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Rizal, the Romantic

There were at least nine women linked with Rizal; namely Segunda Katigbak, Leonor Valenzuela, Leonor Rivera, Consuelo Ortiga, O-Sei San,
Gertrude Beckette, Nelly Boustead, Suzanne Jacoby and Josephine Bracken. These women might have been beguiled by his intelligence,
charm and wit.

Segunda Katigbak and Leonor Valenzuela


Segunda Katigbak was her puppy love. Unfortunately, his first love was engaged to be married to a town mate- Manuel Luz. After his
admiration for a short girl in the person of Segunda, then came Leonor Valenzuela, a tall girl from Pagsanjan. Rizal send her love notes
written in invisible ink, that could only be deciphered over the warmth of the lamp or candle. He visited her on the eve of his departure to
Spain and bade her a last goodbye.

Leonor Rivera
Leonor Rivera, his sweetheart for 11 years played the greatest influence in keeping him from falling in love with other women during his
travel. Unfortunately, Leonors mother disapproved of her daughters relationship with Rizal, who was then a known filibustero. She hid
from Leonor all letters sent to her sweetheart. Leonor believing that Rizal had already forgotten her, sadly consented her to marry the
Englishman Henry Kipping, her mothers choice.

Consuelo Ortiga
Consuelo Ortiga y Rey, the prettier of Don Pablo Ortigas daughters, fell in love with him. He dedicated to her A la Senorita C.O. y R., which
became one of his best poems. The Ortiga's residence in Madrid was frequented by Rizal and his compatriots. He probably fell in love with
her and Consuelo apparently asked him for romantic verses. He suddenly backed out before the relationship turned into a serious romance,
because he wanted to remain loyal to Leonor Rivera and he did not want to destroy hid friendship with Eduardo de Lete who was madly in
love with Consuelo.

O Sei San
O Sei San, a Japanese samurais daughter taught Rizal the Japanese art of painting known as su-mie. She also helped Rizal improve his
knowledge of Japanese language. If Rizal was a man without a patriotic mission, he would have married this lovely and intelligent woman
and lived a stable and happy life with her in Japan because Spanish legation there offered him a lucrative job.

Gertrude Beckett
While Rizal was in London annotating the Sucesos de las Islas Filipinas, he boarded in the house of the Beckett family, within walking
distance of the British Museum. Gertrude, a blue-eyed and buxom girl was the oldest of the three Beckett daughters. She fell in love with
Rizal. Tottie helped him in his painting and sculpture. But Rizal suddenly left London for Paris to avoid Gertrude, who was seriously in love
with him. Before leaving London, he was able to finish the group carving of the Beckett sisters. He gave the group carving to Gertrude as a
sign of their brief relationship.

Nellie Boustead
Rizal having lost Leonor Rivera, entertained the thought of courting other ladies. While a guest of the Boustead family at their residence in the
resort city of Biarritz, he had befriended the two pretty daughters of his host, Eduardo Boustead. Rizal used to fence with the sisters at the
studio of Juan Luna. Antonio Luna, Juans brother and also a frequent visitor of the Bousteads, courted Nellie but she was deeply infatuated
with Rizal. In a party held by Filipinos in Madrid, a drunken Antonio Luna uttered unsavory remarks against Nellie Boustead. This prompted
Rizal to challenge Luna into a duel. Fortunately, Luna apologized to Rizal, thus averting tragedy for the compatriots.

Their love affair unfortunately did not end in marriage. It failed because Rizal refused to be converted to the Protestant faith, as Nellie
demanded and Nellies mother did not like a physician without enough paying clientele to be a son-in-law. The lovers, however, parted as
good friends when Rizal left Europe.

Suzanne Jacoby
In 1890, Rizal moved to Brussels because of the high cost of living in Paris. In Brussels, he lived in the boarding house of the two Jacoby
sisters. In time, they fell deeply in love with each other. Suzanne cried when Rizal left Brussels and wrote him when he was in Madrid.

