Marvin Croy

Predictions concerning postindustrial society include that of workers serving as machine monitors. That concept is explored in this article in respect to faculty in higher education serving as monitors of computers that are executing instructional programs. Questions concerning changes in faculty roles and the control of educational quality are addressed. Alfred Bork’s vision of asynchronous learning systems is elaborated, and that alternative is compared to the concept of machine monitoring. It is concluded that monitoring in higher education is not likely unless student demand for distance learning is great, but in that case, monitoring would be superior to proposals for automated asynchronous learning systems.

Rather than being random deviation, student errors can be a source of insight into the nature of student difficulties. This paper reports on (and offers pedagogical advice concerning) many common student errors in the construction of proofs, in the application of inference and replacement rules, and in the choice of proof strategies. In addition, a detailed description of the bottom-up strategy for “working backwards” is supplied, along with a discussion of the main difficulties students face when trying to solve proofs in this fashion. Ultimately, it is argued that students can employ both top-down and bottom-up proofs strategies by making use of a graphic proof representation.

Changes in the aims and methods of the philosophy of mind have occurred in recent decades. In particular, computer simulations have emerged as a means of constructing empirically and conceptually defensible theories of mind. This article explores pedagogical innovations that may be necessitated by these changes. One question raised is whether hands‐on teaching of simulation methods should be a standard part of philosophy of mind courses. These courses, because of an increasing empirical orientation, are becoming more interdisciplinary, and certain consequences of this development are elaborated here.

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI be clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort.

This article advances the view that propositional logic can and should be taught within general education logic courses in ways that emphasizes its practical usefulness, much beyond what commonly occurs in logic textbooks. Discussion and examples of this relevance include database searching, understanding structured documents, and integrating concepts of proof construction with argument analysis. The underlying rationale for this approach is shown to have import for questions concerning the design of logic courses, textbooks, and the general education curriculum, particularly the sequencing of formal and informal logic courses.

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered.

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered.

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered.

A graphic means of representing deductive proofs in a sentential system of symbolic logic is presented. Proof construction is characterized as a domain of the cognitive theory of problem solving, and three different interface designs for supporting the working backwards method of proof construction are demonstrated. Following a description of the rule set and the working backwards method, an analysis is given of student performance data that has guided interface development during the past two years. One interface design is shown to be superior to the others in respect to working backwards. Finally, some general conclusions are drawn concerning the relevance of instructional programs for empirically documenting student difficulties and for improving interface designs.

The use of computers in education is often thought of as a means of putting sound pedagogical principles and techniques into practice. However, such use can also contribute to building the empirical foundations for those techniques. This can occur in two ways. First, CAI programs can collect data on student performance for the purpose of identifying prominent weaknesses and for investigating processes involved in mastering various tasks and learning particular subject matters. In every discipline, from the sciences to the humanities, there are important questions to be answered concerning the difficulties students have in learning and applying various concepts and techniques. CAI can aid in answering those questions. Second, CAI programs can be used to document student performance for the purpose of program evaluation. While providing instruction, computers can serve as data collection devices that provide precise behavioral measures, including response time, of student learning. CAI programs can thus facilitate their own evaluation. In both of these applications, computers function akin to other observational instruments in the sciences.

During the past fifteen years, David Collingridge has made important contributions to the understanding of technology and the prospects for its effective control. Though philosophically sophisticated, his views have been given more attention by social and political scientists than by philosophers. In an effort to explore the rationale and applicability of his views, this article takes up three tasks. The first is to explicate Collingridge's basic argument on the topic of controlling technology. This argument is contained in his earliest works, The Social Control of Technology (1980) and Critical Decision Making (1982). The second task is to offer some critical comments on the adequacy of Collingridge's case, and the third is to apply the results of this analysis to a particular development in instructional technology (the use of expert systems and decision support systems).

Deductive proof checking programs are the most popular form of logic CAI. Whatever the reason for their widespread use, the proliferation and continuous development of these programs is evident. Contemporary proof checkers cover a wider variety of texts and rule sets, and offer more helpful editing, diagnostic, and remedial features than were once provided. These programs appear to be prime candidates for developing in the direction of "intelligent" CAI (ICAI). The primary thrust of ICAI is to build programs that make use of information about learner strengths and weaknesses, the content of the subject matter being taught, and techniques for teaching various kinds of subject matter. This is a tall order by any standard, but there are signs that some initial progress is being made in the area of logic CAI. In particular, the expert system approach for offering strategic advice during proof construction is being explored by some projects.