（Hyper Text Transfer Protocol)XML:可扩展标记语言(extensible markup language)URL:统一资源定位符（Uniform Resource Locator）UGC:互联网术语(User Generated Content)C/S:客户/服务器模式（client/server）B/S:浏览器/服务器模式（browser/server）SQL:结构化查询语言(structured query language)PERT:计划评审技术（Program/Project Evaluation and Review Technique）INTRANET:企业内部网，或称内部网、内联网、内网EXTRANET:外联网EDI:电子数据交换（Electronic data interchange）IOS:互联网操作系统（Internetwork Operating System）RFID:射频识别(Radio Frequency Identification)MRPII:制造资源计划（Manufacture Resource Plan）GDSS:群决策支持系统(Group Decision Support Systems)KDD:识别发现（knowledge discovery in database）O2O: 指将线下的商务机会与互联网结合(Online To Offline)BLOG:网络日志Cloud Computing: 云计算WIKI:维基，一种多人协作的写作工具Social Networking:社交网络Big Data:大数据Utility Computing:效用计算IOT:物联网（Internet Of Things）Social Commerce:社会化商务，社交商务Crowdsourcing:众包Pass:平台即服务（platform as a service）Iass:基础设施即服务（infrastructure as a service）BPI:流程改进(Business process improvement)WSDL:网络服务描述语言（Web Services Description Language）UDDI:统一描述、发现和集成（Universal Description, Discovery, and Integration）SOAP:简单对象访问协议（Simple Object Access Protocol）TCO:总所有成本(Total cost of ownership)Grid Computing:格网计算，又称作“网格计算”RSS:简易信息聚合consumerization of IT:信息技术消费化Green Computing:绿色计算Mass Customization:大量客制化。

Information Society

cilnt.The use of computer and video games for learningA review of the literatureAlice Mitchell and Carol Savill-SmithPublished by the Learning and Skills Development AgencyRegistered with the Charity CommissionersLSDA is committed to providing publications that are accessible to all.To request additional copies of this publication or a different format please contact:Information ServicesLearning and Skills Development AgencyRegent Arcade House19–25 Argyll StreetLondon W1F 7LS.Tel +44 (0) 20 7297 9144Fax +44 (0) 20 7297 9242enquiries@Copyeditor: Karin FancettDesigner: David Shaw and associatesPrinter:1529/09/04/2500ISBN 1-85338-904-8© Learning and Skills Development Agency 2004You are welcome to copy this publication for internal use withinyour organisation. Otherwise, no part of this publication maybe reproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, electrical, chemical,optical, photocopying, recording or otherwise, without priorwritten permission of the copyright owner.Further informationFor further information about the issues discussed in this publication please contact:Jill AttewellManager, Technology Enhanced Learning Research CentreLearning and Skills Development Agency.Tel +44 (0) 20 7297 9100jattewell@This publication was supported by the Learning and Skills Council as part of a grant to the Learning and Skills Development Agency for a programme of research and development. The m-learning project is also supported by the European Commission Directorate-General Information Society (IST-2000-25270).AcknowledgementsWe would like to thank Jill Attewell, Manager of the Technology Enhanced Learning Research Centre at the Learning and Skills Development Agency, for her support, advice and contribution to the editing process, and Helen Rendell for assisting with the identiﬁcation of research materialfor this review.Contents at a glanceSee next page for full contentsPrefaceSection 1Introduction and overview of the literature1 Section 2What is the impact of the use of computer games 7 on young people?Section 3Why use computer games for learning?17 Section 4How have computer games been used for learning?25 Section 5Examples of using computer games to encourage learning29 Section 6What are young people’s experiences and preferences 43 in using computer games for learning and for leisure?Section 7What are the recommendations for the planning and design 47 of educational computer games (or ‘edugames’)?Section 8Summary and conclusions57 Appendix Method used for ﬁnding research studies 63 about learning with computer and video gamesGlossary71References73Full contentsSee previous page for contents at a glancePrefaceSection 1Introduction and overview of the literature11.1This review11.2Research questions21.3Deﬁnitions of the terms: ‘play’, ‘games’, ‘computer games’ 2and ‘video games’1.4Hardware systems capable of delivering games41.5The ﬁndings of previous literature reviews/meta-analyses4 Section 2What is the impact of the use of computer games 7 on young people?2.1Prevalence72.2Health issues82.3Psycho-social issues82.4Effects of violent computer games102.5Effects of the newer generation of games122.6What is the impact of frequent gaming 13on academic performance?Section 3Why use computer games for learning?173.1Computer games engage173.2Learning beneﬁts ascribed to computer games 19in educational settings3.3Opportunities with new and emerging technologies223.4Some educational considerations23Section 4How have computer games been used for learning?254.1Use in clinical practice and associated research254.2Supporting reading and maths254.3Simulation games: supporting participative learning26Section 5Examples of using computer games to encourage learning295.1Criteria for selecting the examples295.2Teaching basic skills295.3Engaging adolescents in learning325.4Supporting learning of information retrieval 33via a prototype educational game5.5Encouraging social learning345.6Supporting multidisciplinary and vocational learning 37via computer simulations5.7System-initiated adaptive advice versus 40learner-requested non-adaptive background information5.8Supporting the acquisition of a complex skill41Section 6What are young people’s experiences and preferences 43 in using computer games for learning and for leisure?6.1Recreational games and gender issues436.2Educational computer games446.3Mobile games45 Section 7What are the recommendations for the planning and design 47 of educational computer games (or ‘edugames’)?7.1Design for blended learning solutions477.2Focus on structure rather than content487.2.1‘Edugaming’: a new design approach497.3Encourage active participation517.4Cater for diversity527.5Address the challenges of assessment 53in an open-ended environment7.6Counteract the potential negative impact of frequent gaming537.7Cater for management, networking and wireless issues 54of multiplayer computer gamesSection 8Summary and conclusions578.1What is the impact of the use of computer and video games 57on young people?8.2Why use computer games for learning?588.3How have computer games been used for learning?598.4What are young people’s experiences and preferences 60in using computer games for learning and for leisure? Andwhat are the implications for designers of educational software?8.5Suggested areas for further research61 Appendix Method used for ﬁnding research studies 63 about learning with computer and video gamesKeywords used63Inclusion/exclusion criteria applied63Literature searches undertaken64Glossary71References73PrefaceComputer games are very popular with many young, and young-at-heart, people. They can be played on a variety of devices. Handheld machines such as the Game Boy console and, increasingly, mobile phones allow the play to take place in different situations and when travelling. Atthe other end of the spectrum are sophisticated, but relatively static,dedicated games consoles with high speciﬁcation graphics, such as the Sony PlayStation 2 or Nintendo’s GameCube. The design and production of computer and video games for entertainment takes place within a very competitive industry. This development requires considerable investment in terms of both multimillion Euro budgets and time. A new game can take years to develop, and in the highly volatile computer hardware and software markets success is not guaranteed. However, the computer games market is booming and growing.This research report is the result of a literature review conducted byUltralab and the