Josephine Bracken
In the last days of February 1895, while still in Dapitan, Rizal met an 18-year old petite Irish girl, with bold blue eyes, brown hair and a happy
disposition. She was Josephine Bracken, the adopted daughter of George Taufer from Hong Kong, who came to Dapitan to seek Rizal for eye
treatment. Rizal was physically attracted to her. His loneliness and boredom must have taken the measure of him and what could be a better
diversion that to fall in love again. But the Rizal sisters suspected Josephine as an agent of the friars and they considered her as a threat to
Rizals security.

Rizal asked Josephine to marry him, but she was not yet ready to make a decision due to her responsibility to the blind Taufer. Since Taufers
blindness was untreatable, he left for Hon Kong on March 1895. Josephine stayed with Rizals family in Manila. Upon her return to Dapitan,
Rizal tried to arrange with Father Antonio Obach for their marriage. However, the priest wanted a retraction as a precondition before marrying
them. Rizal upon the advice of his family and friends and with Josephines consent took her as his wife even without the Church blessings.
Josephine later give birth prematurely to a stillborn baby, a result of some incidence, which might have shocked or frightened her.
ABSTRACT
TeachTown is a new computer-assisted instruction (CAI) program that utilizes best-
practicesABA to teach a variety of skills to young children. Study 1 investigated the effect of thesoftware on the acquisition of rece
ptive language, cognitive, and social skills by 4 childrenwith autism and 4 children with other developmental delays using a pre-
test/post-test design.Social validity with parents, teachers, and clinicians was also assessed. Study 2 used amultiple-
baseline design across the 4 children with autism to investigate whether CAIimpeded the children's spontaneous use of language a
nd social behaviors. Results suggestedthat the computer-assisted instruction actually enhanced social-
communication anddecreased inappropriate behaviors. Results are discussed in terms of the potential of usingCAI programs for ch
ildren with autism.
Keywords: Computer, Autism, Social-Communication, Language, Discrete Trial Training,Pivotal Response Training
Introduction
Children with autism and other developmental disorders exhibit significant difficultieslearning through traditional teaching metho
ds. One method that has had substantialeffectiveness in the education of these young children is applied behavior analysis (ABA).
ABAencompasses a variety of teaching strategies which are drawn from the learning literature andincludes both highly-
structured and more naturalistic teaching approaches (Schreibman &Ingersoll, 2005). ABA has been shown to be particularly effect
ive in the education of childrenwith autism who, due to social, attentional, and motivational deficits, have difficulty learningthoug
h traditional methods (National Research Council, 2001; Schreibman & Ingersoll,2005). Most ABA teaching techniques involve inte
nsive, one-to-
one instruction. Although ABAhas been shown to be extremely effective for teaching new skills to young children withautism, it is
often prohibitively expensive due to the significant amount of teacher time andmaterials need to implement it effectively.
With recent advances in computer technology, there has been a strong interest in the use ofcomputer-
assisted instruction (CAI) in the education of children with disabilities. There areseveral reasons to be excited about the possibility
of using computers to implement ABAinterventions with young children with autism. First, using computers may help to reduce th
enumber of staff and staff training saving families and school districts substantial amounts ofmoney. Second, it can be implemente
d with a high degree of fidelity. ABA instruction requiressignificant staff training to be implemented effectively. A computer progra
m which uses ABAprinciples can be designed to always provide appropriate prompts and reinforcementconsistently. Third, progra
ms that automatically collect data on the child's performance mayprovide more accuracy and more comprehensive data than pers
onal instruction. Fourth,computer instruction may be implemented by untrained providers, increasing the number ofhours of inter
vention. Fifth, it is highly motivating for many children as has beendemonstrated by the very profitable computer game industry fo
r young children. This may beparticularly true for young children with autism who have often been described as visuallearners (She
rer, Pierce, Parades, Kisacky, Ingersoll, & Schreibman, 2001; Schreibman,Whalen, & Stahmer, 2000). If computers are more motiva
ting for children with autism andthey are able to attend longer, many skills can be taught with reduced behavior problems andincr
eased learning time. Finally, because computers can store great amounts of information,more exemplars of concepts can be prese
nted which will reduce the cost of materials fortreatment and potentially increase generalization.
Research that has examined the effectiveness of CAI for teaching children with autism andother developmental disorders has been
promising (Bernard-Opitz, Sriram, &Nakhoda-Sapuan, 2001; Bosseler, & Massaro, 2003; Coleman-
Martin, Wolff Hellar, Cihak, &Irvine, 2005; Kinney, Vidora, & Stromer, 2003; Moore, & Calvert, 2000; Simpson, Langone, &Ayers, 2
004; Williams, Wright, Callaghan, Coughlan, 2002).
The rest of this article is only available to active members of Questia

