Developing ComputerBased Instructional System

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Developing Computer-Based Instructional System
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Model Overview

• oriented towards computer delivery of
  instruction
• not only on paper but also involves
  implementation and evaluation on a computer
• oriented toward novice instructional developer
• simplified model
• present model in general way

3
Model

• important features
• empirically based
• cycle of draft, evaluation and revision
• incorporate evaluation at several intermediate
  steps as well as having a thorough evaluation as
  the final step
• should be driven by principle of cognitive
  psychology
• perception and attention
• memory
• comprehension
• active learning

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Model

• important features
• should be driven by principle of cognitive
  psychology
• perception and attention
• memory
• comprehension
• active learning
• motivation
• locus of control
• transfer of learning
• individual differences

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Model

• important features
• emphasis on creativity
• progression from paper to computer
• encourage to do spend time discussing, planning,
  and drafting ideas before implementing on a
  computer.
• encourage a team-oriented approach
• good for two reasons
• more skills and knowledge are involved in the
  development effort
• raise the expected standard of acceptable
  quality

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Model

• important features
• encourage a team-oriented approach
• good for two reasons
• more skills and knowledge are involved in the
  development effort
• raise the expected standard of acceptable
  quality

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Model

• ten steps in model developing CBI
• determine needs and goals
• collect resources
• learn content
• generate ideas
• design instruction

8
Model

• ten steps in model developing CBI (cont)
• flowchart the lesson
• storyboard displays on paper
• program the lesson
• produce supporting materials
• evaluate and revise

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Determine Needs and Goals

• Definition and Issues
• what you want your students to know/be able to
  do at the end of your lesson
• objectives
• needs assessment
• charting out the characteristics, current
  competencies, and needs of your expected student

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Determine Needs and Goals

• Procedures
• State your Goal
• Produce a Chart of Student Characteristics
• State your Terminal Goal and Add it to the Chart
  of Student Characteristics

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Determine Needs and Goals

• Telephone Example
• State the General Goal.
• Our goal is to teach people how to operate
  telephones.
• Produce a Chart of the Characteristics of the
  Intended Students.
• this chart is found on the next slide and based
  on the premise that our students came from other
  country.

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Determine Needs and Goals
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Determine Needs and Goals

• Telephone Example
• Add the Terminal Goal to the Chart
• this chart is found on the next slide and the
  terminal objective will require about 30 minutes
  to 1 hour to learn, and that the task is of
  medium difficulty.

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Determine Needs and Goals
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Collect Resource Materials

• Definition and Issues
• Subject Resources
• Instructional Design Resources
• Media Resources

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Collect Resource Materials

• Procedures
• ask assistance

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Collect Resource Materials

• Telephone Example
• Subject Matter Resources for a Lesson On
  Telephone Operation
• a telephone and pictures of telephone
• a telephone book
• a telephone bill
• pamphlets available from the telephone company
• a telephone operator, etc.

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Collect Resource Materials

• Telephone Example
• Instructional Design Resource
• lots of paper both lined and unlined
• pencil, colored pencils, rulers and other art
  materials
• tracing plastic for tracing and reproducing
  pictures
• index card and bulletin board for storyboarding
• flowcharting template
• person who has designed instruction for computer
  presentation

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Collect Resource Materials

• Telephone Example
• Delivery System Resource
• book on programming with an authoring system
• a PC
• a book on operating a PC
• a friend who has used a PC with an authoring
  system

20
Learn the Content

• Definition and Issues
• should facilitate thorough comprehension by the
  student.
• emphasis on the content learning structure
  rather than the details
• different subject areas have different kinds of
  structure

21
Learn the Content

• Definition and Issues
• 5 types of learning domain
• information
• intellectual skills
• motor skills
• attitudes
• cognitive strategies

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Generate Ideas

• Definition and Issues
• brainstorming
• is the process in which a number of people work
  as a group to rapidly produce as many ideas as
  possible in a non-evaluative way.
• for many people to generate as many ideas as
  possible about instructional content and
  methodology

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Generate Ideas

• Procedure
• there should be 2 brainstorming sessions
• generate ideas about what information to teach,
  using previously defined goals and subject matter
• generate ideas about how to teach the
  information using the list of instructional
  methodologies and their respective instructional
  factors