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

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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

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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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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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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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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

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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

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Overview of CBL Categories

• Tutorial• Drill and Practice• Simulation• Microworlds, Games• Problem Solving• Virtual Laboratory• Analysis and Modelling

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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.

Present info

Question and

Response

Evaluate Response

Feedback or help

Present info

Computer Student

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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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MacroEconomics Tutorial

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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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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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Simulation of Bacteria

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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

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Drill and Practice

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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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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.

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Starlogo MIT- ResnickModel of Termites piling Woodchips

Mitchel Resnick at the MIT Media Lab

T = 7 T = 20

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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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Incredible Machines

CBP 2002 CIT 203 Computer Based Learning 22

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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

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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

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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

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So what is Learning?

New Knowledg

e

Current Knowledg

e

Information1.

2. 3.

4.Memor

y

Action

New Knowled

ge

Evaluated

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… from Neuroanatomy5.

Response

Stimulus

7.FSM

AM

RS

6.

Machine Learning

FSM Can store sequences

Stretch - reflex neural circuit in your leg

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… 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.

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Towards Gagne’s theory

Practise Perform ACTION

New Material

Stimulus

Evaluation

Gain students’ attention

Check response, give help, give

examples

RecallKnowledge is connected