Learning and Skills Development Agency (LSDA) during the m-learning project. The main focus is on research involving the use of computer and video games for learning. The motivation for this review was to investigate the potential of games-oriented learning materials and systems and to inform the project’s research activities. The report highlights many interesting pedagogic and technical issues and is, therefore, a useful reference for teachers, trainers, developers, researchers and others with an interest in the use of computer and video games for learning.The m-learning project is a three-year, pan-European research anddevelopment programme with partners in Italy, Sweden and the UK.Its aim is to investigate the potential of handheld technologies to provide learning experiences relating to literacy and numeracy skill development for young adults aged 16–24 who are outside full-time formal education settings, and to encourage the development and achievement of lifelong learning objectives. The m-learning project is coordinated by the LSDA, and project partners listed below include commercial companies anduniversity-based research units:p Cambridge Training and Development Limited, UKp Centro di Ricerca in Matematica Pura ed Applicata –the Centre for Research in Pure and Applied Mathematics,based at the University of Salerno, Italyp Learning and Skills Development Agency, UKp Lecando AB, Swedenp Ultralab, based at Anglia Polytechnic University, UK.Further information about the m-learning project can be found at:Jill AttewellManager, Technology Enhanced Learning Research CentreLearning and Skills Development Agency1Section 1Introduction and overviewof the literature1.1This reviewA review of the published literature relating to the use of computer andvideo games for learning was required by the m-learning project. It wasneeded to inform the project partners about various matters relating tothe use of such games (eg current pedagogy), and to assist with thedesign of learning materials and with the microportal interface beingdeveloped for the m-learning project. More information about the projectcan be found at: There are many claims found in the literature for and against the usefulnessof computer games in encouraging learning. It is asserted that the use ofsuch games can stimulate the enjoyment, motivation and engagementof users, aiding recall and information retrieval, and can also encouragethe development of various social and cognitive skills. Against this,it is claimed that frequent use of computer games can exacerbatenegative psycho-social tendencies (such as those towards social isolationand even violence) and that their use is addictive and can also havehealth implications.There has been a distinct increase in the volume of material publishedabout the use of computer games since the year 2000. This researchreview synthesises the key messages from the current literature baseof about 200 items. The main categories of information found were:p general descriptive articles about the use of computer and video games and new software programs coming on to the marketp explorations into how different game attributes affect users’ preferences (eg sound, colour)p general overviews of the potential of computer and video gamesfor educationp commercially available market reportsp research articles based on pre- and post-testing of users playingcomputer games designed for speciﬁc educational subject areassuch as ﬁnance, modern languages etcp research considering the effects of games use on individuals(eg on their metabolism and physical characteristics)p research into gender issues concerning the use of gamesp studies of the relationship between the use of games andlifestyle choices (including home use)p earlier research reviews and meta-analyses (few of whichfound reference to studies about learning).The largest single area reporting research was in the ﬁeld of psychology.The review has synthesised the ﬁndings as they relate to each of theresearch questions posed in this report.2The use of computer and video games for learning1.2Research questionsThe following research questions guided this review:p what is the impact of the use of computer and video games on young people?p why use computer games for learning?p how have computer games been used for learning?p what are young people’s experiences and preferences in usingcomputer games for learning and for leisure?p what are the recommendations for the planning and design ofeducational computer games (or ‘edugames’)?Because the aim of the m-learning project is to use mobile technologiesto try to re-engage young adults (aged 16–24) in learning and to startto change their attitudes to learning and improve their life chances, them-learning partners also wished to ﬁnd out if studies had been conductedusing computer and video games with young adults who have:p literacy, numeracy and other basic skill needsp social and behavioural issues relating to youth education.Where studies have been found that have ﬁndings in these areas,these have been noted.1.3Deﬁnitions of the terms: ‘play’, ‘games’, ‘computer games’and ‘video games’It is important to deﬁne and explain the words play, games,computer games and video games for the purposes of this review.First, play: something one chooses to do as a source of pleasure, whichis intensely and utterly absorbing and promotes the formation of socialgroupings (Prensky 2001, page 112). Fun, in the sense of enjoyment andpleasure, puts us in a relaxed receptive frame of mind for learning. Play,in addition to providing pleasure, increases our involvement, which alsohelps us learn (Prensky 2001, page 117). Play has been further deﬁned as:…an intellectual activity engaged in for its own sake, with neitherclearly recognizable functionalities nor immediate biological effects …and related to exploratory processes that follow the exposure ofthe player to novel stimuli.(Fabricatore 2000, page 2)Second, a game: seen as a subset of both play and fun (Prensky 2001,page 118). A game is recognised as organised play that gives usenjoyment and pleasure (Prensky 2001). Dempsey et al. (1996, page 2)deﬁne a game as:…a set of activities involving one or more players. It has goals,constraints, payoffs and consequences. A game is rule-guided andartiﬁcial in some respects. Finally, a game involves some aspectof competition, even if that competition is with oneself.A game can be informed by concepts of ‘as if’, where the user suspendsbelief because they are immersed in the imaginary world of the game(Fabricatore 2000). Competitive games may involve undertaking chancesin an imaginary setting. They motivate via challenge, fantasy and curiosity(Randel et al. 1992).Introduction and overview of the literature3 Third, computer games: Prensky (2001, pages 118–119) states thatcomputer games can be characterised by six key structural elements which, when combined together, strongly engage the player. Theseelements are:p rules p conﬂict/competition/challenge/opposition p goals and objectives p interactionp outcomes and feedback p representation or story.Game types include action games, adventure games, ﬁghting ‘beat ‘em up’games, platformers (where game characters run and jump along and onto platforms), knowledge games, simulation/modelling/role-playing games such as management and strategy games, drill-and-practice games, logical games and maths games (Kaptelinin and Cole 2001; Becta 2002). Game play can be competitive, cooperative or individualistic (Becta 2001, page 1).Finally, video games. According to Fabricatore (2000, pages 3–4),there are two key elements which distinguish video games (although this distinction is not exclusive). These are: ‘Videogames