Using Instructional Software and Multimedia for Content- Area Learning Mark Grabe

Using Instructional Software and Multimedia for Content-Area Learning

Mark Grabe

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Computer-Based Instruction

Commonly described as computer-based instruction (CBI) or computer assisted instruction (CAI)

Fits with role of computer as tutor


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Papert’s Distinction Instructionism - improve learning by

doing a better job of conveying information. Teacher-centered

Constructionism - help students do a better job of finding and generating their own knowledge. Student-centered.


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Components of Instruction Provide information or experiences Guide effort to understand or

perform Provide opportunities for practice Assess competence


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Why Consider Components of Instruction?

Which component or components was a CAI activity designed to address?

Are CAI activities misused to address unintended component?


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Software Categories

Tutorial Simulation Drill and practice Game Exploratory environment


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Tutorial

Present information and guide learning Technology good at presentation More difficult to guide or adapt

Individualize instruction Rate of progress Content of presentation


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Simulation

Replicate key elements of real world

Student reacts to simulated environment and environment reacts to student


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Uses of Simulation

Most versatile Activate existing knowledge Provide new learning experiences Evaluate understanding


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Fidelity and Transfer

Fidelity - how complete is representation?

Perfect fidelity can limit learning - overwhelm with details

Higher fidelity good for transfer - match greater complexity of real world


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Advantages of Simulations Make invisible processes visible Control expenses Avoid dangerous situations Adjust speed of processes to make

observation practical


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Drill and Practice

Satisfy component of extended practice

Assure mastery and retention Achieve automaticity - reduce

demands of performance on working memory capacity


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Games

Have greater emphasis on competition and entertainment

Educators may want to supplement game experience with related learning activities to promote more thoughtful behavior.


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Exploratory Environment

Responsive world to explore Less constrained than most

simulations More opportunity to pose own

problems to solve


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Definition of Multimedia and Hypermedia

Multimedia - information presented in many formats (e.g., text, graphics)

Hypermedia - multimedia offering nonlinear exploration Learner has greater control of how

content is experienced


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Storage Systems

Hypermedia typically requires large capacity Offer alternative content Type of content (e.g., video,

graphics) requires more space


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Large Capacity Storage Systems Videodisc CD-ROM DVD


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CD-ROM Compact Disc - Read Only Memory

Read files - e.g., commercial programs

CD-W or CD-RW Store your own data - W (write

once), RW (Rewrite) Requires access to CD burner

Capacity - less than 1 gigabyte


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Videodisc

Oldest of these formats Also called laserdisc Uses analog format - cannot bring

data into computer for manipulation


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DVD

Similar to CD-ROM with larger capacity Minimum 2.4 gigabytes (DVD-RAM

- single sided, single layer)

Most likely use - storage of digital video


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More than CAI

Talking books Multimedia reference material

e.g., Encyclopedia Advantages

Cost Multimedia - e.g., video Search capabilities


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Strengths of Multimedia

Cost effective content Increase clarity of text-based

explanation Show vs. describe

Improve context for authentic learning Offer greater complexity

Dual coding theory Multiple memory codes


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Weaknesses of Hypermedia

Duplication of existing resources adds cost

Students lack skills to use effectively Some distracted Unable to make wise decisions

about what to examine


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CAI Research

Meta-analyses show modest benefits

Critics complain about quality of research What gets published Short term studies Novelty Control for time required


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When To Use CAI

Prolonged practice necessary Traditional approach is dull Need to avoid danger Difficult to visualize concepts Great variability in student

progress Replacement for costly

approaches

Documents

Using Instructional Software and Multimedia for Content- Area Learning Mark Grabe