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