http://www.patricktraynor.com/Journal_of_Instructional_Pscyhology_Vol_30__2__03.pdf - picture
http://www.computing.dcu.ie/~mward/mthesis/chapter2.pdf

2.2.2 History
CAL started in the 1950s and 1960s, mainly in the USA. Pioneers such as Suppes (Stanford University),
Kemeny and Kurtz (BASIC, 1960s (Kemeny and Kurtz, 1968, 1985)) and Bitzer (PLATO, University of
Illinois (Hart, 1981, 1995)) were among the first to use a computer as part of the learning process. The
early CAI programs were rudimentary by today's standards, with mainly text-based interfaces. Bitzer was
one of the first to realise the importance of graphics and sound in the teaching process. Initially, CAI
programs simply tried to teach a particular topic without a basis on any particular educational philosophy.
The TICCIT (Time-Shared Interactive Computer Controlled Information Television - (Merrill, 1983;
1988)) at the Brigham Young University was based on a specific instructional framework that dictated the
actual hardware. The Logo project (Papert, 1980; 1993) was probably the first CAL system that was
based on a specific learning approach (the experimental, discovery learning approach). More detail on
the history of CALL is given in History (2000) and Levy (1997)

Benefits of CAI
CAI brings with it several potential benefits as a teaching/learning medium. These include self-paced
learning, self-directed learning, the exercising of various senses and the ability to represent content in a
variety of media.
1
As these topics will be explored in greater detail throughout this document, only a brief
overview will be given here. Although CAI has not been studied in the EL community situation, many of
the benefits in the general CAI context should also be available in the EL one.
With self-paced learning, learners can move as slowly or as quickly as they like through a program. If
they want to repeat some task or review some material again, they can do so as many times as they
choose. The program will not tire or complain about repetitions. Learners can skip over a topic if
information is already known, making the learning process more efficient.
With self-directed learning, learners can decide what they want to learn and in what order. As will be
shown later in this chapter, learners have different learning styles and use different learning strategies.
Various studies (Entwistle, 1981; Schmeck 1988; Ford and Chen, 2001) have shown that when learners
can learn in a way that suits them, improvements in the effectiveness of the learning process normally
ensue.
Humans are multi-sensory animals. The more senses through which we receive information, the easier it
is to remember. According to Fletcher (1990), people remember 20% of what they hear, 40% of what
they see and hear and 75% of what they see, hear and do. The fact that the computer can exercise various
senses and present information in a variety of media can enhance the learning process.

Meskill and Mossop (1997) report that computers encourage learning as they provide a stimulating
environment and promote enthusiasm. Computers may help the reticent student who is afraid to make
mistakes in a classroom situation (Chun, 1994; Meskill and Swan, 1996). They are good for online
reference which useful in a language learning situation (for example, online dictionaries (Leffa, 1992)) and can cater for students of
different abilities. Also, the ability to provide quicker (and perhaps more
directed) feedback is a further benefit of CAI.

2.2.4 CAI is Not Perfect


CAI is not without its problems. With self-access programs, learners can be left on their own too much
and may feel overwhelmed by the information and resources available. On the other hand, there may be
too much direction from the computer if classroom methods are transferred to the computer. Section 2.5
discusses the issue of Learner Autonomy and Learner Control.
Dawson (1997) states that the tendency to use multimedia gimmicks should be avoided and that due
attention must be paid to current theories on language acquisition. However, this does not mean that
multimedia should be avoided. Some researchers (Levy, 1997; Meskill and Mossop, 1997) believe that
meaningful multimedia practices are possible and can result in more learning. Malfunctioning equipment
can not only result in lost time but also create a negative attitude towards CAI. While the ability to follow
links in a Web-based learning system can be of benefit, learners may lose time in navigation.
CAI is not yet a mature field. While various CAI models exist, not all CAI programs offer all the benefits
of CAI. Sometimes what is theoretically advocated is not implemented in practice (either due to lack of
knowledge or technological unfeasibility). Sometimes, the effective or good practices are not easy to
identify. Continuing research will help to advance the field of CAI. One interesting research area is that
of Web-based Adaptive Educational Systems (WAES), where the system adapts to the learner, providing
different levels of information, help and feedback (Brusilovsky, 2000).