always include an interactive virtual playing environment’ and ‘In videogames the player always has to struggle against some kind of opposition’.Grifﬁths (1996, 1999) states that there are many different types of video games, each with their own distinctive qualities. They can be divided into nine categories (some of which correspond to the computer game types listed above): sports simulations (eg golf, ice hockey), racers (eg Formula One racing), adventures (fantasy games), puzzlers (or brainteasers), weird games (those that do not ﬁt into another category), platformers (see above), platform blasters (similar to platformers, but require blasting everything that comes into sight), beat ‘em ups (involving physical violence such as punching or kicking) and shoot ‘em ups (involving shooting and killing using various weapons). However, Grifﬁths (1996) points out that only two of the above, namely puzzlers and weird games, contain games with educational components, and he suggests (page 58) that it is these types of games that could be used in schools in order to:…foster learning and overcome some of the negative stereotypesthat many people have about computer games.It should be noted that the terms computer games, television games and video games have now generally become synonymous because of the blurring of the boundaries between computing and video technology. The distinction in the past was because video games required dedicated games consoles solely for their use and these generally could not be linked together, whereas computer games could be played on a variety of desktopcomputer platforms, could be linked together with sometimes hundreds of players playing at the same time, and could be used for other purposes (such as ofﬁce applications). However, increasingly video games consoles offer hard drives on which to store games, with ports that allow them to be connected more widely using modems/broadband access, so enabling video games to become more sophisticated, powerful and a directcompetitor to computer games. Thus, this review has covered bothcomputer and video games, and any ﬁnding will relate to both, unless speciﬁed otherwise. The terms ‘playing’ and ‘gaming’ are used to denote the playing of computer games in general.A glossary of specialist terms relating to the use of computer and videogames can be found at the back of this report.4The use of computer and video games for learning1.4Hardware systems capable of delivering gamesThere are many different types of hardware associated withcomputer games. These include:p games machines located in amusement arcadesp specialised games ‘consoles’ (powerful computers with high speciﬁcation graphics capability for use in homes, eg the Sony PlayStation 2,Microsoft Xbox and the Nintendo GameCube)p personal computers (ordinary desktop computers)p handheld devices, such as the Nintendo Game Boy and Game Boy Advance, and other handheld devices such as palmtop computersp mobile phones that incorporate gamesp other specialist applications in unconventional places (eg car headrests, the backs of airline seats and even wristwatches).The market for mobile games is a growth market for the games industry:newer devices have higher deﬁnition colour screens and enhancedmemory, and functionality and development costs are lower for mobilegames than for games on more traditional platforms. The mobile gamesmarket is predicted to grow substantially as personal digital assistants(or PDAs) and mobile phone technologies converge and their applicationsbecome less constrained by the limitations of the device.1.5The ﬁndings of previous literature reviews/meta-analysesBefore conducting this review, the authors consulted other earlierliterature reviews/meta-analyses for pertinent ﬁndings. Eleven literaturereviews were identiﬁed as having been undertaken in areas associatedwith the use of computer and video games. They have concentratedon ﬁve main themes, namely:p investigations into whether there is a link between violent tendencies and aggression in people who use computer games, in that theywould then imitate what is seen on screen (Ellis 1990; Grifﬁths 1999;Anderson and Bushman 2001; Bensley and Van Eenwyk 2001)p speciﬁc examinations of their use with a particular age groupsuch as children (Emes 1997; Harris 2001)p investigations that have taken a broad review approach(Berson 1996; Grifﬁths 1996; Cesarone 1998)p a comparison of the effectiveness of games and conventionalclassroom instruction in the teaching of students (Randel et al. 1992)p an investigation on instructional gaming and the implicationsfor technology (Dempsey et al. 1994).Introduction and overview of the literature5 These past analyses highlighted a number of issues about the useof computer and video games.p The literature base is relatively sparse (Grifﬁths 1999;Anderson and Bushman 2001).p The ﬁndings conﬂict in their outcomes (Emes 1997) – for example, some studies found little evidence that violent video games lead to real-life violence (Bensley and Van Eenwyk 2001) whereas others suggested they did(Anderson and Bushman 2001).p Well-controlled studies of the adolescent use of video games are lacking (Bensley and Van Eenwyk 2001).p Some studies have methodological problems in that the results depend on a single type of research method, for example observation of children’s free play (Grifﬁths 1999).p Longitudinal studies are needed (Emes 1997; Grifﬁths 1999;Anderson and Bushman 2001; Harris 2001).It was also found that only four of the above reviews considered therelationship between the use of computer and video games and academic performance or learning (Randel et al. 1992; Dempsey et al. 1994;Emes 1997; Harris 2001). Here, again, it appears that few ﬁrm conclusions can be drawn from the studies. Randel et al.’s (1992) review, which is based on early studies up to 1991, found differences depending on the educational areas where the games were used. The best results were found to be in the areas of maths, physics and language arts (as opposed to social studies, biology and logic). The authors concluded that thebeneﬁcial effects of gaming were most likely to be found when speciﬁc content is targeted and objectives precisely deﬁned, although it is interesting to note that in many studies students reported more interest in game activities than in more conventional classroom instruction. Dempsey et al.’s (1994) review found games serving a range of functions (eg tutoring,exploring and practising skills, entertainment and attitude change)and drew together assertions from the literature that might be useful in deployment or design of instructional games and associated research.The two remaining reviews, by Emes (1997) and Harris (2001), found no clear causal relationship between academic performance and the use of computer games. However, the number of studies included within the four reviews varies widely; for example, the Dempsey et al. (1994) review considers 94 studies, while in Emes (1997) the ﬁndings were based on three studies, and in Harris (2001) on two studies.These reviews were also examined for research to do with socialand behavioural issues relating to youth education. Here, again, there appears to be a paucity of research. Of the few studies identiﬁed, one (noted in Dempsey et al. 1994) was a study on video game playing and psychopathology. It found that videogame playing was a social activity and not a serious achievement activity. Another study (noted by Harris 2001) investigated the gambling habits of young offenders aged 15–21(at a youth custody centre) who had stolen to fund their coin-operated computer game playing habit. Although critical of the methodology used, Harris (2001) noted that those of the young offenders who had stolen had started playing computer games at a younger age, played morefrequently, encountered more relationship problems, took more time off work and regularly neglected their food intake.6The use of computer and video games for learningThe literature base relating to the use of computer games for learningappears to remain small and, as with research relating to social andbehavioural issues, it has not been the core focus of a review since 1992.None of the 11 reviews focused on studies which had taken place withlearners who had basic skill needs; indeed, Randel et al. (1992) notedthat until 1992 there had been no studies on the use of games withstudents who had not succeeded in traditional classroom instruction andsuggested it would be useful to investigate the usefulness of games forstudents with marginal skills or marginal motivation. Meanwhile, the userpopulation includes young adults with basic skills needs who are outsideformal education. The paucity of research noted above, the needs ofthe user population and the recent rapid technological developments incomputer games, lead us to conclude that further research is needed thatparticularly focuses on the potential use of computer games for learningby young adults.This research report has not reviewed in depth the associated areasof palmtop computers or mobile phones as these are the subject ofseparate publications, the ﬁrst of which has already been publishedby the LSDA (see Savill-Smith and Kent 2003).7Section 2What is the impactof the use of computer gameson young people?2.1PrevalenceIn the 1970s video games became a signiﬁcant source of entertainmentfor young people (ie children and young adults). Nowadays such gamescan be played on relatively low speciﬁcation technology gaming platforms,including mobile devices (Kirriemuir 2002). This makes the gamesaccessible to people who may not own an interactive television orpersonal computer. Many young people spend a signiﬁcant amount ofleisure time each week playing computer games, often 7 hours or more(Anderson and Bushman 2001; Walsh 2002). Such games have becomefor many children the chosen form of play (VanDeventer and White 2002).Both males and females enjoy playing computer games. (AlthoughSection 6.1 deals speciﬁcally with gender issues, it is interesting to notehere some research ﬁndings with the caveat that this is a fast-movingarea and research ﬁndings often lag behind the current situation.) It hasbeen found that males are more likely to play to impress friends and fora challenge (Grifﬁths and Hunt 1995) although girls, too, have been found‘to perceive themselves to have peer approval for moderate amounts ofgame playing’ (Cesarone 1998, page 3). Males play signiﬁcantly more andfar more regularly (Grifﬁths and Hunt 1995; Grifﬁths 1997b; Harris 1999;Subrahmanyam et al.2001), and gender disparity in time spent playing isgreatest for 14–18 year olds (Subrahmanyam et al. 2001). There is a viewthat females are put off by aggressive distractors (ie violent charactersand incidents). This view is backed by ﬁndings that females ‘preferless aggressive and less demanding games’ (Grifﬁths 1997b, page 234).However, this may be a faulty over-generalisation (Chappell 1997): thereare those (eg Cesarone 1998) who ﬁnd that both boys and girls enjoyviolent computer games. A slight tendency of girls to be more academichas been found: although boys are substantially heavier users of the internet,girls tend to use the internet more for schoolwork than boys and spendmore time communicating via e-mail (Mumtaz 2001). Others foundthat girls use word processing and educational software rather thancomputer games (Selwyn 1998; Harris 1999; Subrahmanyam et al. 2001).Citing Stone (1995, page 9), Schleiner (2001, page 221) reports that:Post-industrialist capitalist economies are developing into culturesof ‘play’ in which a pervasive ‘play ethic’ is superseding the work ethic.Schleiner (2001, page 221) also points out that:Within technoculture and disseminating out across class, ethnic andgeographical barriers, younger generations into their late 20s are devotingincreasing amounts of recreation time to addictive computer games …At its most extreme, a new type of subject/player is emerging, who takesher or his game play very seriously. This person is often called a ‘gamer’.8The use of computer and video games for learning2.2Health issuesWe found various materials on the impact of frequent gaming onyoung people’s health. Players have complained of eyestrain, headaches,chest pain, fatigue and mood swings (Tazawa et al. 1997). This is compatiblewith ﬁndings that where game play causes sleep deprivation it is alsoassociated with black rings under the eyes and muscle stiffness in theshoulder (Tazawa and Okada 2001). Medical experts appear concernedabout metabolic and heart rates (Dorman 1997; Emes 1997), that frequentgaming may be associated with health problems such as tendonitis andrepetitive strain injury (Emes 1997; Cleary et al. 2002), and that computergames could trigger epileptic seizures in susceptible persons (Funk 1992,1993b; Emes 1997; Ricci and Vigevano 1999; Singh et al. 2001). This may bebecause the user sits close to the screen (Kasteleijn-Nolst Trenité et al. 1999).Ricci and Vigevano (1999) note that, while the role of the software itself isstill unclear, ‘a brighter image has a higher probability of provoking dischargesthan a darker one’ and ﬂashing lights and geometric patterns present in somegames may activate a seizure (page 31). However, they also point out that:Seizure activation by VGs [video games]may result from non-visualactivating factors, such as cognitive or decision-making factors,sleep deprivation, emotional excitement, or hand movements.(Ricci and Vigevano 1999, page 31)Furthermore, there is the view that considers such side-effects to be‘relatively minor or temporary’ (Grifﬁths 2002a, page 1) and that ﬁnds playingcomputer games is comparable to a mild intensity exercise: with normaluse, playing may neither improve nor harm physical ﬁtness (Emes 1997).2.3Psycho-social issuesThere are psychological and social issues associated with playingcomputer games.Bosworth (1994) found game users are no more likely than non-game usersto be involved in risk-taking behaviour such as alcohol or drug abuse:However, those who felt games were important were likely toreport more depression.(Bosworth 1994, page 118)Roe and Muijs (1998) found some justiﬁcation to associate frequentgamers with social isolation and less positive behaviour towards societyin general, while Gupta and Derevensky (1996) found indications thatfrequent players gamble more than low-frequency players. There werereports of stealing and delinquency to ﬁnance play (Grifﬁths 1996) andof negative outcomes in terms of self-esteem, particularly with girls(Funk and Buchman 1996).Self-esteem is an important issue (Cesarone 1998; Roe and Muijs 1998;Colwell and Payne 2000). Roe and Muijs (1998) found that increasingproﬁciency at computer games may afford players a temporary sense ofmastery, control and achievement that they had hitherto felt themselvesto be lacking. Such artiﬁcial raising of self-esteem may lead to interactionswith computer games becoming a substitute for social relationships.。

INTRODUCTIONTOINFORMATIONSYSTEMS信息系统导论

Inability to share data Difficult to maintain data duplication (i.e. redundancy)
System 1
Program 1
File 1
Program 2
File 1
File 2
File 2
File 3
File 3
System 2
10
What does the Manufacturing ERP component allow?
10
Name some of the activities it handles
Name the three major ERP software vendors
12
What are the success factors of ERP implementation?
