INTRODUCTION

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INTRODUCTION TUTORIALS

• Jay R.C. Fernandez, M.S.
• Instructor

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Introduction to CAI
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Computers in the Academe Today

• As tools
• As Assistants
• As Teachers

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Computers as Tools

• General Purpose to automate tasks
• Word Processors
• e.g. Microsoft Word
• Spreadsheets
• e.g. Microsoft Excel
• Presentation Applications
• e.g. Microsoft PowerPoint

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Computers as Assistants

• General Purpose for Assessment, Remediation, and
  Reinforcement
• Applications
• Drills
• Instructional Games
• Simulations

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Computers as Teachers

• General Purpose For Instruction, Remediation,
  Assessment
• Implementations
• CAI
• ICAI
• Tutorials
• Simulations

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Philosophy

• If computers are to be effective in schools,
  however, upending of some present practices must
  occur
• "Teachers need continuing training as the
  technology changes, as new and more effective
  applications are developed, and as more is
  learned about learning with technology."

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CAI

• the use of the computer in the delivery of
  instruction
• integration of software and hardware in
  instruction

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CAI

• also known as
• Courseware
• CAI computer-assisted instruction
• CBE computer-based education
• CAL computer-assisted learning
• IAC instructional applications of computers
• CBI Computer-based Instruction

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Advantages of CAI

• interactive
• provides immediate feedback
• infinitely patient
• motivates learners
• provides consistency in presentation
• can adjust difficulty to level of learner

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Advantages of CAI

• able to branch to provide appropriate content
  presentation to the learner
• can present concepts or processes dynamically and
  using multiple forms of representation
• can maintain records of student performance

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Limitations of CAI

• frees the instructor to do other things
• equipment and software can be costly
• development takes time and money
• not all learning outcomes are well addressed by
  CBI

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Limitations of CAI

• unsophisticated applications may not make good
  use of the computer
• simple CBI has limited modalities (but multimedia
  is changing that)

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Development Tools

• Programming Languages
• relatively inexpensive
• powerful and flexible
• difficult to learn and to use
• Pascal, C, Java

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Development Tools

• Authoring Tools
• relatively easy to learn and use
• powerful for some applications but limited to
  others
• expensive
• examples Macromedia Authorware, IconAuthor,
  Quest, Pathware

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Development Tools

• Multimedia/Hypermedia Tools
• relatively easy to learn and use
• relatively powerful and flexible
• moderately priced
• examples Visual Basic, Delphi, Macromedia
  Director, HTML

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Expository Model

• Presenting information
• Guiding the student
• Practicing by the student
• Assessing student learning

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Expository Learning

• Presentation of Information
• to teach something new, the instructor must
  first present information
• methods Tutorials, Demonstrations, and
  Simulations
• instructor-centered

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Expository Learning

• Guidance
• interactive tutorial
• the instructor observes the student, correct
  errors, and give suggestions or hints

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Expository Learning

• Practice
• student-centered
• fluency (Guidance) vs. speed (Practice)
• method Drill and Practice

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Expository Learning

• Assessment
• level of learning
• quality of teaching
• future instructional needs

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Instrctl Methodologies

• Tutorials
• Drills and Practice
• Simulations
• Instructional Games

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Tutorials
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Tutorials

• programs that generally engage in the first two
  phases of instruction
• a form of CBI in which the computer assumes the
  role of a tutor -- introducing content, providing
  practice, and assessing learning

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Tutorials

• used to introduce new content to learners in much
  the same manner that a human teacher might

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Tutorials

• Because tutorials present content to students,
  they can be used in any area of the sciences for
• remediation when learners lack necessary
  background knowledge
• enrichment when learners wish to go beyond the
  basics
• introduction of content to all learners (freeing
  the instructor to do other things)

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Tutorials

• good for verbal and conceptual learning
• may require significant investment of students
  time
• should be followed by opportunities for student
  application of knowledge

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General Structure
Introductory Section
Present Information
Question and Response
Closing
Feedback or Remediation
Judge Response
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Instructional Factors

• Introduction of the Tutorial
• Control
• Motivation
• Presentation of Information
• Questions and Responses
• Sequencing lesson segments
• Closing of the Tutorial

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Introduction

• Title Page
• Presentation of Objectives
• Directions

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Introduction

• Title Page
• to attract the students attention
• to create a receptive attitude
• to indicate in a general way what the lesson is
  all about

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Introduction

• Presentation of Objectives
• behavioral form
• After this lesson you will be able to multiply
  two-digit numbers.
• At the end of this lesson you will able to state
  the causes of the Civil war.
• This lesson will teach you to determine the
  density of an object.

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Introduction

• Directions
• give accurate directions and make them available
  at all times
• must be unambiguous and succinct
• audio/video vs. text

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Control

• What control?
• give adults more control than children
• allow review, especially backward paging,
  whenever possible
• global Control directions, help, glossaries,
  termination (temp or perm.)