2.2.5 Types of CAI


CAI systems fall into two basic types: tutor or tool (Levy, 1997), although the term CAI often refers to
computer tutors. In the tutor classification, the computer has the information to be learnt and controls the
learning environment. A CAI tool enhances the teaching process, usually by focusing on one particular
learning task and aiming to improve it.
Within the tutor classification, there are four modes: drill and practice, tutorials, simulations and games
(Gloor, 1990). Drill and practice (also known as Drill and Kill) is suited to the behaviourist model,
with repeated practice on lower-level cognitive skills. Although often frowned upon, it can be useful in
certain contexts. The tutorial mode is probably one of the most common ones within CAI. In this mode,
the computer presents the information, guides the learner through the system, allows the learner to
practise and then assesses the learner.
In simulation mode, the learner works with a simulation of the real world. Simulation is used where it is
not practical or feasible to provide the learning in real-life (for example, pilot training). In games
mode, there is generally a competitive element (e.g. time constraints or a race). The idea is to reinforce
knowledge that the learner is assumed to have. While it is often more difficult to develop CAI programs
in the simulation and games modes, learners tend to find them entertaining and challenging.20

2.2.6 CAI - Does it Work?


It is still unclear exactly what type of instruction is suitable or preferable in a given situation. However,
several findings for CAI are generally accepted. CAI students have improved attitudes to the learning
process (Bielefeldt et al., 1997). Students using CAI have performed moderately better than the control
group (using various testing methodologies) (Kulik et al., 1984). They take about 30% less time to
complete their tasks (Fletcher et al., 1990). Schmitt (1990) reports that CAI is at least as effective as
are: non-computer based instruction. Kosakowski (1998) summarises the observed benefits of CAI, which

the effective use of educational technology for drill and practice of basic skills (Kulik, 1994),
that students learn more, and more rapidly in CAI courses (Kosakowski, op. cit.),
that the complex multimedia technologies available give learners have more control over the learning
process,
that students feel more successful, are more motivated to learn and have increased self confidence
and self esteem (Bialo and Sivin-Kachala, 1996),
that teachers and administrators can use computers and information technologies to improve their
roles in the education process.
2.2.7 Testing the Effectiveness of CAI
Tests to evaluate the effectiveness of CAI usually follow the psychometric tradition. This involves using
standardised proficiency tests to measure the effects of instructional programs or methods on student
learning outcomes and comparing the results. In the psychometric tradition, there will typically be two
groups of students: one group will use a CAI program and the control group will be taught in the
traditional classroom setting. Sometimes a pre-test is carried out whereby each group is examined on
knowledge before partaking in the learning process. At the end of the instruction period, the two groups
undertake a test to determine what has been learnt. This type of evaluation of the CAI process is perhaps
the most common because it follows traditional methods and is easiest and least labour intensive to
perform.
However, it has been recognised that the psychometric tradition alone cannot fully analyse CAI
effectiveness as it is often too simplistic. With interaction analysis (Chaudron, 1988), the interaction
between the learner and the CAI program is observed. Interaction analysis can be either pedagogicallymotivated or
psycholinguistically-motivated. Pedagogically-motivated research tries to determine what
works. What resources does the learner use? Is the program being used in the way that the designer
intended? Psycholinguistically-motivated research aims to find out what learning strategies learners use.
Clark (1987), however, argues that any learning gain cannot be unambiguously attributed to the use of
computers. He claims that it is very difficult to separate the computer from the other variables such as
practice and reinforcement that affect the learning process. However, as it is generally agreed that CAI
programs are at least as effective as traditional methods, it will be assumed that they are of benefit,
especially where the traditional methods may not be available.