7
system
Enterprise Resource Planning Systems
ERP systems automate business processes
8
ERP Components (or Modules)
Two types of components
Core ERP Components Extended ERP Components
the Internet)
10
ERP Components (or Modules)
ERP mainly used by medium and large businesses
Average lifetime cost: $15 Million (2010 surveys) Implementation process: up to 5 years

主动选择的英语表达

主动选择的英语表达Active Selection: A Fundamental Concept in Machine Learning and Artificial Intelligence.In the realm of machine learning and artificial intelligence (AI), active selection plays a pivotal role in optimizing the learning process and enhancing the performance of AI systems. It involves strategically selecting data points for which labels or annotations are acquired, guiding the learning algorithm towards a more efficient and effective path. By carefully choosing the most informative and representative data, active selection empowers AI systems to learn with greater accuracy and generalization capabilities.Overview of Active Selection.Active selection, also known as selective sampling or query learning, is a technique employed in machine learning and AI to improve the training process by activelyselecting the most valuable data points for labeling or annotation. Rather than passively accepting all available data, active selection algorithms prioritize data points that are most likely to reduce the uncertainty of the model and enhance its learning outcomes.The core principle of active selection is to identify data points that:Are highly informative: These data points carry a significant amount of information that can help the learning algorithm discern patterns and make accurate predictions.Are representative of the underlying distribution: Active selection aims to select data points that are representative of the entire dataset, ensuring that the model learns from a diverse set of examples.Minimize redundancy: Active selection algorithms avoid choosing data points that are similar to those already labeled or annotated, preventing the model from overfittingto specific examples.Benefits of Active Selection.Incorporating active selection into machine learning and AI systems offers a multitude of benefits, including:Improved model accuracy: By focusing on the most informative data points, active selection helps the learning algorithm build models with higher predictive accuracy.Reduced labeling or annotation costs: Active selection algorithms efficiently identify the most valuable data points, minimizing the need for manual labeling or annotation efforts, thereby saving time and resources.Faster training time: By selecting the most informative data, active selection enables the learning algorithm to converge to an optimal solution more quickly, reducing training time and improving efficiency.Enhanced generalization capabilities: Active selection helps the model learn from a diverse set of data, leadingto better generalization capabilities and improved performance on unseen data.Types of Active Selection Algorithms.A variety of active selection algorithms have been developed to suit different machine learning models anddata types. Some common algorithms include:Uncertainty sampling: This algorithm selects datapoints that the model is most uncertain about, encouraging the model to explore areas where it has limited knowledge.Query by committee: This algorithm leverages multiple models to identify data points on which the models disagree, indicating the need for additional information.Expected model change: This algorithm selects data points that are expected to have the greatest impact on the model's predictions, leading to more targeted learning.Representative sampling: This algorithm aims to select data points that are representative of the entire dataset, ensuring that the model is exposed to a diverse range of examples.Applications of Active Selection.Active selection finds applications in a wide range of machine learning and AI tasks, including:Natural language processing (NLP): Identifying the most informative sentences or documents for annotation to improve text understanding and classification.Computer vision: Selecting the most representative images or video frames for annotation to enhance object detection, image classification, and scene understanding.Medical imaging: Prioritizing the most critical medical images for analysis to improve disease diagnosis and prognosis.Speech recognition: Identifying the most challenging speech segments for annotation to enhance speech recognition accuracy.Recommender systems: Selecting the most relevant items or users for feedback to improve personalized recommendations.Conclusion.Active selection is a powerful technique in machine learning and AI that enables systems to learn more effectively and efficiently. By strategically selecting the most valuable data points for labeling or annotation, active selection algorithms reduce labeling or annotation costs, improve model accuracy, enhance generalization capabilities, and accelerate training time. As the field of AI continues to evolve, active selection will play an increasingly important role in optimizing the performance and efficiency of AI systems across a wide range of applications.。

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Active Learning in IS Education:Choosing Effective Strategies forTeaching Large Classes in Higher EducationAnnette Mills-JonesDepartment of Accountancy, Finance, and Information SystemsUniversity of CanterburyChristchurch, New Zealand.a.jones@AbstractThis study investigates teaching with active learning techniques, as a means of enhancing student motivation and learning in large IS classes. The combination of traditional lectures with active learning techniques to promote participation in large classes is explored. Implications for IS teaching, student learning, and future research are also presented. KeywordsIS Education, Active Learning, Cooperative Learning, Large Classes.INTRODUCTIONWith rising enrolments and decreased funding large classes have become a norm for higher education. Although large classes facilitate a common background for participants and are economically desirable, they present a number of challenges to the educator. One of the greater challenges in dealing with large classes lies in how to effectively engage students in a learning process that improves student learning and achieves higher education goals.BACKGROUNDThe Lecture ApproachTraditional pedagogy of higher education utilises the lecture as the most common means of face-to-face instruction, especially in the large class setting. The lecture approach has a number of advantages. Lectures present a minimum threat to students and can be used to communicate intrinsic interest on topics, convey large amounts of factual information, address large groups (which is often economically viable), support teacher control, and foster learning by listening which is particularly advantageous for those who learn best in this manner (Nelson 1999). However it is the latter aspects of teacher-centredness and passive learning that are most criticised (Felder 1999, Jenkins 1994). Indeed, Jenkins (1994) suggests that higher education goals involving understanding and the application and evaluation of ideas, are not readily achieved in a passive learning environment. Other criticisms include lack of feedback to the lecturer and student about student learning, inability to sustain student attention, poor recall of lecture material, and the assumption that all students learn at the same rate, with the same level of understanding, and use similar learning strategies (Jenkins 1994, Nelson 1999).Educators are therefore challenged to repackage traditional subjects and theoretical concepts in new and engaging ways (Tucker 1996). Since students have a range of learning styles and backgrounds, there is also a need to develop teaching strategies that appeal to the range of students that participate in large classes. For example, by varying student activities during a lecture session one can help renew attention, generate interest, provide opportunities for students to think, and provide useful feedback on student understanding.There are a number of movements in education that challenge the traditional pedagogy of teaching in higher education. These include increased dependency on computer-enabled teaching aids, the use of learning styles to inform on ways of designing learning activities, and the use of active learning strategies. This paper reports on a preliminary investigation of the use and usefulness of active learning in the context of information systems (IS) teaching in large classes.The Case for Active Learning in IS EducationIn the active learning environment students interact with each other for the purposes of learning. Here, the