evaluation of computer-based instruction
DESCRIPTION
Evaluation of Computer-Based InstructionTRANSCRIPT
![Page 1: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/1.jpg)
TECH4102Evaluation in Educational Technology
Evaluation of Computer-Based Evaluation of Computer-Based InstructionInstruction
Dr. Alaa SadikDepartment of Instructional & Learning Technologies
![Page 2: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/2.jpg)
Dimensions of Evaluation in Computer-Based Instruction
Pedagogical DimensionPedagogical Dimension Technical DimensionTechnical Dimension
Evaluation of CBI
![Page 3: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/3.jpg)
Evaluation of Computer-Based Instruction
Pedagogical aspects
goal; underlying psychology; learning strategy; accuracy of content; student role; teacher role; flexibility of integration; motivation and reinforcement; meeting individual differences; interactivity; assessment; cultural sensitivity.
Technical aspects
navigation; standardization; accessibility; user-friendliness; presentation; documentation; performance; costs.
![Page 4: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/4.jpg)
Perspectives on Teaching and Learning with Computers
1. Learning theories
Behaviorism Constructivism
![Page 5: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/5.jpg)
Perspectives on Teaching and Learning with Computers
Behaviorism: Assumptions
1. A teacher-directed approach (controlled by the designer).
2. Learning is manipulated by the teacher (the courseware).
3. Learning is described as a stimulus and response relationship.
4. Students learn new concepts via the observation of the teacher (courseware) and content.
![Page 6: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/6.jpg)
Perspectives on Teaching and Learning with Computers
Behaviorism: Assumptions
6. Learning content is provided in small chunks.7. Learning content is provided in linear sequence.8. The student can’t study a new topic before achieving the
prior topic.9. Learning processes can be studied most objectively
when the focus of study is on stimulus and responses.10. Learning involves a behavior change.
![Page 7: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/7.jpg)
Perspectives on Teaching and Learning with Computers
Behaviorism: Elements of a good courseware
1. Gaining attention2. Informing learner of the objective3. Recall of prerequisite learning4. Presenting the stimulus material5. Providing learning guidance6. Electing the performance7. Providing feedback8. Assessing the performance9. Enhancing retention and transfer
![Page 8: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/8.jpg)
Perspectives on Teaching and Learning with Computers
Behaviorism: Example of software- Drill and practice software- Tutorialse.g.,
Math Blaster, Math Munchers Deluxe Word Munchers Early Music SkillsOrganic Chemistry
![Page 9: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/9.jpg)
Perspectives on Teaching and Learning with Computers
Constructivism: Assumptions
1. Learning is an active and individualized process.2. The learner must construct new knowledge based on
his/her own individualized experience (learner background).
3. The student is the producer of information rather than the consumer.
4. The teacher is a member of learning community rather than the only source of information (facilitator).
5. Learning emphasizes the application of knowledge in real life situations.
![Page 10: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/10.jpg)
Perspectives on Teaching and Learning with Computers
Constructivism: Assumptions
6. Teaching must fosters critical thinking and creates active and motivated learners.
7. Learning is a cooperative process constructed within the social context of the classroom.
8. Assessment is a continuous and interactive process that measures the achievement of the learner and the quality of the learning experience.
![Page 11: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/11.jpg)
Perspectives on Teaching and Learning with Computers
2. Cooperative learningWays of learning: Individual (alone) Competitive (against each other) Cooperative (together)
![Page 12: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/12.jpg)
Perspectives on Teaching and Learning with Computers
2. Cooperative learningIs a productive strategy that uses small teams of students through which they work together to develop communication skills, higher-order thinking skills, and social awareness, and maximize learning.
The computer is a powerful tool for facilitating cooperation can serve an important role in cooperative learning environments.
