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Objectives

Part I What is a CBT Part II Integration of ISD & CBT Instructional Systems Development (ISD) Computer-Based Training (CBT) Part III Information Design & Instructional Design Part IV Content Mapping and Flow Charting. Objectives. Computer-Based Training (CBT) .

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Objectives

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  1. Part I What is a CBT Part II Integration of ISD & CBT Instructional Systems Development (ISD) Computer-Based Training (CBT) Part III Information Design & Instructional Design Part IV Content Mapping and Flow Charting Objectives

  2. Computer-Based Training (CBT)  • Computer-based Training (CBT) is the interactive use of computers specifically to deliver educational learning/training experiences • individualized • instructive • combines graphics, sound, color, animation and text • generic or custom software on a CD that runs on a personal computer • lessons are 100% self-paced, as in reading books 

  3. CBT “Labels” • Other ways to “label” CBT – (these reflect the emphasis -. they all refer to Computer Based Training.) • Technology Based Learning (TBL) • Computer Based Training (CBT) • Computer Based Education (CBE) • Computer Based Learning (CBL) • Computer Based Instruction (CBI) • Technology Based Training (TBT)

  4. CBT Authoring Tools • IconAuthor • Click 2LearnToolbook • Macromedia Authorware • HyperCard • PowerPoint • others….

  5. What Makes a Good CBT?

  6. Quality CBTs • CBTs vary significantly in quality of content and delivery. • a well-designed CBT provides excellent instruction that is well paced and interesting • a poorly designed CBT is little more than a document or book that was converted to deliver online

  7. Quality (cont’d) • Technology by itself does not improve instruction, it is merely another means of delivering good instruction. • It is just as difficult to develop a CBT course as it is to develop that same course in any other form of instruction. • The amount of effort and skills devoted to developing a course of instruction, whether CBT or any other form, generally determines the educational quality of that instruction.

  8. CBT Elements • Management (presentation) frames • Not for teaching - orientation - title/menu • Dialogue frames • instructional modules, formative and summative tests • Interactive • Engage learner • Criterion frames • Give uses access to material related to missed questions • Gives progress • In Advanced Systems: • Record management system • Student management system • Content management system

  9. Why/Why Not CBT?

  10. Advantages of CBT Delivery • Interactivity and learner control, including feedback to learner • Permits individualized, self-paced, consistent instruction. • Time and location independent • Able to incorporate self-assessment and remediation as required • Can be used with other media and methods in training and education • Frees lecturer time from routine tasks • Most suitable to present visual phenomenon, information that is hard to describe, complex systems or models, or where the objective is structured teaching of a particular skill

  11. Disadvantages of CBT • High initial development costs • Distribution costs (CD-ROM) • Updating issues • Hardware/software requirements for end-user

  12. Costs • Developmental costs @ $200 to $5000/hr of instruction. • Project team time including author, instructional designer, programmer, graphic designer. • Authoring software upwards to $20,000 and beyond • Development hardware

  13. Instructional Design Models • General Instructional Design Phases - ADDIE Model • Dick and Carey Design Model (1990) • Hannafin and Peck Design Model • Knirk and Gustafson Design Model • Jerrold Kemp Design Model (1985) • Gerlach and Ely Design Model (1989) • Rapid Prototyping Design Model (1990)

  14. Instructional Design Models (Cont.) • Instructional Models can be classified according to • Expertise Level: Novice vs. Expert • Instructional Orientation: Descriptive vs. Prescriptive • Knowledge Structure: Procedural or Declarative Instruction • Context: K – 12, Higher Education, Business Training, and Government Training • Purposes and Uses: Small Scale (unit, module, lesson) vs. Large Scale (course, institution) • Theoretical Basis: Learning Theory, General Systems Theory, Analysis Functions

  15. CBT/WBT Authoring Processes

  16. ISD Applied to CBT/WBT Planning Production Packaging/Distrib. Analysis/Design Development Implementation Evaluation

  17. CBT Information Design • Information Design • Language and Grammar • Content and message design • Help and Supportive Materials

  18. CBT Instructional Design • Instructional Design • Context, Audience and Content Analysis • Instructional scope, goals, strategies and events • Evaluation and Feedback

  19. CBT/WBT Instructional Analysis & Design Conduct Instructional Analysis Identify Instructional Events Flowchart Events Storyboard Events/Program • Context and Audience Analysis • Content Analysis • Learning Map/ Concept Map • Instructional Goals & Learning Objectives • Instructional Strategies • Develop and Sequence Instructional Events - Flowchart

  20. CBT/WBT Instructional Analysis & Design (Cont.) Conduct Instructional Analysis Identify Instructional Event Learning Map or Concept Map Instructional Goals 1 2 2a 2b 1a 1b 1c • Content Analysis • Hierarchical Analysis • Procedural Analysis • Cluster Analysis

  21. Instructional Goals for CBT/WBT • Teaching Styles, Learning Styles and Instructional Goals

  22. Instructional Goals for CBT/WBT • Teaching Styles, Learning Styles and Instructional Goals

  23. Instructional Goals for CBT/WBT (Cont.) 1 2 2a 2b 1a 1b 1c • Instructional Goals • ________________________________ • Terminal Objectives • Enabling Objectives • ________________________________ Performance Objectives Knowledge & Skills Learning Map

  24. Instructional Strategies for CBT/WBT

  25. Sequence Instructional Events • Sequence Instructional Events • Enhance learning by arranging instructional events to facilitate understanding and transfer of skills or knowledge. • Strategies • Logical order • Prerequisite order • By content organization

  26. Gagne’s Instructional Theory • Three major elements of Robert Gagne's instructional theory • Based on a taxonomy of learning outcomes. • Stressed on conditions necessary for achieving learning outcomes. • Utilization of nine events of instruction as guiding principles for developing and delivering instruction.

  27. Gagne’s Instructional Theory (Cont.) • Robert Gagne's Nine Events of Instruction 1. Gaining attention 2. Informing learner of objective 3. Stimulating recall 4. Presenting stimulus 5. Guiding learning 6. Eliciting performance 7. Providing feedback 8. Enhancing retention 9. Promoting transfer

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