instructor can either abandon or reduce the amount of direct instruction, adopting the role of facilitator (Jones 1988). Jenkins (1994) also suggests that lecture time might be better spent focusing on the higher level goals of analysis and synthesis; to promote active learning in the lecture situation, teaching must therefore transcend traditional attempts to convey a lot of information in the time allocated.Gamson (1996) reflecting on her experiences with active learning approaches comments: "the evidence is very strong that these social forms of learning are very effective in increasing retention…, encouraging much more complex thinking about complex issues than we have come to expect from our students, and encouraging acceptance of different ways of learning on the part of the students and faculty. The motivation for learning goes up [when these approaches are used] … these kinds of approaches don't happen automatically; in fact, they need to be very carefully designed." (NTFL, May 1996, 5:4)The IS’97 Curriculum report (Data Base 1997) advocates four levels of knowledge (ie. awareness, literacy, usage/comprehension and application) as applicable to IS undergraduate studies and supports active learning as a teaching mechanism for promoting the higher knowledge levels of usage/comprehension and application (See Table 1). Indeed, the IS'97 Curriculum report suggests that cooperative learning, a fundamental technique advocated by proponents of active learning (eg. Johnson & Johnson 1994, Slavin 1990), offers advantages of increased student motivation, provides good support for the development of application level competencies, encourages the development of interpersonal communication skills, and better simulates the workplace setting in which graduates will perform.Achieving success with active learning in the lecture situation is neither easily done nor its effectiveness readily assessed. Indeed, among the issues surrounding active learning are the questions "How does a teacher stimulate or facilitate active learning in lecture or discussion situation ?" and "Does active learning really make a difference ?" (CET 1999). To stimulate active learning a number of activities are suggested. These include simulations and gaming, role plays, experiential exercises, hands-on (lab) experimentation, case study discussions, "live" project case studies, guest speakers (who provide a real world perspective on the theory and concepts presented in lectures), questioning strategies, classroom discussions, group problem solving (eg. learning pairs), and formal and informal cooperative learning teams.Table 1: Knowledge Levels and Associated Learning Activities(Source: IS '97 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems)Depth / Level of IS Knowledge Meaning of KnowledgeLevel Associated Learning Activities1Awareness Introductory recall andrecognition Class presentations, discussion groups, watching videos, structured laboratories. Involves only recognition but with little ability to differentiate. Does not involve use.2Literacy Knowledge of framework andcontents, DifferentialKnowledge Continued lecture and participative discussion, reading, teamwork and projects, structured labs. Requires recognition knowledge as a prerequisite. Requires practice. Does not involve use.3Concept/Use Comprehension and ability touse knowledge when asked Requires continued lab and project participation, presentation involving giving explanations and demonstrations, accepting criticism; may require developing skills in directed labs4DetailedUnderstandingand Application Selection of the right thing andusing it without hints.Semi-structured team-oriented labs where studentsgenerate their own solutions, make their owndecisions, commit to it and complete assignments,and present and explain solutions.This study seeks to address the two aforementioned issues (CET 1999) in the context of IS education:"How does a teacher stimulate or facilitate active learning in lecture or discussionsituation ?" and"Does active learning really make a difference ?"The remainder of this paper describes an active learning event (based on informal cooperative learning), and other strategies used in the context of teaching a large IS class. These events and teaching mediums seek to vary the mode of instruction and student activities within the lecture session, towards encouraging student participation, interest, motivation and learning. In particular, it is expected that the active learning event will provide opportunities to think, encourage student participation in class discussion, and provide useful feedback on student understanding.THE STUDYThe undergraduate IS course, entitled Information Systems Development, is a Level 2 course. This paper is taken mainly by those pursuing a three-year program of study towards a Bachelor of Commerce. The student population consists of Computer Science (CS) majors, IS-majors and those wanting to be IS-literate but not necessarily IS-professionals. Students enter the course having taken Level 1 foundation courses in either CS or IS. The course has a current enrolment of 160 students. The course is divided into two semester-length segments: one segment focuses on IS analysis and design, the other on object-oriented systems development. This study focuses on strategies used to teach in the IS analysis and design segment.The primary mechanism for "whole group" instruction is the lecture (duration: 1 hour 50 minutes). Lecture attendance is not compulsory. Text readings and the use of Microsoft PowerPoint visuals/handouts support material delivery. The PowerPoint slides are normally available to studentsfor printing prior to the lecture session. The lectures are normally very structured. Although students are urged to prepare for class sessions using the recommended text readings, this seemingly, is not always the case.Students enrol in tutorial groups of 20-25 students (Duration: 50 minutes). Seventy-five percent of the tutorials were discussion-based; for the remaining sessions, hands-on lab exercises and simulation/games were used where a suitable resource was available. For example, Microsoft Project software was used to support a lab-based tutorial on Project Management, while the MIS Game 1 (Martin 1996) was used to help students appreciate the issues, concepts, jargon, and trade-offs in the management of IS development projects. Although students are encouraged to attend the weekly tutorials, attendance is not compulsory. The class tutors use discussion guidelines to ensure consistency and coverage of main points, but these guidelines and tutorial solutions are not normally distributed to students. Finally, students are required to self-select themselves into teams that undertake a study of a “live” IS development project of their choice; a report (worth 20% of the course grade) is submitted at the end of the project.While the project method lends itself to team-based learning and cooperation and tutorials are more easily organised to include interactive events, fostering participative learning in plenary lecture sessions proved more challenging. To encourage active participation in lecture sessions, the lecture/discussion approach was used. Here the instructor lectures to provide some essential information and then puts forward a number of questions for the students to answer. These questions focus on analysis and application, rather than restating the material presented. This approach provides opportunities for more active student involvement than does the traditional lecture. However, where individual contributions were expected in the classroom discussion, there was obvious reluctance to participate. To overcome individual inhibitions to participate, informal cooperative learning techniques, a variant of cooperative learning, for class discussion was used (Johnson & Johnson 1994, Seeler et al. 1994, Slavin 1990). Here students worked together in ad-hoc four-member teams to apply concepts and master material initially presented in lecture session;one such application is described below.The "Team Think" ApproachA “Team Think” event is identified as a problem scenario to which students are required to formulate a response (See Figure 1). A scenario is presented on an overhead transparency or PowerPoint slide. Students then form themselves into ad-hoc four-member teams, identifying those sitting nearby as members of their team. They are encouraged to introduce themselves and to select a team spokesperson who will convey what the team thinks during the plenary discussion. The team is then given about 3-5 minutes to work through the problem scenario and formulate a response. During the discussion, the lecturer1The MIS Game is an innovative game for teaching Information Systems Development within a