Learning Style and CAI


CAI has the potential as an instructional medium to individualise the learning process (Rasmussen and
Davidson, 1996). It may be more beneficial to some learners than others. For example, graphics and
visually active instruction helps field dependent learners. Motivated learners who require specific
instruction in a sequential format and enjoy frequent feedback, will generally benefit for CAI.
Kinaesthetic, peer-oriented learners (such as the Abstract-Random of the Gregorc Mind Styles, Gregorc
(1985)) will not gain as much from CAI (Dunn and Dunn, 1979) as there are limitations regarding what a
learner can physically do with a computer (as least with the current technological restrictions).
Each model can be used to identify those learner types that will benefit most from CAI. In the Kolb
model (Kolb, 1984), it is the concrete learners (i.e. those that learn from direct involvement in a new
experience) that benefit (Enochs et al., 1984). In the Gardner model (Gardner, 1983), different techniques
can be used to accommodate each type of intelligence (e.g. moving things around with a mouse for bodily
intelligence, paint for spatial and telecommunications for interpersonal intelligence). With the HBDI
(Herrmann, 2001), it is the right-brain learners who will gain most from CAI. Under the Gregorc mind
styles, the Concrete-Sequential (hands-on) and Abstract-Sequential (logical) learners are suited to CAI
whereas the Concrete-Random (risk takers) and Abstract-Random (holistic) learners can often become
flustered (Gregorc, 1985).
Ideally, the aim is to create an interface that can accommodate all learners, but this may be hard to do.
Also, it may be difficult for people that cannot adapt their learning style to CAI. Some degree of style
flex (i.e. when the user learning style is adapted to match the CAI application) may be required (Butler,
1984). This is not necessarily a bad thing as it may expand the learner's style range but it should not be
such that it causes undue stress on the learner (Gregorc, 1985).
However, the studies are not conclusive. Ross (1997) found that CAI may not be suitable for all learning
styles. Interestingly, Liu and Reed (1994) report that while cognitive style groups interacted differently
with a CAI program, comparable achievement levels were attained by field dependent and field
independent learners. Wood et al. (1996) noted the need to cater for a variety of learning styles by
providing different modalities. Cordell (1991) points out that further research is required into interface
design in order to foster style matching.23
Theories of learning styles and the testing of the interaction between learning style and CAI have mainly
been carried out in developed countries and with learners familiar with traditional educational
environments. Most EL community members would have limited formal education. Very little is known
about the learning styles of those with minimal exposure to the traditional education setting. Culture may
also play an important role. Cultures that have a well-established hierarchical system may foster field
dependent learners, for example. People who live in an environment in which learning usually takes
place by doing, may tend to have a concrete-sequential mind style. While there may be no specific
information about the learning style preferences of people from EL communities, it cannot be assumed
that they have a homogenous learning style. It is more likely that they will probably show somewhat
similar variation to people from non-EL communities.

