Types of Computer Use in T & L

• CBI
• CAI
• CMI
• WBI
• CBL
• CBT
Types of application for T & L
• Tutor
• Tool
• Tutee - Taylor (1980)
Software categories
• Word processing
• Spreadsheet
• Database
• Desktop publishing
• Graphics
– Graphic manipulation
– Charting
– Drawing/painting
• Statistical analysis
• Desktop presentation
• Multimedia authoring
• Web design and development
• CBI – developed and used in situations where the
computer is likely to be beneficial
– Cost of instruction by other methods is very high (military
training)
– Safety is a concern (chemistry labs)
– The material is hard to teach by other methods (graphing in
calculus)
– Extensive individual student practice is needed (foreign language
class)
– Students motivation is typically lacking (ancient world history)
– Logistic difficulties with traditional instruction (science
experiment that takes a long time)
– Alessi & Trollip (1991)
4 main activities for effective instruction (Alessi &
Trollip, 1991)

• Information is delivered or skills

are modelled
• Students are given guidance to
use the information in early
stages
• Students are given the
opportunity to practice for
retention and fluency
• Students are evaluated
Computer-based Instruction
programs
• Drill and practice
• Tutorials
• Simulations
• Games
• Test
Drill and practice
• Used for students to memorise
appropriate responses to certain
stimulus
• Eg.mathematical facts, word
spelling, shapes and colours
Features
• Practice or exercises that is done
at high frequency and repeatedly
• Related to “rote-memory”
learning
• Fulfill the 3rd activity
Drill and practice

Introductory Question and

Select item
section Response

Closing Feedback Judge Response

Tutorial

• To present new information

• Teaching a new concept such as
herbivor
– Provide definition
– Provide examples and non-
examples
– Assess understanding through
pictures or definition
Features
• Fulfill first 2 activities
• Does not involve long and
continuous practice and
evaluation
• Suitable for learning facts, rules
and principles, concepts and
problem solving strategies
(Gagne, Wager & Rojas, 1981)
Values

• Self-paced learning
• As an alternative learning
strategy
• Allows self-learning
Tutorial

Introductory Present Question and

section information Response

Feedback or
Closing Judge Response
Remediation
Simulation

• Imitate or replicate actual world

phenomena or reality
• Eg. Medical students learn to
operate on a frog, students watch
volcano erupting, pilots learn to
fly in flight simulator
Simulation (about)
• Type 1- Process
– Teaches about something
– Not very interactive
– Eg. (increase in population, egg
hatching)
– Can slow down or speed up
processes
• Type 2 - Physical
– An object/phenomena is presented
on the screen and students view
and learn about it
– Eg. (movements of glacier or
electricity on cables or light
through prism)
– The phenomena cannot be viewed
with human eyes
Simulation (how to)
• Type 1- Procedure
– Teaches the sequence of activities
in a procedure
– Eg. (experiment, medical
operation)
– There is more than one sequence
of activities
• Type 2 -Situation
– About human attitude and
behaviour in different situations
– Eg. (pilots in flight simulator,
police officers in training house)
– The participant has to make
decisions based on the changes in
the situation
Values

• Lower risks than actual

happenings
• Lower training cost
• Decrease negative effects
• Focus on specific aspects to be
trained which otherwise cannot
be done with the real world
• Experience that can be repeated
• Increase motivation level
• High transfer of learning – the
most effective
• Highly effective
• Conducive environment for
learning
Simulation

Introductory Present scenario

Action required
section

Closing System updates Student acts

Educational Games
• Similar to simulation
• Provide atmosphere that
facilitates learning or training of
skills
• Not necessarily imitate reality
• Pose interesting challenges
Features
• It has or provides the followings:
– specific objectives
– rules to follow
– sense of competition
– challenges to take up
– fantasy
– security measures
– fun
 Types of games
• Adventure
• Arcade
• Board
• Card or gambling
• Combat
• Logic
• Psychomotor
• Role play
• TV Quiz
• Word
• Problem-solving
Values
• It replaces practices
• Promotes cooperation and work
group
• As rewards
• Increase motivation level – very
effective
Games

Introductory
Present scenario Action required
section

Student acts
Closing System updates

Opponent reacts
Problem solving games
• Provides settings for students to
learn and improve problem
solving processes
• Either skill or subject-centred
Values
• Increase “self-confidence”
• Instill sense of “self-directed”
• Increase pool of knowledge and
skills in problem solving
• Increase pool of problem solving
strategies
• Enhance analysis and decision
making skills
• Build capacity to face and
manage changes
Freeware
• Copyrighted software given away for
free by the author. Although it is
available for free, the author retains
the copyright, which means that you
cannot do anything with it that is not
expressly allowed by the author.
Usually, the author allows people to
use the software, but not sell it.
Public-domain software
• Copyrighted software given away for
free by the author. Although it is
available for free, the author retains
the copyright, which means that you
cannot do anything with it that is not
expressly allowed by the author.
Usually, the author allows people to
use the software, but not sell it.