COMPUTER ASSISTED LEARNING/MULTIMEDIA

CAL

CMICALLCAI

CBI

CBT

CAL

emphasis on learning

computer assisted learning

THIS PRESENTATION:

Overview of computer assisted learning.

MORE SPECIFICALLY:

I. types of CAL software,II. hypermedia/multimedia

environments,III. authoring languages,IV. design considerations,V. a critical view of

CAL/multimedia.

I. TYPES OF CAL SOFTWARE

drill and practice games simulations tutorials tools (hypermedia) (CMI software; e.g.. tests)

categorizing is difficult:

imagine a “space travel game” in a“hyper environment” with atutorial component.

• drill and practice

Typically, drill and practiceactivities are supplementaryto the “normal” teaching process.

• drill and practice

Drill and practice is good forfundamental mastery.

• drill and practice

Can be thought of as a “flash card”system of the stimulus-responsemodel.

• drill and practice

Speed is important for both presentation and feedback.

randomness record keeping

• drill and practice

often incorporates:

• games

Often CAL software is presentedin game format.

• games

May include point scoring, andcan be individual or team format.

• games

Have the potential for a verymotivational environment.

• simulations

Can provide microworlds (e.g.,a world without friction orgravity).

• simulationsThe University of Illinois hassuccessfully provided computer-driven “dry” chemistry labs.

SIMULATIONS ARE safe inexpensive fast slow clean possible

• tutorials

Self-paced, where the computeracts as an infinitely-patient,all-wise tutor.

Is this guy slow, or what??

Typically a good tutorial will have astructure(s) as follows:

give information test

giveinfo.. . .

remediate

OK

(needs help)

give information test

giveinfo.

remediate

OK

(needs help)

..

.

can be verycomplex

• tools

Typically, application programswhich are being used by thestudent for learning.

spreadsheet programs statistics packages hypermedia software desktop publishing

software presentation software CAD software etc.

• examples of tools

q

II. HYPERMEDIA &MULTIMEDIA ENVIRONMENTS

hyper- pref. ‘over’, ‘above’, ‘too’...

eg. hypersensitive or hypertension

hypermedia can be thought of as “chunks” of information (nodes),stored in a structure, and accessed by links (buttons).

• HYPERTEXT

Textual information, structuredby use of links and nodes.

Here is some exampletext which is going tobe shrunk down to asize which is barelyrecognisable; good toobecause then my poorspelling won’t berecognised. Now, Ihave run out of exampletext. Oh well; so what?

Here is some exampletext which is going tobe shrunk down to asize which is barelyrecognisable; good toobecause then my poorspelling won’t berecognised. Now, Ihave run out of exampletext. Oh well; so what?

Here is some exampletext which is going tobe shrunk down to asize which is barelyrecognisable; good toobecause then my poorspelling won’t berecognised. Now, Ihave run out of exampletext. Oh well; so what?

• HYPERMEDIA

Like hypertext, but includingsound, video, and/or animation.

Here is some exampletext which is going tobe shrunk down to asize which is barelyrecognisable; good toobecause then my poorspelling won’t berecognised. Now, Ihave run out of exampletext. Oh well; so what?

Here is some exampletext which is going tobe shrunk down to asize which is barelyrecognisable; good toobecause then my poorspelling won’t berecognised. Now, Ihave run out of exampletext. Oh well; so what?

Here is some exampletext which is going tobe shrunk down to asize which is barelyrecognisable; good toobecause then my poorspelling won’t berecognised. Now, Ihave run out of exampletext. Oh well; so what?

• MULTIMEDIA

Involves more than one medium(>2 really, since most literaturecontains graphics and text).

• multimedia

Involves the use of sound,animation, and/or videoas well as text and graphics.

Even Ted Nelson said he didn’tknow the difference betweenhypermedia and multimedia.

• multimedia

1

1Educational Multimedia and Hypermedia Conference,June 1994, Vancouver. [Ted Nelson coined the term hypertext (“non-sequential writing”)].

• multimedia

Computer-controlled multimediaallows the seamless integrationof media.

• multimedia

Multimedia can provide asensory-rich learning environment.

• multimedia

Interactive multimedia is theincorporation of multimedia withhuman-computer interaction.

• multimedia

Interactive multimedia provides an obvious educational advantage over current broadcasting & publishing which is passive.

play speed movie

take a quiz

more information

WWW

tutorial

SpeedInformation regarding the concept of speed can appear as text here. I know very little about it myself, so perhaps a multimedia tutorial about it would help me. To learn about it, selectoptions below, some perhaps more than once..

Choose one option below:

play speed movie

take a quiz

more information

WWW

tutorial

SpeedInformation regarding the concept of speed can appear as text here. I know very little about it myself, so perhaps a multimedia tutorial about it would help me. To learn about it, selectoptions below, some perhaps more than once..

Choose one option below:

Metaphors abound.A computer screen ofinformation can be aslide, a page, a card,a node, whatever...

There are many possible “HyperDesigns”.

Linear

..... .....

There are many possible “HyperDesigns”.

Network

Possible applications of less complexdesigns include electronic books, andinformation/ training kiosks.

HYPERDESIGNS GIVE THE USER OPPORTUNITY FOR:

more control, but require careful planning and

analysis.

q

IV. DESIGN CONSIDERATIONS

the design team and user interface design

Two important points in designingCAL software are:

Typically, the design team cancirculate ideas on storyboards(hard copies of screen templates).

dfggdfffgaaadfgg

dfffgaaadfggdfffgaaa

aaa

Storyboards circulate amongdesign team members.

dfggdfffgaaadfgg

dfffgaaadfggdfffgaaadfgg

dfffgaaa

contentexpert

graphicartist

cognitivescientist

programmer

allow the user control use visual cues be consistent design, don’t decorate

Some quick tips for User Interface Design

q

V. A CRITICAL VIEW

1. CAL is an inferior teaching medium.

a critical view:

2. Users can become disoriented and lost in hyper environments.

a critical view:

3. Too much attention is paid to appearance (esp. graphics) and not enough to educational issues.

q

SUMMARY

1. There are many types of CAL software other than sequential point-and-click text.

Summary

2. hypermedia/multimedia environments offer great potential but require care in design.

Summary

3. Many important design issues need to be considered.

q