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Marvin J. Croy [15]Marvin Croy [6]Marvin Joseph Croy [1]
  1.  6
    Teaching the Practical Relevance of Propositional Logic.Marvin J. Croy - 2010 - 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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  2.  4
    Collingridge and the Control of Educational Computer Technology.Marvin J. Croy - 1996 - Techné: Research in Philosophy and Technology 1 (3-4):107-115.
  3. in Higher Education.Marvin J. Croy - unknown
    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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  4.  2
    Ethical concerns in computer-assisted instruction,.Marvin J. Croy - 1985 - Metaphilosophy 16 (4):338-349.
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  5.  3
    An Incrementalist View of Proposed Uses of Information Technology in Higher Education.Marvin J. Croy - 1997 - 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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  6. An incrementalist view... An incrementalist view of proposed uses of information technology.Marvin J. Croy - unknown
    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. Cai and empirical explorations of deductive proof construction.Marvin Croy - manuscript
    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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  8.  6
    Ethical issues concerning expert systems' applications in education.Marvin J. Croy - 1989 - 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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  9.  5
    Faculty as Machine Monitors in Higher Education?Marvin J. Croy - 2000 - Bulletin of Science, Technology and Society 20 (2):106-114.
    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 (...)
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  10. Graphic interface design and deductive proof construction.Marvin Croy - manuscript
    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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  11.  1
    Making Useful Comparisons of Traditional, Hybrid, and Distance Approaches to Teaching Deductive Logic.Marvin J. Croy - 2004 - Discourse: Learning and Teaching in Philosophical and Religious Studies 4 (1):159-170.
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  12. Opportunities and responsibilities.Marvin Croy - manuscript
    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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  13.  1
    Philosophy of mind, cognitive science, and pedagogical technique.Marvin Croy - 2002 - In James Moor & Terrell Ward Bynum (eds.), Cyberphilosophy: the intersection of philosophy and computing. Malden, MA: Blackwell. pp. 49-69.
  14.  2
    Philosophy of Mind, Cognitive Science, andPedagogical Technique.Marvin Croy - 2002 - Metaphilosophy 33 (1‐2):49-69.
    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 (...)
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  15.  6
    Problem Solving, Working Backwards, and Graphic Proof Representation.Marvin J. Croy - 2000 - Teaching Philosophy 23 (2):169-187.
    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 (...)
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  16. Society for philosophy and technology.Marvin Croy - manuscript
    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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  17.  4
    Tribbles.Marvin J. Croy - 1986 - Teaching Philosophy 9 (3):284-286.
  18.  3
    The Current State of Computer-Assisted Instruction for Logic.Marvin J. Croy - 1986 - Teaching Philosophy 9 (4):333-350.
  19.  7
    Tribbles: An Introduction to Scientific Method. [REVIEW]Marvin J. Croy - 1986 - Teaching Philosophy 9 (3):284-286.
  20.  5
    Turing's Man. [REVIEW]Marvin J. Croy - 1985 - Teaching Philosophy 8 (3):252-253.
  21.  3
    Turing's Man. [REVIEW]Marvin J. Croy - 1985 - Teaching Philosophy 8 (3):252-253.