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If a customers’ alarm system indicates an intruder, the drone could be deployed to record the intruders in the process of breaking in. The drone would also be able to make a determination as to whether the police should be called.

The best results from computer-based learning are seen with Computer-Cooperative Pair Learning (0.96), where two students will work together to complete a computer-based learning task.

First, students are engaged through activation of a schema. Basically, setting the stage for learning something new by invoking things they already know.  Second, students do an experiment where they are allowed to “mess around” with a concrete phenomenon.  Third, an extensive class or tutorial discussion or activity takes place where students attempt to make sense of what they’ve seen.  This is the most critical stage, and must include scaffolding, guided questioning, modeling, shaping, concept mapping and so on.  Finally, having developed a set of principles or a theory, students are made to apply the theory to a novel problem or situation.  Some have formalized this learning cycle into four stages and an acronym: Activation (A; the set up), Concrete (C; the experiment), Invent (I; the discussion etc.), and Apply (A; the application to a novel problem); ACIA.

direct instruction method (lecturing to small classes) gets a bum wrap that it doesn’t deserve.  It works very well provided instructors are versed in the proper use of questioning, scaffolding (building a mental framework to accompany the knowledge), and modeling (showing students good example of what they want and expect).