COMPUTER MANAGED INSTRUCTION

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COMPUTER MANAGED INSTRUCTION

• A Brief Tour

2
OUTLINE

• The definition of CMI
• Brief history of CMI
• Function of CMI
• Why CMI?
• Theoretical perspectives on CMI

3
DEFINITIONS

• Definition I
• A system which can provide administrative support
  to instructors for managing instructional
  materials and activities.
• Definition II
• The use of computers and software to manage the
  instructional process.
• Definition III
• CMI is the answer to educations difficulties
  with individualisation.

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DEFINITIONS

• Definition IV (Radley, 1986)
• Computer should be used for enabling teachers to
  manage a learning environment in which learning
  is tailored to fit each students needs and
  progress is based upon prescribed levels of
  achievement.
• Definition V
• The computer performs various management
  functions, such as testing, record keeping,
  prescribing, and reporting

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WHY CMI?

• CMI implementation can reduce instructor work
  loads by automating tedious and routine functions
  such as grading, scheduling, and keeping track of
  resources.
• CMI can be introduced in phases and adapted to
  meet the needs and concerns of any particular
  instructor or group of instructors.
• CMI can be done with just one computer.
• CMI provides an excellent way to organize and
  integrate both CBI and traditional (off-line)
  instructional materials.
• CMI helps instructors and curriculum planners
  determine curriculum needs.
• CMI may be used for either individualized or
  group instruction.
• CMI provides a basis for evaluation of both
  students and instruction.
• CMI can solve some problems posed by incompatible
  software and hardware.

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FUNCTIONS of CMI

• CMI implementation can reduce instructor work
  loads by automating tedious and routine functions
  such as grading, scheduling, and keeping track of
  resources.
• CMI can be introduced in phases and adapted to
  meet the needs and concerns of any particular
  instructor or group of instructors.
• CMI can be done with just one computer.
• CMI provides an excellent way to organize and
  integrate both CBI and traditional (off-line)
  instructional materials.
• CMI helps instructors and curriculum planners
  determine curriculum needs.
• CMI may be used for either individualized or
  group instruction.
• CMI provides a basis for evaluation of both
  students and instruction.
• CMI can solve some problems posed by incompatible
  software and hardware.

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HOW IS CMI USED?

• Tracking student performance over a period of
  time
• Providing information concerning performance
  trends
• Recording individual and group performance data
• Scheduling training
• Providing support for other training management
  functions

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How CMI IS Used?

• Input and storage of student data
  (primarily test scores and activities completed)
• Input and storage of curricular data
  (generally objectives, test items linked to
  objectives, and instructional materials or
  activities linked to objectives)
• Retrieval and analysis of the data
  relating student scores and activity to the
  curriculum data
• Generation of various reports showing
  individual or group progress and current status

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THEORETICAL PERSPECTIVES

• Implication of operant learning principles for
  CMI instructor role
• The materials should be designed to present the
  subject matter in small bits or steps to the
  student.
• The materials should require the student to
  actively respond to the subject matter by
  constructing or selecting answers to questions
  over each step.
• The student should receive immediate feedback (or
  reinforcement) in the form of information about
  the quality of this response.
• The student should continue at his/her own rate
  or pace through the instruction program

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THEORETICAL PERSPECTIVES

• The extended of operant learning principles for
  CMI instructor role (Keller, 1966, 1968)
• Telling the student what they are expected to
  learn by a statement of course and unit
  objectives.
• Requiring restudy and repeated testing until the
  student achieve unit mastery.
• Criterion-referenced evaluation of
  accomplishments.
• Using student proctors as tutor to enhance the
  personal-social aspects of education.
• Using lectures and demonstrations as vehicles of
  motivation rather than as sources of critical
  information

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THEORETICAL PERSPECTIVES

• The functions of the CMI instructors role from
  operant learning perspectives
• Decision-making about appropriate instructional
  activities and reinforcement contingence.
• Monitoring students performance and progress,
  supplying appropriate individual performance
  feedback.
• Engaging in individual student tutoring and
  guidance when learning problem arise
• Advising students about subject-matter related
  sources of information not available in the
  curriculum, in both individual and group sessions

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THEORETICAL PERSPECTIVES

• The functions of the CMI instructors role from
  operant learning perspectives
• Counselling and advising students about
  appropriate strategies for attending to new
  information and for constructing meaning from it.
• Diagnosing internal sources of students learning
  problems, including their use of appropriate
  cognitive process, learning strategies,
  motivational process, and self-statement.
• Decision-making about appropriate remediation
  activities, strategies, and resources that are
  matched to students learning needs.
• Modelling the practical use of new information
  and skills and the concept of personal
  responsibility through individual and group
  tutorial sessions.
• Modifying, as necessary, students inappropriate
  attributions and perceptions about locus of
  responsibility for learning.

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Theoretical perspectives on CMI

• Students role in CMI
• Students are expected to be attentive and
  motivated.
• Students are expected to make learning meaningful
  by the appropriate use of learning strategies and
  skills.
• Students are expected to practice personal
  responsibility skills required for self-initiated
  learning, self-directed learning and self-paced
  learning.
• Students are expected to interact effectively
  with both their peers and their instructors.

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ACKNOWLEDGEMENT

• Some Content in this presentation is extracted
  from a PPP by Dr. Jian-hua Zhao The University of
  South China Normal School of Information
  Technology in Education on 12 March 2008