http://www-users.math.umn.edu/~arnold/papers/cai.pdf

COMPUTER-AIDED INSTRUCTION
Douglas N. Arnold
I. Introduction
Computer-Aided Instruction (CAI), diverse and rapidly expanding
spectrum of computer technologies that assist the teaching and learning
process. CAI is also known as computer-assisted instruction. Examples
of CAI applications include guided drill and practice exercises,
computer visualization of complex objects, and computer-facilitated
communication between students and teachers. The number of computers in
American schools has risen from one for every 125 students in 1981 to
one for every nine students in 1996. While the United States leads the
world in the number of computers per school student, Western European
and Japanese schools are also highly computerized.
II. Types of CAI
Information that helps teach or encourages interaction can be presented
on computers in the form of text or in multimedia formats, which
include photographs, videos, animation, speech, and music. The guided
drill is a computer program that poses questions to students, returns
feedback, and selects additional questions based on the students
responses. Recent guided drill systems incorporate the principles of
education in addition to subject matter knowledge into the computer
program.
Computers also can help students visualize objects that are difficult
or impossible to view. For example, computers can be used to display
human anatomy, molecular structures, or complex geometrical objects.
Exploration and manipulation of simulated environments can be
accomplished with CAI-ranging from virtual laboratory experiments that
may be too difficult, expensive, or dangerous to perform in a school
environment to complex virtual worlds like those used in airplane
flight simulators.
CAI tools, such as word processors, spreadsheets, and databases,
collect, organize, analyze, and transmit information. They also
facilitate communication among students, between students and
instructors, and beyond the classroom to distant students, instructors,
and experts.
CAI systems can be categorized based on who controls the progression of
the lesson. Early systems were linear presentations of information and
guided drill, and control was directed by the author of the software.
In modern systems, and especially with visualization systems and
simulated environments, control often rests with the student or with
the instructor. This permits information to be reviewed or examined out
of sequence. Related material also may be explored. In some group
instructional activities, the lesson can progress according to the
dynamics of the group.
III. Advantages and Disadvantages
CAI can dramatically increase a students access to information. The
program can adapt to the abilities and preferences of the individual
student and increase the amount of personalized instruction a student
receives. Many students benefit from the immediate responsiveness of
computer interactions and appreciate the self-paced and private
learning environment. Moreover, computer-learning experiences often
engage the interest of students, motivating them to learn and
increasing independence and personal responsibility for education.
Although it is difficult to assess the effectiveness of any educational
system, numerous studies have reported that CAI is successful in
raising examination scores, improving student attitudes, and lowering
the amount of time required to master certain material. While studyresults vary greatly, there is substantial evidence that CAI can
enhance learning at all educational levels.
In some applications, especially those involving abstract reasoning and
problem-solving processes, CAI has not been very effective. Critics
claim that poorly designed CAI systems can dehumanize or regiment the
educational experience and thereby diminish student interest and
motivation. Other disadvantages of CAI stem from the difficulty and
expense of implementing and maintaining the necessary computer systems.
Some student failures can be traced to inadequate teacher training in
CAI systems. Student training in the computer technology may be
required as well, and this process can distract from the core
educational process. Although much effort has been directed at
developing CAI systems that are easy to use and incorporate expert
knowledge of teaching and learning, such systems are still far from
achieving their full potential.
IV. History
In the mid-1950s and early 1960s a collaboration between educators at
Stanford University in California and International Business Machines
Corporation (IBM) introduced CAI into select elementary schools.
Initially, CAI programs were a linear presentation of information with
drill and practice sessions. These early CAI systems were limited by
the expense and the difficulty of obtaining, maintaining, and using the
computers that were available at that time.
Programmed Logic for Automatic Teaching Operations (PLATO) system,
another early CAI system initiated at the University of Illinois in the
early 1960s and developed by Control Data Corporation, was used for
higher learning. It consisted of a mainframe computer that supported up
to 1000 terminals for use by individual students. By 1985 over 100
PLATO systems were operating in the United States. From 1978 to 1985
users logged 40 million hours on PLATO systems. PLATO also introduced a
communication system between students that was a forerunner of modern
electronic mail (messages electronically passed from computer to
computer). The Time-shared Interactive Computer-Controlled Information
Television (TICCIT) system was a CAI project developed by Mitre
Corporation and Brigham Young University in Utah. Based on personal
computer and television technology, TICCIT was used in the early 1970s
to teach freshman-level mathematics and English courses.
With the advent of cheaper and more powerful personal computers in the
1980s, use of CAI increased dramatically. In 1980 only 5 percent of
elementary schools and 20 percent of secondary schools in the United
States had computers for assisting instruction. Three years later, both
numbers had roughly quadrupled, and by the end of the decade nearly all
schools in the United States, and in most industrialized countries,
were equipped with teaching computers.
A recent development with far ranging implications for CAI is the vast
expansion of the Internet, a consortium of interlinked computers. By
connecting millions of computers worldwide, these networks enable
students to access huge stores of information, which greatly enhances
their research capabilities.
Contributed By:
Douglas N. Arnold, A.B., M.A., Ph.D.
Distinguished Professor, Pennsylvania State University.
HOW TO CITE THIS ARTICLE
"Computer-Aided Instruction," Microsoft Encarta Online Encyclopedia 2000
http://encarta.msn.com 1997-2000 Microsoft Corporation. All rights reserved.

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