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Introduction to Educational Introduction to Educational SoftwareSoftware

C. Candace ChouC. Candace ChouUniversity of St. ThomasUniversity of St. Thomas

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Drill and PracticeDrill and Practice Programs present materials to be learned Programs present materials to be learned

through repetitionthrough repetition The cycle:The cycle:

– An item is selected.An item is selected.– The item is displayed.The item is displayed.– The learner responds.The learner responds.– The program judges the response.The program judges the response.– The learner receives feedback about the response.The learner receives feedback about the response.

Examples:Examples:– Flashcard Queuing, games, vocabulary exercises, Flashcard Queuing, games, vocabulary exercises,

etc.etc.

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Advantages and disadvantages Advantages and disadvantages of Drill and Practiceof Drill and Practice

AdvantagesAdvantages– Competition (against other learners, the computer, Competition (against other learners, the computer,

oneself, the clock)oneself, the clock)– Cooperative learning (team effort)Cooperative learning (team effort)– Multiple modes and display varietyMultiple modes and display variety– Goal setting and scoringGoal setting and scoring– Reinforcement of basic skillsReinforcement of basic skills– Immediate feedbackImmediate feedback

DisadvantagesDisadvantages– Drill and kill (from overuse)Drill and kill (from overuse)

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TutorialsTutorials Tutorials present materials that has been Tutorials present materials that has been

previously taught or present new materials previously taught or present new materials learned in an individual setting.learned in an individual setting.

Difference between tutorials and drillsDifference between tutorials and drills– Tutorials offer more than questions and feedback.Tutorials offer more than questions and feedback.– In tutorials, learners gain new concept in similar In tutorials, learners gain new concept in similar

fashion of learning from a teacherfashion of learning from a teacher TypesTypes

– Linear tutorials provide the same instructional Linear tutorials provide the same instructional sequence of explanation, practice, and feedback sequence of explanation, practice, and feedback to all learners regardless individual differences.to all learners regardless individual differences.

– Branching tutorials direct students to certain Branching tutorials direct students to certain lesson or parts of a lesson according to students lesson or parts of a lesson according to students responses to pretests or posttests.responses to pretests or posttests.

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Advantages and Disadvantages Advantages and Disadvantages of Tutorialsof Tutorials

AdvantagesAdvantages– Provide learner controlProvide learner control– Motivation (alternative learning strategies)Motivation (alternative learning strategies)– Self-paced reviews of instructionSelf-paced reviews of instruction– Instruction when teachers are unavailableInstruction when teachers are unavailable

DisadvantagesDisadvantages– Difficult to designDifficult to design– Expensive to developExpensive to develop– Unavailable in many topic areasUnavailable in many topic areas

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SimulationsSimulations Simulation is a computerized model of a real Simulation is a computerized model of a real

or imagined system designed to teach how a or imagined system designed to teach how a system workssystem works

Difference from other programsDifference from other programs– Learners must create their own sequence Learners must create their own sequence

(including learning tasks and order ) for using (including learning tasks and order ) for using simulationssimulations

TypesTypes– Those that teach about something (Physical & Those that teach about something (Physical &

Iterative)Iterative)– Those that teach how to do something (Procedural Those that teach how to do something (Procedural

& Situational)& Situational)– (Roblyer, 2002)(Roblyer, 2002)

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Advantages and Disadvantages Advantages and Disadvantages of Simulationsof Simulations

AdvantagesAdvantages– MotivationMotivation– Transfer of learningTransfer of learning– EfficiencyEfficiency– FlexibilityFlexibility

DisadvantagesDisadvantages– Concerns over accuracyConcerns over accuracy

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Instructional GamesInstructional Games Instructional games are courseware whose function Instructional games are courseware whose function

is to increase motivation by adding game rules to is to increase motivation by adding game rules to leaning activities.leaning activities.

