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Where we’re going. Lectures. Seminars / Workshop. Evaluation of CBL Packages Design Theory and Practice Learning Theory Project Planning, Management CBLIntelligent Tutoring Games, Simulations … Assessment and Collaboration. Evaluation. Your CBL Product. Today’s Work. - PowerPoint PPT Presentation
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CBP 2002 CIT 203 Computer Based Learning 1
Where we’re goingLectures
Evaluation of CBL Packages
Design Theory and Practice
Learning Theory
Project Planning, Management
CBL Intelligent Tutoring
Games, Simulations
…
Assessment and Collaboration
Seminars / Workshop
Your CBL Product
Evaluation
CBP 2002 CIT 203 Computer Based Learning 2
Today’s Work
I’ll give you a few ideas from educationI’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
CBP 2002 CIT 203 Computer Based Learning 3
Computer Based Learning• 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
Unfortunately the learning process is difficult to replicate and it seems impossible to portray it entirely in an automated
model. Barron (1995).
CBP 2002 CIT 203 Computer Based Learning 4
Kinds of learning
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.
CBP 2002 CIT 203 Computer Based Learning 5
Levels of Cognitive Learning• 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.
CBP 2002 CIT 203 Computer Based Learning 6
Content
• Concepts class (shoes, fear, war, pencil)• Procedures how to cut down a tree• Principles an acorn grows into a tree
price increase lowers demand
Dave Merrill suggests that to design Instructional materials we must consider three
types of content
CBP 2002 CIT 203 Computer Based Learning 7
A Bit of History• 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’s Designing learning environments
CBP 2002 CIT 203 Computer Based Learning 8
Overview of CBL Categories
• Tutorial• Drill and Practice• Simulation• Microworlds, Games• Problem Solving• Virtual Laboratory• Analysis and Modelling
CBP 2002 CIT 203 Computer Based Learning 9
Tutorial Programs
1. Information is presented. 2. The student is asked a
question. 3. The program judges the
student's response and then feeds back info to improve performance.
4. The program chooses a sequence of instruction.
5. Cycle continues to halting.
Present info
Question and
Response
Evaluate Response
Feedback or help
Present info
Computer Student
CBP 2002 CIT 203 Computer Based Learning 10
Tutorial Programs• 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
CBP 2002 CIT 203 Computer Based Learning 11
MacroEconomics Tutorial
CBP 2002 CIT 203 Computer Based Learning 12
Simulation• 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?
CBP 2002 CIT 203 Computer Based Learning 13
Simulation
• 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
CBP 2002 CIT 203 Computer Based Learning 14
Simulation of Bacteria
CBP 2002 CIT 203 Computer Based Learning 15
4. Another Problem
Drill and Practice• 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
1. Comp gives stud a qun.
2. Stud replies
3. Comp analyses reply
4. Or some Help
CBP 2002 CIT 203 Computer Based Learning 16
Drill and Practice
CBP 2002 CIT 203 Computer Based Learning 17
Drill and Practice
• 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.
CBP 2002 CIT 203 Computer Based Learning 18
MicroWorlds
• 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.
CBP 2002 CIT 203 Computer Based Learning 19
Starlogo MIT- ResnickModel of Termites piling Woodchips
Mitchel Resnick at the MIT Media Lab
T = 7 T = 20
CBP 2002 CIT 203 Computer Based Learning 20
Games• 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.
CBP 2002 CIT 203 Computer Based Learning 21
Incredible Machines
CBP 2002 CIT 203 Computer Based Learning 22
CBP 2002 CIT 203 Computer Based Learning 23
Characteristics of Good CBL
1. Well-Designed, consistent look and feel2. Quick to learn and easy to use3. Navigable4. Lots of calculations, graphics, interactions5. Not a lot of text.
1. LTDI Heriott-Watt Edinburgh
CBP 2002 CIT 203 Computer Based Learning 24
Characteristics of Good CBL
1. Program Content• Its objectives match curriculum objectives?• Is matched to target group (level of graphics,
vocab ?)• Contains jargon, prejudice?
2. Instructional Design• Who controls the learning, student or program?• Nature of reinforcement. Encouraging? Active?• Sequencing of problems from simple to complex?
2. Vicki Sharp CSUN
CBP 2002 CIT 203 Computer Based Learning 25
Characteristics of Good CBL
– 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
3. David Merrill’s 5 Stars
A CBL program is granted ‘5-Stars’ when the Learner
CBP 2002 CIT 203 Computer Based Learning 26
So what is Learning?
New Knowledg
e
Current Knowledg
e
Information1.
2. 3.
4.Memor
y
Action
New Knowled
ge
Evaluated
CBP 2002 CIT 203 Computer Based Learning 27
… from Neuroanatomy5.
Response
Stimulus
7.FSM
AM
RS
6.
Machine Learning
FSM Can store sequences
Stretch - reflex neural circuit in your leg
CBP 2002 CIT 203 Computer Based Learning 28
… and towards Society
FSM
AM
Learning Circuits in the Human Brain
9.But a person is not alone - interaction
8.
Learning in a Society
10.
CBP 2002 CIT 203 Computer Based Learning 29
Towards Gagne’s theory
Practise Perform ACTION
New Material
Stimulus
Evaluation
Gain students’ attention
Check response, give help, give
examples
RecallKnowledge is connected