simulation/gaming context.Figure 1:An example of a Team Think Activityassumes the role of facilitator.The first team to present their response to the problem scenario is selected by the facilitator. In this class, tossing a "funny-faced" soft yellow ball among the teams supported the selection process - the team receiving the ball provides their response to the problem scenario. The team spokesperson presents what the team thinks - good solutions are actively encouraged and poor solutions tactfully addressed in a way that helps the team (and the class) to understand and correct the response. That team then selects the next team to respond (by tossing the ball) and so on. Other teams can join the discussion at any time - comments on a previous response or proposing a solution that differs from previous responses are especially encouraged. At the end of the discussion, the facilitator summarises the main points, may offer additional solutions, and endeavours to leave the class with a sense of knowing the solution(s). Two such sessions are normally incorporated in the lecture, but the number may vary according to time available.METHODOLOGYA self-administered survey questionnaire was used to capture both quantitative and qualitative data regarding the effectiveness of various strategies used to support classroom teaching and learning. The surveys were distributed in the final session of the 12-week IS analysis and design segment, in mid-June 1999. Of an attending class size of approximately 120 students, 106 surveys (88.3%) were returned. Of the respondents, 65.7% were male and 34.3%, female. 24.5% of the respondents were under 20 years of age, 48.1% were aged between 20-24, and the remaining 16.3% were aged 25 and over. Seventy-nine percent of the participants were 2nd or 3rd year students. 18.9% of the students identified themselves as CS Majors, while 73.6% identified themselves as business majors (with some IS). While 21% of the respondents had taken only CS papers as their pre-requisite papers, 78.1% had some IS background. See Table 2.Table 2: Participants ProfileGender:%Major%Male65.7Business-related 73.6Female34.3Computer Science 18.9Age Group Other 7.5Under 20 years24.5Academic Background21.020-24 years48.1CS courses only25-29 years14.2IS course(s) only61.930 years and over12.3IS & CS courses16.2Origin Other 1.0European71.2Grade ExpectationNZ Maori0.2A17.1Asian19.2B66.7Other8.7C15.2D 1.0MEASURING THE STUDY VARIABLESThe following measures were used to assess the variables of interest:•Perception of teaching effectiveness. Two items were used to assess student perceptions of the effectiveness of the teaching strategies used in this course:-Effectiveness of individual strategies. Alongside the traditional lecture, interactive class events (ie. Team Think), visual aids, and an industry guest lecture were used to vary the mechanisms of material delivery and support student learning. Using a 5-point scale ranging from "Very Ineffective" to "Very Effective", the respondents were asked to indicate the extent to which each strategy was perceived as effective in respect of their learning. If the respondent did not participate in an event (eg. industry guest lecture), a "Did not attend"option was checked.-Overall Effectiveness. For this item, respondents indicated, on a 5-point scale ranging from "Very Ineffective" to "Very Effective", the extent to which the teaching strategies used were effective or ineffective.•Ranking of Teaching Strategies. Respondents were asked to identify and rank, at most, three strategies which, they found most effective for their learning. A brief comment on why this was perceived to be so was also given.•Motivation to learn. Respondents indicated, on a 5-point scale ranging from "No, not at all" to "Yes, definitely", the extent to which they felt motivated to learn in this course.•Expected Grade. For this item, respondents indicated their expected grade for the course, ranging from an A-grade to an E-grade.THE RESULTSQuantitative AnalysesThe quantitative data were assessed using descriptive analyses and analysis of variance; SPSS for Windows Release 8.0.0 was used.Table 3: Effectiveness of Teaching Strategies used in Lecture SessionsEffectiveness of Teaching StrategiesVeryIneffective ModerateVeryEffective Mean SD1.Traditional lecture2.8%26.4%70.8%3.830.75e of visual aids0.9%14.2%84.9% 4.100.663.Interactive class event7.6%37.1%55.2% 3.580.784.Industry guest lecture 4.7%27.9%67.4% 3.970.90Overall effectiveness 1.9%13.5%84.6% 3.960.59In their assessment of the teaching strategies used in this course, 84.6% of the participants indicated that the methods used (in general) were very effective (Table 3). Of the teaching strategies assessed, 84.9% of the respondents rated the use of visual aids as a very effective method for student learning; this was followed by the traditional lecture (70.8%), the industry guest lecture (67.4%) andinteractive class events (55.2%). In general, students agreed that visual aids, the traditional lecture, the guest lecture and interactive class events were all useful techniques for student learning.Ninety-nine percent of the respondents expect to pass the course, with 83.8% expecting a B-grade or higher. In respect of motivation to learn, 56.7% of the respondents indicated high motivation to learn in this class while 34.6% indicated moderate motivation, and 8.7% indicated "lack of motivation" (Mean = 3.60; SD = 0.84).Respondents were also asked to select and rank the three strategies considered most useful for their learning and to comment on why this was so2 (See Table 4). Of the strategies, the traditional lecture was the most preferred, being ranked among the top three strategies by 57.5% of the respondents; this was followed by visual aids (54.7%), interactive class events (26.4%), and the industry guest lecture (10.4%).Table 4: Preferred Teaching StrategiesRanking(# of Respondents)TotalTeaching Strategy#1#2#3#%Traditional lecture2620156157.5%Use of Visual Aids2027115854.7%Interactive class events125112826.4%Industry guest lecture1551110.4%To test for differences in responses in respect of grade expectation and motivation, a median test and Kruskal-Wallis test was carried out.Table 5: Median TestGrouped by:TraditionallectureUse ofVisual AidsInteractiveclasseventsIndustryguest lectureMotivation Median4444Chi-Square16.031 1.52921.036 4.050Sig0.003**0.8210.000***0.256ExpectedGrade Median4444Chi-Square0.988 2.284 6.864 4.248Sig0.8040.5160.0760.236Note: *** = p≤.001 ** = p≤.01 * = p≤.05In respect of an association between teaching strategies and student motivation and expected grade, the results of the median test (Table 5) provide strong support for rejecting the null hypothesis regarding interactive class exercises (ie., there is no association between interactive class events and motivation to learn) at p≤0.00. The results also suggest that the null hypothesis be rejected for an association between interactive class events and expected grade, at p≤0.10. The results of the2 Although ten strategies (including tutorials, labs, and the project) were listed, only the four (used in the lecture session) are addressed in this paper.Kruskal-Wallis test (Table 6) provide further support for rejecting the null hypothesis regarding interactive class exercises and motivation and expected grade at p≤0.01 and p≤0.05, respectively.Table 6: Kruskal Wallis TestGrouped by:TraditionallectureUse of VisualAidsInteractiveclass exercisesThe industryguest lectureMotivation Chi-Square 5.585 2.64914.609 4.423Sig0.2320.618 0.006**0.219Chi-Square 4.9068.006 8.159 5.703 ExpectedGrade Sig0.1790.046* 0.043*0.127Note: *** = p≤.001 ** = p≤.01 * = p≤.05Finally, a One-Way Repeated Measures ANOVA was used to test for differences within subjects. The results (Table 7) provide strong evidence for rejecting the null hypothesis that there are no significant differences in responses (F=9.375; p=0.003). Hence, it may be suggested that respondents are distinguishing between perceived effectiveness of the teaching strategies. However,, while the results of statistical testing suggest the respondents are differentiating between the four strategies used in lecture sessions, the strength and direction of these associations cannot be assessed due to the small sample size3.Table 7: One–Way Repeated Measures ANOVAF SigTeaching Strategies9.3750.003Qualitative AnalysesThe statistical analysis of the survey data suggested that students were distinguishing between the strategies for teaching effectiveness; however, the strength and direction of this distinction could not be assessed. Nonetheless, an assessment of the qualitative data provide further support for varying activities in the lecture session, in particular, the inclusion of active learning events. Extracts from among the 109 comments received are given in Table 8.