Objectives
Part I
What is a CBT
Part II Integration of ISD & CBT
Instructional Systems Development (ISD)
Computer-Based Training (CBT)
Part III Information Design & Instructional Design
Part IV Content Mapping and Flow Charting
Computer-Based Training (CBT)
Computer-based Training (CBT) is the interactive use of computers specifically to deliver educational learning/training experiences
individualized instructive combines graphics, sound, color, animation and text generic or custom software on a CD that runs on a personal
computerlessons are 100% self-paced, as in reading books
CBT “Labels”
Other ways to “label” CBT – (these reflect the emphasis -. they all refer to Computer Based Training.)
Technology Based Learning (TBL)Computer Based Training (CBT)Computer Based Education (CBE)Computer Based Learning (CBL)Computer Based Instruction (CBI)Technology Based Training (TBT)
CBT Authoring Tools
IconAuthor
Click 2LearnToolbook
Macromedia Authorware
HyperCard
PowerPoint
others….
What Makes a Good CBT?
Quality CBTs
CBTs vary significantly in quality of content and delivery.
a well-designed CBT provides excellent instruction that is well paced and interesting
a poorly designed CBT is little more than a document or book that was converted to deliver online
Quality (cont’d)
Technology by itself does not improve instruction, it is merely another means of delivering good instruction.
It is just as difficult to develop a CBT course as it is to develop that same course in any other form of instruction.
The amount of effort and skills devoted to developing a course of instruction, whether CBT or any other form, generally determines the educational quality of that instruction.
CBT Elements
Management (presentation) frames– Not for teaching - orientation - title/menu
Dialogue frames– instructional modules, formative and summative tests
Interactive Engage learner
Criterion frames– Give uses access to material related to missed questions– Gives progress
In Advanced Systems:Record management systemStudent management systemContent management system
Why/Why Not CBT?
Advantages of CBT Delivery
Interactivity and learner control, including feedback to learner
Permits individualized, self-paced, consistent instruction.
Time and location independent
Able to incorporate self-assessment and remediation as required
Can be used with other media and methods in training and education
Frees lecturer time from routine tasks
Most suitable to present visual phenomenon, information that is hard to describe, complex systems or models, or where the objective is structured teaching of a particular skill
Disadvantages of CBT
High initial development costs
Distribution costs (CD-ROM)
Updating issues
Hardware/software requirements for end-user
Costs
Developmental costs @ $200 to $5000/hr of instruction.
Project team time including author, instructional designer, programmer, graphic designer.
Authoring software upwards to $20,000 and beyond
Development hardware
Instructional Design Models
General Instructional Design Phases - ADDIE Model
Dick and Carey Design Model (1990) Hannafin and Peck Design Model Knirk and Gustafson Design Model Jerrold Kemp Design Model (1985) Gerlach and Ely Design Model (1989) Rapid Prototyping Design Model (1990)
Instructional Design Models (Cont.)
Instructional Models can be classified according to Expertise Level: Novice vs. Expert Instructional Orientation: Descriptive vs. Prescriptive Knowledge Structure: Procedural or Declarative
Instruction Context: K – 12, Higher Education, Business Training,
and Government Training Purposes and Uses: Small Scale (unit, module,
lesson) vs. Large Scale (course, institution) Theoretical Basis: Learning Theory, General Systems
Theory, Analysis Functions
CBT/WBT Authoring Processes
ISD Applied to CBT/WBT
Planning Planning ProductionProduction Packaging/Distrib.Packaging/Distrib.
Analysis/Design Development Implementation Evaluation
CBT Information Design
Information Design Language and Grammar Content and message design Help and Supportive Materials
CBT Instructional Design
Instructional Design
• Context, Audience and Content Analysis
• Instructional scope, goals, strategies and events
• Evaluation and Feedback
CBT/WBT Instructional Analysis & Design
ConductInstructional Analysis
ConductInstructional Analysis
IdentifyInstructional Events
IdentifyInstructional Events
Flowchart Events
Flowchart Events
Storyboard Events/Program
Storyboard Events/Program
• Context and Audience Analysis
• Content Analysis
• Learning Map/ Concept Map
• Instructional Goals & Learning Objectives
• Instructional Strategies
• Develop and Sequence Instructional Events - Flowchart
CBT/WBT Instructional Analysis & Design (Cont.)
ConductInstructional Analysis
ConductInstructional Analysis
Content Analysis
• Hierarchical Analysis
• Procedural Analysis
• Cluster Analysis
Learning Map or Concept Map
1a 1b 1c
1
2a 2b
2
Instructional Goals
IdentifyInstructional Event
IdentifyInstructional Event
Instructional Goals for CBT/WBT
Teaching Styles, Learning Styles and Instructional Goals
Instructional Goals for CBT/WBT
Teaching Styles, Learning Styles and Instructional Goals
Instructional Goals for CBT/WBT (Cont.)
Instructional Goals________________________________
Terminal Objectives
Enabling Objectives ________________________________
1a 1b 1c
1
2a 2b
2
Performance Objectives
Learning Map
Knowledge & Skills
Instructional Strategies for CBT/WBT
Instructional Strategies
Descriptions Strengths
Tutorial Information dissemination Instructor/computer led Continual feedback Minimal practice
Skill modeling Structured/guided learning
Drills Not intended to teach Formative & summative evaluation
Opportunity for practices
Tests Computer administrated test Criteria-reference/ norm-references
Learner controls progress Ongoing progress tracking & feedback
Simulations Teach about -- physical/process Teach how to do – procedural/ situational
Limitation/ speculation of phenomenon Mimicking reality Highly interactive
Games Similar to simulations, but may not mimic reality May use fantasy Secured safety
Teaches rules Provide challenges and experiences in a competitive environments
Sequence Instructional Events
Sequence Instructional Events Enhance learning by arranging instructional
events to facilitate understanding and transfer of skills or knowledge.
Strategies Logical order Prerequisite order By content organization
Gagne’s Instructional Theory
Three major elements of Robert Gagne's instructional theory
Based on a taxonomy of learning outcomes. Stressed on conditions necessary for achieving
learning outcomes. Utilization of nine events of instruction as guiding
principles for developing and delivering instruction.
Gagne’s Instructional Theory (Cont.)
Robert Gagne's Nine Events of Instruction
1. Gaining attention
2. Informing learner of objective
3. Stimulating recall
4. Presenting stimulus
5. Guiding learning
6. Eliciting performance
7. Providing feedback
8. Enhancing retention
9. Promoting transfer