computer assisted learning (cal): implementation & evaluation

Computer Computer Assisted Assisted

Learning (CAL): Learning (CAL): Implementation & Implementation &

EvaluationEvaluation

CAL is a Marriage CAL is a Marriage of Computer and of Computer and

LearningLearning

Learning TheoriesLearning Theories

BehaviorismBehaviorismCognitivismCognitivism ConstructivismConstructivism

HumanismHumanism

Two Instructional ModelsTwo Instructional Models

• Directed instructional models

• Constructivist learning models

Directed Instructional ModelsDirected Instructional Models

• behavioural theories

• Information processing theoies

Directed Instructional ModelsDirected Instructional Models

• behavioural theories– learning as a sequence of stimulus

and response action in the learner

– linking together responses involving lower-level skills and create a learning ‘chain’ to teach higher-order skills

Directed Instructional ModelsDirected Instructional Models

• behavioural theories– underlying trends in education

• behaviour modification techniques in classroom management

• programmed instruction

• Teaching & Learning Strategies

– Instructional cues to elicit correct response

– Practice paired with target stimuli

– Reinforcement for correct responses

– Building fluency (get responses closer and closer to correct response)

– Multiple opportunities/trials (Drill and practice)

Directed Instructional ModelsDirected Instructional Models

Directed Instructional ModelsDirected Instructional Models

• information-processing theories– viewed the process of learning in

human beings as similar to computer processes information

– information (senses) short-term memory long-term memory

– knowledge is organized as a semantic network

Directed Instructional ModelsDirected Instructional Models

• Characteristics:– Focus on teaching sequences of

skills that begin with lower-level skills and build to higher-level skills

– clearly state skill objectives with test items matched to them

Directed Instructional ModelsDirected Instructional Models

• Characteristics:– stress more individualized work

than group work

– emphasize traditional teaching and assessment methods: lectures, skill worksheets, activities and tests with specific expected responses

• Teaching & Learning Strategies

– Explanations

– Demonstrations

– Outlining

– Concept Mapping

– Advanced Organizers – Analogies

Directed Instructional ModelsDirected Instructional Models

Constructivist Learning ModelsConstructivist Learning Models

• Constructivist learning– learning through meaning making

– knowledge is socially constructed

– teachers provide scaffolding to bridge the zone of proximal development between various level of understanding

Five attributes of Meaningful Learning– Active (Manipulative/Observant)– Constructive (Articulative/Reflective)– Intentional (Reflective/Regulatory)– Authentic (Complex/Contextual)– Cooperative (Collaborative/Conversational)

Constructivist Learning ModelsConstructivist Learning Models

Contructivist Checklist– Active (Manipulative/Observant)– Constructive (Articulative/Reflective)– Intentional (Reflective/Regulatory)– Authentic (Complex/Contextual)– Cooperative (Collaborative/Conversational)

Constructivist Learning ModelsConstructivist Learning Models

In short, technology should engage learners in:

knowledge construction, not reproductionconversation, not receptionarticulation, not repetitioncollaboration, not competition reflection, not prescription

Constructivist Learning ModelsConstructivist Learning Models

Constructivist learning ModelsConstructivist learning Models

• Characteristics:– focus on learning through posing

problems, exploring possible answers, and developing products and presentations

– pursue more global goals than specify general abilities such as problem solving and research skills

Constructivist learning ModelsConstructivist learning Models

• Characteristics:– stress more group work

– emphasize alternative learning and assessment methods: exploration of open-ended questions, doing research……, assessment by student portfolios ……, etc

• Teaching & Learning Strategies

– Modeling

– Collaborative Learning

– Coaching

– Scaffolding

– Fading

– Problem-Based Learning

Constructivist learning ModelsConstructivist learning Models

• Teaching & Learning Strategies

– Authentic Learning

– Anchored Instruction

– Inquiry-based

– Discovery learning

Constructivist learning ModelsConstructivist learning Models

• Constructivist Checklist:– Multiple perspectives – Student-directed goals – Teachers as coaches – Metacognition – Learner control – Authentic activities & contexts

Constructivist learning ModelsConstructivist learning Models

• Constructivist Checklist:– Knowledge construction – Knowledge collaboration – Previous knowledge constructions– Conceptual interrelatedness – Problem solving – Consideration of errors – Exploration

Constructivist learning ModelsConstructivist learning Models

• Constructivist Checklist:– Apprenticeship learning – Scaffolding – Authentic assessment – Primary sources of data

Constructivist learning ModelsConstructivist learning Models

Activity (Reflection):Activity (Reflection):

What are the strengths and What are the strengths and weaknesses of the two camps of weaknesses of the two camps of instructional models? What are instructional models? What are the impacts of these theories on the impacts of these theories on CAL design and implementation?CAL design and implementation?

