application type (1)

8/6/2019 Application Type (1)

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Types of Computer Use in T & L


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CBI

CAI

CMI WBI

CBL

CBT


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Types of application for T & L

Tutor

Tool

Tutee - Taylor (1980)


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Software categories

Word processing

Spreadsheet

Database

Desktop publishing

Graphics

Graphic manipulation

ChartingDrawing/painting

Statistical analysis


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Desktop presentation

Multimedia authoring

Web design anddevelopment


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CBI developed and used in situations wherethe computer is likely to be beneficial

Cost of instruction by other methods is very high(military training)

Safety is a concern (chemistry labs)

The material is hard to teach by other methods(graphing in calculus)

Extensive individual student practice is needed (foreignlanguage class)

Students motivation is typically lacking (ancient worldhistory)

Logistic difficulties with traditional instruction(science experiment that takes a long time)

Alessi & Trollip (1991)


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4 main activities for effective instruction

(Alessi & Trollip, 1991)

Information is delivered orskills are modelled

Students are givenguidance to use theinformation in early stages

Students are given the

opportunity to practice forretention and fluency

Students are evaluated


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Computer-based Instruction

programs Drill and practice

Tutorials

Simulations

Games

Test


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Drill and practice

Used for students tomemorise appropriateresponses to certain

stimulus Eg.mathematical facts,

word spelling, shapes andcolours


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Features

Practice or exercises that isdone at high frequencyand repeatedly

Related to rote-memorylearning

Fulfill the 3rd activity


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Drill and practice

Introductory

section

Question and

ResponseSelect item

Judge ResponseFeedbackClosing


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Tutorial

To present new information

Teaching a new conceptsuch as herbivor

Provide definition

Provide examples and non-examples

Assess understanding

through pictures or definition


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Features

Fulfill first 2 activities

Does not involve long andcontinuous practice and

evaluation

Suitable for learning facts,rules and principles,

concepts and problemsolving strategies (Gagne,Wager & Rojas, 1981)


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Values

Self-paced learning

As an alternative learningstrategy

Allows self-learning


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Tutorial

Introductory

section

Question and

Response

Present

information

Judge ResponseFeedback or

RemediationClosing


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Simulation

Imitate or replicate actualworld phenomena orreality

Eg. Medical students learnto operate on a frog,students watch volcanoerupting, pilots learn to fly

in flight simulator


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Simulation (about)

Type 1- Process

Teaches about something

Not very interactive

Eg. (increase in population,egg hatching)

Can slow down or speed upprocesses


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Simulation (how to)

Type 1- Procedure

Teaches the sequence ofactivities in a procedure

Eg. (experiment, medicaloperation)

There is more than onesequence of activities


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Type 2 -Situation

About human attitude andbehaviour in different

situations Eg. (pilots in flight simulator,

police officers in traininghouse)

The participant has to makedecisions based on thechanges in the situation


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Values

Lower risks than actualhappenings

Lower training cost

Decrease negative effects

Focus on specific aspectsto be trained which

otherwise cannot be donewith the real world

Experience that can berepeated


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Increase motivation level

High transfer of learning the most effective

Highly effective

Conducive environmentfor learning


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Simulation

Introductory

sectionAction required

Present scenario

Student actsSystem updatesClosing


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Educational Games

Similar to simulation

Provide atmosphere thatfacilitates learning or

training of skills

Not necessarily imitatereality

Pose interesting challenges


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Features

It has or provides thefollowings: specific objectives

rules to follow sense of competition

challenges to take up

fantasy

security measures fun


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Types of games

Adventure

Arcade

Board

Card or gambling

Combat

Logic

Psychomotor

Role play

TV Quiz

Word

Problem-solving


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Values

It replaces practices

Promotes cooperation andwork group

As rewards

Increase motivation level very effective


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Games

Introductory

sectionAction requiredPresent scenario

Student acts

System updatesClosing

Opponent reacts


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Problem solving games

Provides settings forstudents to learn andimprove problem solving

processes Either skill or subject-

centred


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Values

Increase self-confidence

Instill sense of self-directed

Increase pool ofknowledge and skills inproblem solving

Increase pool of problemsolving strategies


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Enhance analysis anddecision making skills

Build capacity to face and

manage changes


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Freeware

Copyrighted software givenaway for free by the author.Although it is available for free,

the author retains thecopyright, which means thatyou cannot do anything with itthat is not expressly allowed bythe author. Usually, the author

allows people to use thesoftware, but not sell it.


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Public-domain software

Copyrighted software givenaway for free by the author.Although it is available for free,

the author retains thecopyright, which means thatyou cannot do anything with itthat is not expressly allowed bythe author. Usually, the author

allows people to use thesoftware, but not sell it.

application type (1)

Documents