•The Traditional Lecture. Respondent feedback suggested the lecture was most effective for coverage, explanation, generating interest, and providing direction for learning. These results are consistent with the three-fold purpose of the lecture, that is, coverage, understanding, and motivation (Brown & Atkins, 1988). For one respondent, there seemed to be a clear learning preference for the lecture approach since: "I learn most by listening".•Use of Visual Aids. The results also suggested that use of visual aids and availability of these (for printing) before the lecture session were deemed effective since they provided a useful outline for adding "comments to as the lecturer explains" and allowed students to then focus on what was being presented or discussed.•Interactive class events. Respondent feedback suggested that interactive class events encouraged students to "apply what we are learning" and to think, helped clarify ideas and obtain feedback, and "express and discuss different ideas". One respondent also commented3 To assess the strength and direction of association a 5X5 Manova (repeated measures) test would be required. This test could not be carried out since the current sample did not yield sufficient subjects for the required test matrix.that such exercises "relieves the boredom of lectures", while another indicated that the interactive class events were "better to learn and retain information ie. required thinking".From observation, there seemed to be a greater willingness among students to participate in classroom discussion; the fun element of selection also seemed to contribute to a more relaxed classroom atmosphere in which teams were more willing to share ideas and take risks.While "Team Think" events initially encouraged participation by selection, it was also observed that on subsequent rounds of discussion, teams were willing to join the discussion without being preselected. Although there was still some inhibition towards participation (with team members "pass the ball" to each other or to another team), participation in and the quality of classroom discussion was improved.•Industry Guest Lecture. Industry guest lectures help provide a real world perspective on classroom learning. As one respondent commented: "great to see a real world application –one of my concerns over [this] degree is the lack of applications."Table 6: Teaching Effectiveness – Respondent CommentTraditional Lecture Visual Aids Interactive Class Events Industry GuestLectureCovered a lot of ground and explained important points in detailConcepts were explained in simplistic terms- good examples and group thinks Explained the important points, less need to spend hours reading the text Explanation given, and link real life situationSome aspects explained further than outlined in text Makes it more clear - with people explaining rather than reading it myself Informative and interesting as well as stimulatingKnow where you are going, clear, conciseStructured lessons. Examples done in class that are simple and relevantI learn most by listening to s.o. (personal preference)Able to listen to lecturerFreed me up during lecturesUseful in being able toactually listen to what thelecturer said instead ofwriting it all down andmissing what is saidAble to refer to and build onthem during the lecturesHandy to have an outline toadd comments to aslecture explainsIndicated the mostimportant aspects of thelecture/ courseBrought the key pointstogetherAble to apply what we arelearningApplication of conceptsBetter to learn and retaininformation ie. RequiredthinkingEncourages thought andgood for getting differentviewpointGets people thinkingMade you think about whathad just been discussedMade understanding theideas a lot easier by seeingit practically appliedMade you apply what waslearnt & see differentviewpoints on the sameproblemReal life examples- relevantRelieves the boredom oflecturesGood to know that whatwe are doing is useableGood to see how the realworld operatesGreat to see a real worldapplication - one of myconcerns over a [this]degree is the lack ofapplications …Have a touch of real lifeInspirationalIt was practical, a livefigure to put to the jobIn summary, the results of trialing a variety of teaching techniques seem to suggest that varying the activities within the lecture session can address a range of teaching objectives that include coverage, understanding, motivation (Brown & Atkins, 1988), and higher order thinking/learning, while promoting active participation in the learning process.DISCUSSION AND IMPLICATIONSThis paper reported on a preliminary investigation of active learning in IS education. The study sought to address questions on "how might active learning be facilitated in the lecture session" and to assess the effectiveness of active learning in the lecture situation, that is "does active learning really make a difference ?" (CET, 1999). Four teaching strategies were assessed: the traditional lecture, use of visual aids, the industry guest lecture, and interactive class events. Of these four strategies, it is the interactive class event that specifically seeks to foster active learning in the lecture. It was expected that active learning would afford opportunities to think, enhance student motivation, interest, and participation, and provide useful feedback on student understanding.While the results did not provide strong evidence for the relative effectiveness of active learning as compared to more passive approaches to teaching (such as the traditional lecture and use of visual aids), they did suggest that respondents were distinguishing between active learning events and passive learning mechanisms, in respect of motivation to learn and expected grade. Although the strength and direction of association could not be statistically assessed in the context of this study, qualitative evidences suggest value in combining passive learning techniques (that promote learning by listening and seeing) with active learning events (that promote learning by doing ie. application and thinking).While these results do not suggest active learning supersede the traditional lecture and other passive learning techniques, there is some evidence of increased enthusiasm for participation in classroom discussions, of students' liking of active learning events, and of its ability to enhance teaching effectiveness in the lecture situation. By participating as a team, individuals may also feel more secure and more willing to participate in the discussion, to take risks and test and share the ideas of the team (Davis 1993). Perceived risk to personal efficacy and self-concept may also be minimised, since "Team Think" focuses not on what I think, but on what the team thinks. Finally, in this study, since teams selected each other or could join the discussion at any time this created opportunities for student control of the participative process, which in turn may be associated with student motivation (McKeachie 1997).LIMITATIONS AND FUTURE DIRECTIONSThis study has a number of limitations inherent in context, methodology, instrumentation, and sample size. For example, the small sample size limited statistical testing that could help determine more accurately the strength and direction of the effect of the teaching strategies used. Since interactive class events were used for a very limited time (3 sessions only), this may also represent an inadequate base on which students can accurately assess the effectiveness of particular strategies. There is also some concern that the respondents may not have separated judgements on the effectiveness of the traditional lecture from judgements concerning other strategies (such as interactive class events, use of visual aids, industry guest lecture) used to complement the traditional lecture. This may be reflected in the comment of one respondent on the traditional lecture: "You made each lecture fun and very interesting. It was enjoyable to attend" – while encouraging, this suggests that clear distinction between the traditional lecture and other teaching strategies that went together to make the plenary session "fun and interesting" might not have been made. Finally, in an attempt to measure the effectiveness of a particular strategy, student responses may in fact, reflect preference. While it has been the practice of researchers to measure effectiveness by assessing。

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on Information Systems, 1999 Active Learning in IS Education Choosing Effective Strategies

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国际自动化与计算杂志.英文版.

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Hyundai 快速参考指南说明书

微软操作系统的发展

海bounds 蓝牙链蓝牙连接手册说明书

最新版本工程应用英语

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