Where we’re going
Lectures
Seminars / Workshop
Evaluation of CBL Packages
Design Theory and Practice
Evaluation
Learning Theory
Project Planning, Management
CBL
Intelligent Tutoring
Games,
Simulations
…
Assessment and Collaboration
CBP 2002
CIT 203 Computer Based Learning
Your CBL Product
1
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
CBP 2002
CIT 203 Computer Based Learning
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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).
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CIT 203 Computer Based Learning
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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.
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CIT 203 Computer Based Learning
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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.
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CIT 203 Computer Based Learning
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Content
Dave Merrill suggests that to design Instructional
materials we must consider three types of 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
CBP 2002
CIT 203 Computer Based Learning
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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
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Overview of CBL Categories
•
•
•
•
•
•
•
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Tutorial
Drill and Practice
Simulation
Microworlds, Games
Problem Solving
Virtual Laboratory
Analysis and Modelling
CIT 203 Computer Based Learning
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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.
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Computer
Student
Present
info
Question
and
Response
Evaluate
Response
Feedback
or help
Present
info
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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
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CIT 203 Computer Based Learning
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MacroEconomics Tutorial
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CIT 203 Computer Based Learning
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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?
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CIT 203 Computer Based Learning
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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
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CIT 203 Computer Based Learning
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Simulation of Bacteria
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CIT 203 Computer Based Learning
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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.
3. Comp analyses
reply
4. Another
Problem
2. Stud replies
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4. Or some
Help
CIT 203 Computer Based Learning
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Drill and Practice
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CIT 203 Computer Based Learning
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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.
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CIT 203 Computer Based Learning
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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
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Starlogo MIT- Resnick
Model of Termites piling Woodchips
Mitchel Resnick at the MIT Media Lab
T=7
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T = 20
CIT 203 Computer Based Learning
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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.
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CIT 203 Computer Based Learning
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Incredible Machines
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CIT 203 Computer Based Learning
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CIT 203 Computer Based Learning
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Characteristics of Good CBL
1. LTDI Heriott-Watt Edinburgh
1.
2.
3.
4.
5.
Well-Designed, consistent look and feel
Quick to learn and easy to use
Navigable
Lots of calculations, graphics, interactions
Not a lot of text.
CBP 2002
CIT 203 Computer Based Learning
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Characteristics of Good CBL
2. Vicki Sharp CSUN
1. Program Content
•
•
•
Its objectives match curriculum objectives?
Is matched to target group (level of graphics, vocab ?)
Contains jargon, prejudice?
2. Instructional Design
•
•
•
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Who controls the learning, student or program?
Nature of reinforcement. Encouraging? Active?
Sequencing of problems from simple to complex?
CIT 203 Computer Based Learning
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Characteristics of Good CBL
3. David Merrill’s 5 Stars
A CBL program is granted ‘5-Stars’
when the Learner
–
–
–
–
–
CBP 2002
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
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So what is Learning?
New
Knowledge
1.
4.
Information
Evaluated
Current
Knowledge
2.
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New
Knowledge
Memory
Action
3.
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… from Neuroanatomy
5.
Stimulus
Response
S
Stretch - reflex neural
circuit in your leg
R
6.
FSM Can store sequences
FSM
7.
AM
Machine Learning
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CIT 203 Computer Based Learning
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… and towards Society
9.
Learning
Circuits in the
Human Brain
FSM
AM
10.
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But a person
is not alone interaction
8.
Learning in a
Society
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Towards Gagne’s theory
Stimulus
Gain students’
attention
Knowledge is connected
Recall
Evaluation
New
Material
Check response, give
help, give examples
Practise
Perform
ACTION
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CIT 203 Computer Based Learning
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