TypesTypes– Adventure and role-playing gamesAdventure and role-playing games– Business gamesBusiness games– Board gamesBoard games– Combat gamesCombat games– Logic games and puzzlesLogic games and puzzles– Word gamesWord games

Characteristics: goals, rules, fantasy, challenge, Characteristics: goals, rules, fantasy, challenge, fantasy, safety fantasy, safety

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Issues in Instructional GamesIssues in Instructional Games Conflict between educational goals and Conflict between educational goals and

the characteristics of gamesthe characteristics of games Efficiency of learning in gamesEfficiency of learning in games Disagreement about whether games are Disagreement about whether games are

intrinsic or extrinsic motivatorsintrinsic or extrinsic motivators Educator’s negative beliefs about Educator’s negative beliefs about

gamesgames

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Evaluation Guidelines for Evaluation Guidelines for Educational Software IEducational Software I

1. Documentation1. Documentation– Is the manual included?Is the manual included?– Are the instructions clear and easy to Are the instructions clear and easy to

read?read?– Are goals and objectives clearly stated?Are goals and objectives clearly stated?– Are suggested lesson plans or activities Are suggested lesson plans or activities

included?included?– Are other resource materials included?Are other resource materials included?

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Evaluation Guidelines for Evaluation Guidelines for Educational Software IIEducational Software II

2. Ease of Use2. Ease of Use– Is minimum knowledge needed to run the Is minimum knowledge needed to run the

program?program?– Are potential errors trapped?Are potential errors trapped?– Is text easily readable on the monitor Is text easily readable on the monitor

screen?screen?– Can the user skip on-screen direction?Can the user skip on-screen direction?– Can the student use the program without Can the student use the program without

teacher intervention?teacher intervention?

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Evaluation Guidelines for Evaluation Guidelines for Educational Software IIIEducational Software III

3. Content3. Content– Is the content appropriate to the curriculum?Is the content appropriate to the curriculum?– Is the content accurate?Is the content accurate?– Is the content free of age, gender, and ethnic bias Is the content free of age, gender, and ethnic bias

or discrimination?or discrimination?– Is the presentation of the information interesting Is the presentation of the information interesting

and does it encourage a high degree of student and does it encourage a high degree of student involvement?involvement?

– Is the content free of grammar and punctuation Is the content free of grammar and punctuation error?error?

– In a simulation, is the content realistic?In a simulation, is the content realistic?

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Evaluation Guidelines for Evaluation Guidelines for Educational Software VIEducational Software VI

4. Performance4. Performance– Does the program reach its stated goal?Does the program reach its stated goal?– Is the goal worthwhile?Is the goal worthwhile?– Does the program follow sound educational Does the program follow sound educational

techniques?techniques?– Does the program make proper and effective use Does the program make proper and effective use

of graphics and sound?of graphics and sound?– Does the program present appropriate Does the program present appropriate

reinforcement for correct replies?reinforcement for correct replies?– Does the program handle incorrect responses Does the program handle incorrect responses

appropriately?appropriately?

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Evaluation Guidelines for Evaluation Guidelines for Educational Software VEducational Software V

5. Versatility5. Versatility– Can the program be used in a variety of ways?Can the program be used in a variety of ways?– Can the user control the rate of presentations?Can the user control the rate of presentations?– Can the user control the sequence of the lesson?Can the user control the sequence of the lesson?– Can the user control the level of difficulty?Can the user control the level of difficulty?– Can the user review previous information?Can the user review previous information?– Can the user enter and exit at various points?Can the user enter and exit at various points?– In a tutorial, is the user tested and placed at the In a tutorial, is the user tested and placed at the

proper entry level?proper entry level?– In a simulation, can the instructor change random In a simulation, can the instructor change random

and control factors?and control factors?

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Evaluation Guidelines for Evaluation Guidelines for Educational Software VIEducational Software VI

6. Data Collection6. Data Collection– Is the program’s data collection and management Is the program’s data collection and management

system easy to use?system easy to use?– Can student data be summarized in tables and Can student data be summarized in tables and

charts?charts?– Is the student’s privacy and data security ensured?Is the student’s privacy and data security ensured?– (from Forcier and Descy, 2002)(from Forcier and Descy, 2002)

7. Technical requirements7. Technical requirements– Are the required platform, operating system, Are the required platform, operating system,

peripherals (mic, headphones, printer, Internet) peripherals (mic, headphones, printer, Internet) specified?specified?