Directed Instructional ModelsDirected Instructional Models

• Needs addressed– individual pacing and remediation,

especially when teacher time is limited

– making learning path more efficient especially for instruction in low-level skills

Directed Instructional ModelsDirected Instructional Models

• Needs addressed– performing time-consuming and

labour-intensive tasks (e.g. skill practice)

– supplying self-instructional sequences

Constructivist learning ModelsConstructivist learning Models

• Needs addressed:– making skills more relevant to

students’ experience

– addressing motivation problems through interactive activities

– teaching students how to work collaborative

Constructivist learning ModelsConstructivist learning Models

• Needs addressed:– engaging students in activities that

require higher-level skills

CAL Evaluation: A Situated CAL Evaluation: A Situated ApproachApproach

Situated View of LearningSituated View of Learning

• Nature of educational tools is defined by its use

• Learner construct their own concepts through experience

• All the components in the learning environment interact and contribute to the learning process

The perspectives Interactions The perspectives Interactions Paradigm: a situated approachParadigm: a situated approach

• The The distribution of intelligence in an distribution of intelligence in an educational settingeducational setting should be taken should be taken into accountinto account::– teacher’s contribution: a live actorteacher’s contribution: a live actor– students’ contribution: a group of live students’ contribution: a group of live

actorsactors– designer’s contribution: a passive actordesigner’s contribution: a passive actor

Evaluation IssuesEvaluation IssuesTeacher-Student Actual Roles

(explicit) Nature of Interaction

Pedagogy

Designer-Student Theory of Learning

(implicit) User Control

Designer-Teacher(implicit)

Curriculum

Interaction between the Interaction between the teacher and studentteacher and student

perspectivesperspectives

Teacher Designer

Student

• The interaction relates The interaction relates explicitlyexplicitly to to the learning situation.the learning situation.

• CAL CAL foster some changesfoster some changes in the in the distribution of responsibilities for distribution of responsibilities for teaching and learning.teaching and learning.

Interaction between the Interaction between the teacher and studentteacher and student

perspectivesperspectives

Interaction between the Interaction between the teacher and studentteacher and student

perspectivesperspectives

• Role of StudentsRole of Students: autonomy for their learning responsibility for their learning peer interaction

Interaction between the Interaction between the teacher and studentteacher and student

perspectivesperspectives• Role of teacherRole of teacher:

directing & controlling power emphasis on planning a pre-

determined teaching plan manage classroom resources facilitate individual learners plan individual students’ work react to students’ initiatives

Interaction between the Interaction between the designer and studentdesigner and student

perspectivesperspectives

• The interaction relatesThe interaction relates implicitly implicitly to the learning situation.to the learning situation.

Interaction between the Interaction between the designer and studentdesigner and student

perspectivesperspectives• Evaluation of a CAL Evaluation of a CAL capable of capable of

supporting a supporting a constructivist approachconstructivist approach??• Honebein, Duffy and Fisherman (1993) Honebein, Duffy and Fisherman (1993)

identify 3 conditions:identify 3 conditions:– students’ sense of ownership ?– challenge user-control feelings ?– the use of personal solution in problem

solving Encouraged ? Depressed ?

Interaction between the Interaction between the teacher and designerteacher and designer

perspectivesperspectives

• The interaction relates The interaction relates implicitlyimplicitly to the to the learning situation.learning situation.

• Designer’s perceptions of the curriculum Designer’s perceptions of the curriculum

= Teacher’s perceptions of the curriculum= Teacher’s perceptions of the curriculum

=> Good software=> Good software

Interaction between the Interaction between the teacher and designerteacher and designer

perspectivesperspectives

• Teachers have to work out the Teachers have to work out the curriculum relevancecurriculum relevance of the software of the software

– Explicit curriculum aimsExplicit curriculum aims• like CAL bundled with the text books• assessment is straight forward (compare the

aims of the software with the syllabus)

Interaction between the Interaction between the teacher and designerteacher and designer

perspectivesperspectives

– Implicit curriculum aims or no Implicit curriculum aims or no curriculum aimscurriculum aims• like EXCEL and ENCARTA• assessment is challenging (requires

teacher’s imagination to impose their perceptions on the software)

Interaction between the Interaction between the teacher and designerteacher and designer

perspectivesperspectives

• Three tasks:Three tasks:– identify implicit curriculum aims of CAL– match aims of CAL (explicit and implicit) to perceived

curriculum requirements– consider the educational possibilities of the use of

software which initially has no explicit or implicit curriculum aims

Applying CAL to improve Applying CAL to improve learning (Draper, 1998)learning (Draper, 1998)

• Identify a real pedagogic problem

• how the invention is a solution to the pedagogic problem

• a neat bit of CAL design

• skilled administration of the teaching and learning using the technology

• evaluation and demonstration of the resulting learning gains

ActivityActivity

By adopting the situated approach, evaluate the software ‘Exploring the Nardoo’.

ReferencesReferences

• Squires, D. & McDougall, A. (1996) Software Evaluation: A Situated Approach, Journal of CAL, 12, 146-161.

• Squires, D. & McDougall, A. (1994) Choosing and Using Educational Software, London: The Falmer Press. .

• Scanlon, E. et al. (1998) Learning with computer: experiences of evaluation, Computers and Education, 30(1/2), 9-14.

• Draper, S.W. (1998) Niche-based success in CAL, Computers and Education, 30(1/2), 5-8.

• Gunn, C. (1996) CAL evaluation: what questions are being answered?, Computers and Education, 27(3/4), 9-14.

Designing and Implementing CAL Designing and Implementing CAL ProgramProgram

• Planning - educational need, objectives, generate ideas about presentation of the content, project management

• Design - control of learning process, navigation, interactivity, screen layout, questions, feedback, multimedia stuff

• http://www.civeng.uct.ac.za/caleng/howto.htm