Where we’re going

1. Where we’re going Lectures Seminars / Workshop Evaluation of CBL Packages Design Theory and Practice Learning Theory Project Planning, Management CBL Intelligent Tutoring Games, Simulations … Assessment and Collaboration Evaluation Your CBL Product CIT 203 Computer Based Learning

2. Today’s Work I’ll give you a few ideas from education I’ll show you some types of CBL material and some ideas how to evaluate CBL material You’ll look at several types of material and evaluate these. You’ll need to decide on criteria used to evaluate them. Next week’s seminar – we’ll discuss your findings CIT 203 Computer Based Learning

3. The purpose of education and training software is to promote learning It must change the capabilities of the human learner The design of this software must involve their learning processes These are not fully understood These vary from person to person Computer Based Learning Unfortunately the learning process is difficult to replicate and it seems impossible to portray it entirely in an automated model. Barron (1995). CIT 203 Computer Based Learning

4. Benjamin Bloom's three domains: Cognitive learning (thoughts), such as teaching someone to divide numbers. Affective learning (feelings, values), such as teaching someone to not want to unsocial. Physical or motor learning (actions), such as teaching someone to play badminton. Kinds of learning CIT 203 Computer Based Learning

5. Memorization. (Learning by Rote). Encoding facts or information as an association between a stimulus and a response eg, Pi = 3.141529 Understanding. (Meaningful learning). Relating a new idea to prior knowledge, such as understanding what a revolutionary war is. Involves comparing, contrasting, making analogies, inferences, elaborating, and analyzing (as to parts and/or kinds). Application. Generalization or transferring learning to new situations. Entails learners identifying commonalities over various situations, eg predicting the effects of price increases. Levels of Cognitive Learning CIT 203 Computer Based Learning

6. Concepts class (shoes, fear, war, pencil) Procedures how to cut down a tree Principles an acorn grows into a tree price increase lowers demand Content Dave Merrill suggests that to design Instructional materials we must consider three types of content CIT 203 Computer Based Learning

7. 1950’s MIT Develop Flight Simulator 1959 IBM Physics and Maths CAI for schools 1960’s Reading and Maths CAI on Mainframe Also Start of AI Research Papert and Minsky start AI Lab at MIT Systems approach used by Military for Training 1970’s Cognitive Approach – Theory of Mind 1990’sDesigning learning environments A Bit of History CIT 203 Computer Based Learning

8. Tutorial Drill and Practice Simulation Microworlds, Games Problem Solving Virtual Laboratory Analysis and Modelling Overview of CBL Categories CIT 203 Computer Based Learning

9. Information is presented. The student is asked a question. The program judges the student's response and then feeds back info to improve performance. The program chooses a sequence of instruction. Cycle continues to halting. Tutorial Programs Computer Student Present info Question and Response Evaluate Response Feedback or help Present info CIT 203 Computer Based Learning

10. Programmed Learning Student replies to questions, Computer gives FEEDBACK and REINFORCEMENT Linear or Branching Structure Interactive Dialogue with a defined TIME SCALE Application Efficient - gives individual attention to student Useful for facts, principles, problem-solving strategies Tutorial Programs CIT 203 Computer Based Learning

11. MacroEconomics Tutorial CIT 203 Computer Based Learning

12. Real Life problems but no risk of failure Avoid Danger eg Study of Thermonuclear Devices Avoid costly apparatus e.g, chemicals, aircraft Real Life situations impossible to live Historical Events - Battle of Hastings Large Scale (Astonomy) Small Scale (atomic) processes What-if Scenario’s Stock Market, Climate and Ecology Modelling Social Situations, ‘Oregon Trail’ The Absurd - Don Jolly? Simulation CIT 203 Computer Based Learning

13. Imitation of Reality Students interact with program in similar way to with real world Students build a useful mental model of part of the world and test it, probe it Simulation CIT 203 Computer Based Learning

14. Simulation of Bacteria CIT 203 Computer Based Learning

15. 1970’s some 75% of Educational Soft was D&P 1980’s researchers argued that computers should be used to engage ‘higher-level’ thinking. Used to help the learner gain basic knowledge or skills through repetitive work not designed to teach new skills or introduce new content Drill and Practice 3. Comp analyses reply 1. Comp gives stud a qun. 4. Another Problem 4. Or some Help 2. Stud replies CIT 203 Computer Based Learning

16. Drill and Practice CIT 203 Computer Based Learning

17. Motivation improved by using a competition format (vs self, others, computer) Use various levels of difficulty Adapt level of difficulty to learners’ performance Provide ‘application’ exercise to apply the skills acquired Recycle failed items until they are mastered. Drill and Practice CIT 203 Computer Based Learning

18. A Microworld is a term coined at the MIT Media Lab Learning and Common Sense Group . It means literally, a tiny world inside which a student can test hypotheses, explore alternatives, and discover facts that are really true about that world. It differs from a simulation since the student should think of it as a "real" world with its own real (physics) which can be observed and discovered. MicroWorlds CIT 203 Computer Based Learning

19. Starlogo MIT- Resnick Model of Termites piling Woodchips Mitchel Resnick at the MIT Media Lab T = 7 T = 20 CIT 203 Computer Based Learning

20. Some quotes ‘ Either are educational or entertainment ’ ‘ Educat games have distinct learning objectives ’ ‘ Entertainment games have little academic value ’ Some justification Games provide ‘learning environments’ - not unique path chosen by teacher but labyrinth navigated by student Games engage people. Why? Exercise higher order thinking and problem-solving skills while giving huge rush of immediate feedback. Games CIT 203 Computer Based Learning

21. Incredible Machines CIT 203 Computer Based Learning

22. CIT 203 Computer Based Learning

23. Well-Designed, consistent look and feel Quick to learn and easy to use Navigable Lots of calculations, graphics, interactions Not a lot of text. Characteristics of Good CBL 1. LTDI Heriott-Watt Edinburgh CIT 203 Computer Based Learning

24. Program Content Its objectives match curriculum objectives? Is matched to target group (level of graphics, vocab ?) Contains jargon, prejudice? Instructional Design Who controls the learning, student or program? Nature of reinforcement. Encouraging? Active? Sequencing of problems from simple to complex? Characteristics of Good CBL 2. Vicki Sharp CSUN CIT 203 Computer Based Learning

25. Is engaged in Real World Problems Is directed to recall prior knowledge Is shown rather than told Is made to practise while coaching gradually withdrawn Is encouraged to integrate knowledge in personal ways Characteristics of Good CBL 3. David Merrill’s 5 Stars A CBL program is granted ‘5-Stars’ when the Learner CIT 203 Computer Based Learning

26. New Knowledge Information 1. 4. Memory Current Knowledge New Knowledge Action 2. 3. So what is Learning? Evaluated CIT 203 Computer Based Learning

27. 5. Stimulus Response FSM AM S R 6. 7. … from Neuroanatomy Stretch - reflex neural circuit in your leg FSM Can store sequences Machine Learning CIT 203 Computer Based Learning

28. FSM AM … and towards Society 9. But a person is not alone - interaction Learning Circuits in the Human Brain 8. 10. Learning in a Society CIT 203 Computer Based Learning

29. Towards Gagne’s theory Gain students’ attention Stimulus Knowledge is connected Recall Evaluation New Material Check response, give help, give examples Practise Perform ACTION CIT 203 Computer Based Learning