– Are the text, graphic, video and audio Are the text, graphic, video and audio presentations clear?presentations clear?

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Seven Steps to Software Seven Steps to Software SelectionSelection

1.1. Analyze needsAnalyze needs2.2. Specify requirementsSpecify requirements3.3. Identify promising softwareIdentify promising software4.4. Read relevant reviewsRead relevant reviews5.5. Preview softwarePreview software6.6. Make recommendationsMake recommendations7.7. Get post-use feedbackGet post-use feedback8.8. (from Komoski, 1995)(from Komoski, 1995)

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Software Evaluation ProcedureSoftware Evaluation Procedure

1.1. Identify needsIdentify needs2.2. Locate titlesLocate titles3.3. Complete hands-on reviewsComplete hands-on reviews4.4. Collect student reviewsCollect student reviews5.5. (from Roblyer, 2002)(from Roblyer, 2002)

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Overview of a Model for Design Overview of a Model for Design and Development Iand Development I

Development MethodologyDevelopment Methodology Pre-productionPre-production

– Create storyboards with review cycles to Create storyboards with review cycles to establish adherence to technical and establish adherence to technical and instructional standardsinstructional standards

ProductionProduction– Create and assemble media elements Create and assemble media elements

according to the storyboards and course-according to the storyboards and course-development standardsdevelopment standards

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Design and Development IIDesign and Development II Post-production and quality reviewPost-production and quality review

– Perform technical reviews, debug, and test Perform technical reviews, debug, and test the programmed lessons for a adherence the programmed lessons for a adherence to the storyboards and programming to the storyboards and programming standards.standards.

Delivery or implementationDelivery or implementation

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Design and DevelopmentDesign and Development Phase 1 - PlanningPhase 1 - Planning

– Define the scopeDefine the scope– Identify learner characteristicsIdentify learner characteristics– Establish the constraintsEstablish the constraints– Cost the projectCost the project– Produce a planning documentProduce a planning document– Produce a style manualProduce a style manual– Determine and collect resourcesDetermine and collect resources– Conduct initial brainstormingConduct initial brainstorming– Define the look and feelDefine the look and feel– Obtain client sign-offObtain client sign-off

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Design and Development Design and Development Phase II - DesignPhase II - Design

– Develop initial content ideasDevelop initial content ideas– Conduct task and concept analysisConduct task and concept analysis– Do a preliminary program descriptionDo a preliminary program description– Prepare a prototypePrepare a prototype– Create flowcharts and storyboardsCreate flowcharts and storyboards– Prepare scriptsPrepare scripts– Obtain client sign-offObtain client sign-off

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Design and Development Design and Development Phase III - DevelopmentPhase III - Development

– Prepare the textPrepare the text– Write program codeWrite program code– Create the graphicsCreate the graphics– Produce audio and videoProduce audio and video– Assemble the piecesAssemble the pieces– Prepare support materialsPrepare support materials– Do an alpha test (done by the design/develop team)Do an alpha test (done by the design/develop team)– Make revisionsMake revisions– Do a beta test (by the client)Do a beta test (by the client)– Make final revisionsMake final revisions– Validate the program (from Allessi & Trollip, 2001)Validate the program (from Allessi & Trollip, 2001)

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ReferencesReferences Alessi & Trollip, (2001). Multimedia for Alessi & Trollip, (2001). Multimedia for

LearningLearning Forcier & Descy (2002). The computer as an Forcier & Descy (2002). The computer as an

Educational Tool: Productivity and Problem Educational Tool: Productivity and Problem SolvingSolving

Golebiewski, M. Evaluating SoftwareGolebiewski, M. Evaluating Software Komoski (1995). Seven steps to responsible Komoski (1995). Seven steps to responsible

software selection.software selection. Roblyer (2002), Integrating Educational Roblyer (2002), Integrating Educational

Technology into TeachingTechnology into Teaching