Planning CAI Lessons

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Planning CAI Lessons

• Dr. Ennis-Cole
• CECS 5130

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Designing Lesson Sequences

• 1. Fixed Lesson Sequences
• 2. Avoid Unnecessary Information
• 3. Review Past Information

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Top-Down Programming

• Problems
• Inflexible Finite Procedures
• Difficulty Maintaining
• Difficulty Debugging
• Useless - Start Over

4
Flowcharting

• 1. Linearity
• Maintain Control
• Minimize Complexity
• - No Individual Differences -Inflexible,
  Unnecessary

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Branching

• Branching
• Instructional vs. Program
• Forward
• Backward
• Random
• Conditional

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Branching

• 1. Instructional vs. Program
• As it Pertains to a Lesson
• Skipping Adjacent Instruction
• Avoiding Practice Routines, Taking the Test
• 2. Forward
• Moving to a point Further in the lesson
• Lesson or Student Control

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Branching

• 1. Backward
• Moving from a Current Point to a Previous Pt.
• Repetition of Lesson Segments
• Returning to Main Menus, Help Sequences or
  Instructions
• 2. Random
• Useful when Sequencing in Unimportant
• Unfixed Order of Lesson Execution

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Branching

• Absolute vs. Conditional
• Absolute occurs at fixed points within the
  lesson, and will occur in all cases
• Conditional occurs only under prescribed
  conditions

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Branching

• Absolute
• All learners jump to the same section of a lesson
• Ex Return to Controlling Module, Main Menu
• Has nothing to do with lesson performance or a
  students wishes
• Fixed - occur at given points

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Branching

• Conditional
• Executes only under prescribed circumstances
• Student Request, Difficulty
• Mastery Levels can be built-in
• Permits Lesson Control

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Infinite Loops

• Programming and
  Conceptual

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Conceptual Loops

• Inadequate Planning
• More easily observed in constructed response
  formats dependent on spelling, or rules of
  grammar
• More easily produced in tasks that are difficult
  for the student to comprehend

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Conceptual Loops

• Error Counters, Conditions for alternative
  branching
• Judge responses appropriately consider issues of
  case, spelling, multiple responses
• Prompt students guide them to structure
  appropriate responses by the wording of questions

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Modes and Designs of CAI

• Tutorials
• Present New information, skills, or concepts
• Self-Contained
• Verification and Reinforcement
• Well-Defined Objectives
• Appropriate Feedback
• Direct Students, Guide Responses
• Expectations Stated Early

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Advantages of Tutorials

• Factual Information, Simple Discriminations,
  Rules, Applications of Rules, Learners Pace
  Themselves

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Limitations of Tutorials

• 1. Design Time
• 2. Difficulty Teaching High-Ordered Skills
• 3. Duplication of Instruction
• 4. Complexity and Practicality

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Drill Practice Advantages

• Practice well-defined Skills
• Offer Immediate Feedback
• Avoid Unchecked Error Responses
• Clear Directions
• Assume Basic Information was Taught Elsewhere
• Minimize Unrelated Narrative and Procedural
  complexity

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Limitations of Drill Practice

• 1. Electronic Flash Cards, Responses only
• 2. Process Remains Uncovered
• 3. Limited Potential
• 4. Additional Student Guidance

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Advantages of Simulations

• 1. Alternative Teaching Systems
• 2. Cause-and-Effect Relationships can be Studied,
  Thinking, Evaluation
• 3. Eliminate Danger, difficulty
• 4. Scenarios, High-fidelity images, Believable
  Circumstances
• 5. Emphasis on Processes, Procedures

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Disadvantages of Simulations

• Problem Sophistication
• Cost Issues
• Lesson Design

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Instructional Games

• Advantages
• Competition, Develop, Reinforce, and refine
  aspects of learning
• Well understood, Provides explicit guidelines and
  participatory rules
• Attractive and motivational

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Instructional Games

• Disadvantages
• Entertainment Value
• Incongruent Reward Structure for Incorrect
  Answers
• Minimal Incidental Learning
• Excessive Use of Computing Power

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The End

• Thats all folks...