Suitable for computer-poor schools
![Page 13: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/13.jpg)
Perspectives on Teaching and Learning with Computers
3. Types of intelligence
Professor Howard Gardner
![Page 14: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/14.jpg)
Perspectives on Teaching and Learning with Computers
3. Types of intelligence1. Linguistic enjoy writing, reading, telling stories or doing crossword puzzles.2. Logical-Mathematical interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments.3. Bodily-Kinesthetic process knowledge through bodily sensations, often athletic, dancers or good at crafts such as sewing or woodworking.4. Spatial think in images and pictures, fascinated with mazes or puzzles, or spend free time drawing, building with Leggos.
![Page 15: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/15.jpg)
Perspectives on Teaching and Learning with Computers
3. Types of intelligence5. Musical always singing or drumming to themselves. They are usually quite aware of sounds others may miss. 6. Interpersonal leaders among their peers, good at communicating and who seem to understand others' feelings and motives possess interpersonal intelligence. 7. Intrapersonal shy, aware of their own feelings and are self-motivated.
![Page 16: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/16.jpg)
Perspectives on Teaching and Learning with Computers
3. Types of intelligence Using Technology to Teach to the Multiple IntelligencesExample: Linguistic IntelligenceThese kids are most likely to use word processing programs on the computer than anything else. They will know how to manipulate the text, do crazy things like create columns and outlines that actually work and look good.
![Page 17: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/17.jpg)
Perspectives on Teaching and Learning with Computers
4. PerceptionPerception is the process of acquiring, interpreting, selecting and organizing sensory information.
e.g., visual perception, auditory perception
![Page 18: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/18.jpg)
Perspectives on Teaching and Learning with Computers
4. Perception
Because perceptions are organized into understandings:
The quality of the visual and aural stimuli embodied in software is very important.
Software design must limit distraction and guide the learner’s attention to the essential information.
![Page 19: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/19.jpg)
Perspectives on Teaching and Learning with Computers
5. Assessment
All those activities undertaken by teachers and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.
Learners learn best when they ... are given feedback are given advice are fully involved
![Page 20: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/20.jpg)
Perspectives on Teaching and Learning with Computers
5. AssessmentAssessment should be performance-based (authentic)Authentic assessment refers to assessment tasks that resemble real-world situations promote higher-order thinking solve problems
![Page 21: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/21.jpg)
Workshop
Applications (Workshops: week 7: Tuesday):
1. Suggest items that best describe the pedagogical and technical dimensions and their aspects of evaluation.
2. Design an instrument (questionnaire, checklist, interview, observation…) to evaluate these dimensions and aspects.
3. Apply the above instrument to evaluate a computer-based learning environment/courseware.
![Page 22: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/22.jpg)
Workshop
ExamplesAccuracy
Error-free information. Updated information. Objective, balanced presentation of information. Bias-free viewpoints and images. Balanced representations of cultural, ethnic, and racial
groups. Correct use of grammar, spelling, and sentence
structure.
![Page 23: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/23.jpg)
Workshop
Examples Navigation
Rapid retrieval of information and screen transitions. Intuitive icons, menus, and directional symbols that
foster independent use. Controllable pace, including options for stop/pause/exit Controllable elements.
![Page 24: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/24.jpg)
Workshop
ExamplesPresentation
Information presented in a manner to stimulate imagination.
Use of appropriate and supportive feedback. Options for help, tutorial segments. Captions, labels, or legends for visuals. Legible text and print size that is appropriate for the
intended audience.
![Page 25: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/25.jpg)
Workshop
ExamplesTeacher's Guide
Description of target audience. Summary of the contents of the application. Instructional and/or behavioral objectives. Suggestions for classroom use, lesson plans, related
activities.Support materials for student use, such as camera-
ready worksheets and activity pages.
![Page 26: Evaluation of Computer-Based Instruction](https://reader036.vdocument.in/reader036/viewer/2022081412/5405e1088d7f729b768b507b/html5/thumbnails/26.jpg)
Workshop
Applications
1. Suggest items that best describe the pedagogical and technical dimensions and their aspects of evaluation.
2. Design a strategy (questionnaire, checklist, interview, observation, class assessment, portfolio, logs…) to evaluate these dimensions and aspects.
3. Apply the above strategy to evaluate a computer-based learning environment/courseware.