Computers teaching with

Finally, promising for the overcoming of relevant misconceptions is the coupling of teaching with computers (79, 80). In particular, animations appear to be helpful in visualizing chemical processes on the molecular level. Computer animations and simulations are most effective when coupled with actual demonstrations or working in the laboratory with electrochemical cells (80). 

JMP. An introduction to JMP teaches reviewers how to use JMP to review electronic data. Users learn how to use a variety of JMP functions to analyze electronic data, with a specific focus on adverse event, laboratory, exposure, and efficacy data. Basic functions of summary tables, graphs, statistical tests, and the formula calculator are covered. The course is taught in the computer lab with hands-on instruction. Prior completion of the NEDAT course or familiarity with electronic data sets or both are recommended. Although primarily geared toward the clinical reviewer, the course provides useful instruction for reviewers of all disciplines. 

Within a given sensory modality, it is easy to understand that different stimuli place different demands or loads on information-processing systems. Thus, in order to properly interpret results of performance tests, it is necessary to describe the stimulus. While this remains a topic of ongoing research with inherent controversies, some useful working constructs are available. At issue is not simply a qualitative description, but the measurement of stimulus content (or complexity). Shannon s information theory (1948), which teaches how to measure the amount of information associated with a generalized information source, has been the primary tool used in these efforts. Thus, a stimulus can be characterized in terms of the amount of information present in it. Simple stimuli (e.g., a light that is on or off ) possess less information than complex stimuli (e.g., a computer screen with menus, buttons, etc.). The best successes in attempts to quantitatively characterize stimuli have been achieved for simple discrete stimuli... 

O Shea, T. and Self, J., Learning and Teaching with Computers, Prentice-Hall, Englewood Cliffs, New Jersey, 1983. 

Naturally, with the flood of new computer technology came the need to train the research scientists in its use. Whereas ChemDraw running on a Mac was so easy that medicinal chemists could learn to use it after an hour or less of training, the VAX was a little more formidable. One of the authors (DBB) was involved in preparing and teaching VAX classes offered to the medicinal chemists and process chemists at Lilly. 

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