Software Evaluation

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Software Evaluation

• Janet Holland

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Computer Assisted Instruction

• Individualized Instruction
• Cost-Effective Instruction
• Immediate Feedback
• Safe Training Environment for Learning Dangerous
  Tasks
• Motivation

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Lesson Purpose

• Understanding Different Types
• Theories Behind Instructional Software.

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Tutorials

• Introduce lessons
• Basic skills concepts
• Example practice
• Difficulty increases
• Summary test
• Customized
• Choices
• Branching of subjects.

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Drill Practice

• Repeating a small area of knowledge
• Memorize facts
• Multiplication
• foreign languages
• Spelling, grammar, punctuation
• Programming language
• Often begin with an introduction, a problem to
  be solved, solution, feedback, recap, and apply
  the new information.

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Drill Practice Theory

• Based on the BEHAVIORISTS view of learning.
• Stimulus produces a specific RESPONSE.
• Learning is the result of developing ASSOCIATIONS
  between stimulus response.
• Associations are REINFORCED when feedback occurs
  IMMEDIATELY conjunction with the stimulus.

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Tutorials Information Processing

• Often based on COGNITIVE or INFORMATION
  PROCESSING approach to learning
• Unlike the behaviorists, the cognitivists are
  more concerned with INTERNAL PROCESSES that
  humans use in solving problems than with
  connections between stimuli and responses.
• Cognitivists believe instruction should focus on
  developing MENTAL PROCESSING SKILLS or
  HYPOTHESIS-FORMING mechanisms in learners.

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Simulation

• Interactive real world scenarios
• Immediate feedback
• Expensive time consuming to create
• High risk such as brain surgeons, nuclear power
  plant operators, and pilots.
• Education entertainment like flight
  simulators, virtual trips to art museums,
  interact with molecules, fly over the Amazon
  jungle or travel back in time to visit ancient
  Egypt.

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Simulation Theory

• SIMULATIONS are designed to engage the learner in
  activities REPLICATE their REFERENTS. The
  computer has the look and feel of the activities
  being taught. e.g. "Flight Simulator"

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Why Use Simulations

• Less time
• Reduced cost
• Easily repeated
• Focus on selected aspects
• Less risk
• Convenience (more than 1 can play)

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Games

• Learn by playing
• Often modeled from real world
• When it takes too long or it is too dangerous to
  participate in the actual event.
• High motivation with learners.
• Most games have a series of rules and choices.
• Comprehending the task, reacting, summarize,
  grading students.
• Can be expensive to develop

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Game Theory

• GAMES engage the learner in an event or activity,
  but the concepts being taught have little to do
  with the activities participated in. The
  activities are simply used for MOTIVATING the
  learners. e.g. "Where in the World is Carmen San
  Diego."

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Why Use Games?

• Challenge
• Curiosity
• Control
• Fantasy
• Variability
• Cooperation
• Competition
• Achievement
• Individual Group Motivation

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Evaluation Steps

• Step 1. Run the program to get familiar with it
• Step 2. Execute the program as a conscientious
  student, avoiding intentional or careless errors.
  Extend the program when possible by interacting
  as a creative student would

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Steps Continued

• Step 3. Execute the program as a careless student
  would. Respond incorrectly to test how the
  program handles student errors. Repeat the same
  response and also try giving different incorrect
  responses. Make other kinds of errors such as
  typing mistakes incorrect form of input, content
  errors, and errors in following directions.
• Step 4. Choose a checklist for the evaluation of
  software adapting it as necessary to fit your own
  needs. Key factors to consider

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Steps Continued

• Directions The directions should be complete,
  readable, under the user's control, and they
  should include appropriate examples.
• Input A program should ensure that a user knows
  when and in what form input is needed. Usually,
  minimal typing should be required.
• Output Program responses should be readable,
  understandable, complete, and not derogatory to
  the student.

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Steps Continued

• Content The content should be accurate,
  appropriate, and free of grammar, usage, and
  spelling errors.
• Screen formatting Are the screens easy to
  understand- not distracting or cluttered?
• Documentation Includes instructional objectives,
  suggested activities, instruction for teacher
  modification, and other needed information.
• Step 5. Record your evaluation in the appropriate
  form.

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Software Evaluation Groups

• Session 1 Checklist for Microcomputer
• Subject/Content Groups
• Session 2 Open-ended Software
• Random Groups
• Session 3 MicroSift Courseware
• Grade Level Groups

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Scoring Rubric

• Full Credit
• Three Software Evaluations
• Three Different Software Evaluation Forms
• Name of the Software
• Vendor or Author
• Subject Area
• Grade Level
• What Software Teaches
• Your Rating (Would you use it again, or recommend
  purchase?)
• Is the Evaluation form effective for evaluating
  your software?

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Scoring Rubric

• Partial Credit
• Two Software Evaluations
• Two Different Software Evaluation Forms
• Name of the Software
• Vendor or Author
• Subject Area
• Grade Level
• What Software Teaches
• Your Rating (Would you use it again, or recommend
  purchase?)
• Is the Evaluation form effective for evaluating
  your software?

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Scoring Rubric

• No Credit
• 1-0 Software Evaluations
• 1-0 Different Software Evaluation Forms
• Name of the Software
• Vendor or Author
• Subject Area
• Grade Level
• What Software Teaches
• Your Rating (Would you use it again, or recommend
  purchase?)
• Is the Evaluation form effective for evaluating
  your software?

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Reviews Free Software

• Internet Searches