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Types of Control

• Student Control
• allows the student most control without
  instruction or feedback
• include advice and procedures to catch students
  who are doing poorly
• good for high-order skills, such as problem
  solving

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Types of Control

• Program Control
• allows the student some simple controls (such as
  forward progression or asking for help) but
  determines sequence, completion, and other
  factors by rules the lesson author has programmed
• young or less able students
• recommended for procedural learning, mastery
  learning, and unfamiliar content

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Types of Control

• Adaptive Control
• combination of lesson and student control attuned
  to each students needs, with the amount and type
  of control determined by performance in the
  lesson
• complicated to program and time consuming

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Types of Control

• Adaptive Advisement
• give students the most control but also provide
  instructions and ongoing advise about what to do,
  which students may follow or ignore
• for older and more able students

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Methods of Control

• determine the ease of use and consequently the
  extent to which students use them
• subdivided into techniques and modes
• Techniques authors design menus, commands,
  etc.
• Modes constrained by computer hardware
  keyboard, joystick, other input devices

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Motivation

• Extrinsic Motivation
• those which are independent of the instruction,
  such rewarding the students with things they
  consider desirable
• disadvantage student interest in learning is
  diminished because the students goal becomes the
  reward rather than learning

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Motivation

• Intrinsic Motivation
• inherent to the instruction that motivate the
  student
• instruction is motivating if students consider it
  be fun
• macro level Game techniques
• micro level Multimedia
• must be individualized / customized

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Motivation

• Malones Motivation Theory (1981)
• Challenge
• Curiosity
• Control
• Fantasy

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Info Presentation

• Modes of Presentation
• delivery medium text, graphics, sound, or a
  combination of these
• Fleming Levie (1978) research on visual and
  auditory presentation

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Info Presentation

• Length of Text
• brief and concise
• Topic Complexity?Length? ? Division
• Maturity? Length?
• Layout
• avoid scrolling text
• Sentence/Paragraph Format (spacing, case,
  alignment, indention, font and size, margin, and
  other effects)

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Info Presentation
Underlining to emphasize text
An alternate typeface to emphasize text
ALL CAPITAL LETTERS TO EMPHASIZE TEXT
Inversing writing to emphasize text
A box to emphasize text
An arrow to emphasize text
Big letters to emphasize text
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Info Presentation
To emphasize a message, display it with nothing
else on the screen
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Info Presentation

• Graphics
• consistently on one side (left of text preferred)
• no sandwiches
• try to balance text with graphics
• match with right text (e.g. font)

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Info Presentation
XXXXX
Xxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxx xxxxxxxxxxxxxxx
x xxxxxxxxxxxxxxxx
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Info Presentation

• Courseware convention
• control options on the bottom
• consistency
• prompt
• icons
• keys and functions
• margin and paragraph conventions
• layout

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Questions Responses

• may or may not be present in a tutorial
• advantages
• keep students attentive
• assess comprehension and memory-recall

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Questions Responses

• Types of Questions
• Multiple-choice Questions
• may use letter keys, number keys, the mouse
• incorrect alternatives (called foils) must be
  plausible
• 4 alternatives should be given
• the stem of the question should be a complete
  sentence
• avoid alternatives like none of the above
• alternatives must be in the same format

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Questions Responses
An example of an input device is A Visual
Basic B Mouse C The Printer is an input device
Which among the following is an example of an
input device? A Mouse B Printer C
Monitor C CD-ROM
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Questions Responses

• Marking Questions
• marking parts of the display that answer the
  question

Mark examples of Input Devices
Mouse
Keyboard
Monitor
Printer
Joystick
Plotter
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Questions Responses

• Constructed-Response
• types
• Short-answer requires the student to type words
  or numbers
• Completion has one or more missing words that
  the student must fill in

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Questions Responses
Complete this statement.
The three primitive data types are Integer,
Floating Point, and
.
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Questions Responses
Complete this statement.
The three Primitive Data Types are
,
, and
.
Complete this statement.
The three
,
are
, and
.
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Questions Responses

• Guidelines
• words of significance should be the ones blanked
  out (such as key concept words)
• avoid too many blanks
• negative words should be avoided
• abbreviations should be avoided
• scrolling should never occur in questions

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Sequence

• Linear Lessons
• lessons progress from one topic to another
• advantage easy to implement
• disadvantages does not address student
  diversity not creative and less interesting

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Sequence

• Hierarchical
• sequence is linear but is determined according to
  a hierarchy of information
• e.g. in Math, teach Addition and Subtraction
  first before Multiplication

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Sequence

• Familiarity and Difficulty
• easy topics first before difficult ones
• familiar to unfamiliar sequence

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Sequence

• Branching Lessons
• sequence depends on students performance/scores
• may occur automatically or student choice

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Sequence

• Hypermedia
• organization of multimedia content in a
  non-linear or non-sequential manner
• allows learners to create their own individual
  path for navigating through the courseware
• a.k.a. exploratory learning

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Closing

• a tutorial may be ended temporarily or
  permanently
• if to end permanently,
• provide summary statements (e.g. what has been
  achieved, scores, performance evaluation)