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Marvin J. Croy [8]Marvin Croy [7]
  1. Marvin J. Croy, In Higher Education.
    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 (...)
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  2. Marvin Croy, Cai and Empirical Explorations of Deductive Proof Construction.
    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 (...)
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  3. Marvin Croy, Graphic Interface Design and Deductive Proof Construction.
    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 (...)
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  4. Marvin Croy, Opportunities and Responsibilities.
    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, (...)
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  5. Marvin Croy, Society for Philosophy and Technology.
    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, (...)
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  6. Marvin J. Croy, An Incrementalist View... An Incrementalist View of Proposed Uses of Information Technology.
    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 (...)
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  7. Marvin J. Croy (2010). Teaching the Practical Relevance of Propositional Logic. Teaching Philosophy 33 (3):253-270.
    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 (...)
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  8. Marvin Croy (2002). Philosophy of Mind, Cognitive Science, and Pedagogical Technique. In James Moor & Terrell Ward Bynum (eds.), Cyberphilosophy: The Intersection of Philosophy and Computing. Blackwell Pub.. 49-69.
  9. Marvin Croy (2000). Problem Solving, Working Backwards, and Graphic Proof Representation REVIEWS. Teaching Philosophy 23 (2):169-187.
    Newell and Simon’s seminal Human Problem Solving (1972) characterized a problem in terms of a goal state, a starting state, and a set of transition rules which define legitimate transitions from one state to another.1 Problem solving thus becomes a process of searching through a set of alternative states (the "problem space") in an effort to find a path leading from starting state to the goal state. The search process can be guided by heuristic principles which function to reduce the (...)
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  10. Marvin Croy (1997). An Incrementalist View of Proposed Uses of Information Technology in Higher Education. Philosophy in the Contemporary World 4 (1/2):1-9.
    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 (...)
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  11. Marvin J. Croy (1989). Ethical Issues Concerning Expert Systems' Applications in Education. AI and Society 3 (3):209-219.
    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, (...)
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  12. Marvin J. Croy (1986). Tribbles. Teaching Philosophy 9 (3):284-286.
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  13. Marvin J. Croy (1986). The Current State of Computer-Assisted Instruction for Logic. Teaching Philosophy 9 (4):333-350.
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  14. Marvin J. Croy (1985). Turing's Man. Teaching Philosophy 8 (3):252-253.
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  15. Marvin J. Croy (1985). Ethical Concerns in Computer-Assisted Instruction,. Metaphilosophy 16 (4):338-349.
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