Difference between revisions of "Computer assisted instruction" - New World Encyclopedia

From New World Encyclopedia
(copied from Wikipedia)
 
(27 intermediate revisions by 8 users not shown)
Line 1: Line 1:
 
[[Category:Politics and social sciences]]
 
[[Category:Politics and social sciences]]
 
[[Category:Education]]
 
[[Category:Education]]
 +
{{Paid}}{{Approved}}{{Images OK}}{{Submitted}}{{Copyedited}}
  
−
==Computer Assisted Instruction==
+
'''Computer Assisted Instruction''' (CAI) refers to an [[education]]al system of instruction performed almost entirely by [[computer]]. The term, '''Computer Based Learning''' (CBL) refers to the use of computers as a key component of the educational environment. While CAI and CBL can refer to the use of computers in a classroom, they more broadly refer to a structured environment in which computers are used for teaching purposes. Computer programs allow students to work at their own pace along with direct and individualized feedback. Misconceptions can be corrected as they appear and the students' records and scores are made available to the instructor. The use of computers in the [[teaching]] and [[learning]] process is an important advance in making the highest quality of education universally available, and thus allowing each person to most fully develop their potential.
−
'''Computer Assisted Instruction''' (often abbreviated '''CAI''') refers to a system of educational instruction performed almost entirely by computer. Such systems typically incorporate functions such as:
 
  
 +
==Computerized Instruction==
 +
 +
'''Computer assisted instruction''' (CAI) includes a variety of [[computer]]-based packages that provide interactive instruction. Some are sophisticated and expensive commercial packages while other applications are simple solutions developed by individuals for a local situation. Since work done in one subject area is difficult to transfer to other subject areas, much time and money needs to be invested toward its development. However, once an application has been set up, the cost per additional student is relatively small. Since fewer face to face lectures and seminars are required, this also places fewer geographical and temporal constraints on staff and students.
 +
 +
Computer assisted instruction can be [[Internet]]-based or run on a personal computer from a CD or DVD. Presentations on computers are particularly suited to subjects that are visually intensive, detail oriented, and difficult to conceptualize. Upper level science courses can benefit the most using the "virtual" cases to illustrate the complex [[biochemistry|biochemical]] processes or microscopic images as well as reducing the need to use animal or human tissue. Since the 1970s, CAI packages have become more advanced, interactive, and attractive multimedia learning experiences.
 +
 +
Computer educational systems typically incorporate functions such as:
 
* Assessing student capabilities with a pre-test
 
* Assessing student capabilities with a pre-test
 
* Presenting educational materials in a navigable form
 
* Presenting educational materials in a navigable form
Line 10: Line 17:
 
* Providing game-based drills to increase learning enjoyment
 
* Providing game-based drills to increase learning enjoyment
 
* Assessing student progress with a post-test
 
* Assessing student progress with a post-test
−
* Routing students through a series of [[courseware]] instructional programs.
+
* Routing students through a series of courseware instructional programs.
 
* Recording student scores and progress for later inspection by a courseware instructor.
 
* Recording student scores and progress for later inspection by a courseware instructor.
  
−
The first general-purpose system for computer-assisted instruction was the [[PLATO System]] developed at The [[University of Illinois at Urbana-Champaign]].The Plato system evolved with the involvment of Control Data who created the first authoring software used to create learning content. The authoring software was called Plato.  The Science Research Council then wrote the first CAI system of Math for K-6.  Wicat Systems then created WISE as their authoring tool using Pascal and developed English and Math curriculum for K-6. The very first complete CAI classroom for K-6 students was set up at the Waterford Elementary School in Utah using the Wicat system.  The first public CAI classroom with its own layout and design was implemented with the Wicat System by Baal Systems (later known as Virtual Systems) in Singapore as a joint operation between Wicat and Baal. It is from this design  that all the  computer learning centers globally evolved.
+
With some systems, feedback can be geared towards a student's specific mistakes, or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. This kind of feedback is especially useful when [[language instruction|learning a language]], and numerous computer-assisted language learning (CALL) programs have been developed. A typical CALL program presents a stimulus to which the learner must respond. The stimulus may be presented in any combination of text, still images, sound, and motion video. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. The computer offers feedback, indicating whether the learner’s response is right or wrong and, in the more sophisticated programs, attempting to analyze the learner’s response and to pinpoint errors.
−
 
 
−
Some people have a conception or paradigm of educational technology that revolves around the use of CAI software products. While that model may have been accurate in the early days of classroom computing in the 1980s and 1990s, in the twenty-first century the advent of [[Social Software]] is revolutionizing the use of computer technology in classrooms.
 
−
 
 
−
 
 
−
==Computer Based Learning==
 
−
'''Computer Based Learning''', sometimes abbreviated '''CBL''', refers to the use of [[computers]] as a key component of the educational environment.  While this can refer to the use of computers in a [[classroom]], the term more broadly refers to a structured environment in which computers are used for teaching purposes.  The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).
 
  
−
===Debate===
+
The term, "Learning Design"<ref>[http://www.epiclearning.com/exchange/design.asp#lt E-Learning Strategies, Learning Theory, Instructional Design, Web Design], ''E-Learning Exchange/Design''. Retrieved December 8, 2006.</ref>, refers to the type of activity enabled by software such as the open-source system LAMS (Learning Activity Management System)<ref> [http://rds.yahoo.com/_ylt=A0SO5pzXBHpFKxkBHQm7lcYF;_ylu=X3oDMTE1aGsxdW9sBGNvbG8DZQRsA1dTMQRwb3MDMgRzZWMDc3IEdnRpZANTUE9UXzE-/SIG=11ln6681e/EXP=1165710935/**http%3a//www.lamsinternational.com/ Learning Activity Management System], ''LAMS Learning Activity Management System''. Retrieved December 7, 2006.</ref> which supports sequences of activities that can be both adaptive and collaborative. Computer-aided assessment (also but less commonly referred to as e-Assessment), ranges from automated multiple-choice tests to more sophisticated systems.
  
−
Since its inception, Computer Based Learning has been a subject of close scrutiny and debate, with myriad arguments being advanced both in support of and against CBL.
+
Communication technologies are generally categorized according to whether the activity is done at the same time as others online or not. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. Synchronous activities occur with all participants joining in at once, as with a chat session or a virtual classroom or meeting.
  
−
Among the arguments advanced by the proponents of CBL is its ability to provide quantifiable and instantaneous feedback for its users.  It also often allows for educators to measure progress in an environment that is often more structured than the typical classroom, limiting stress and allowing for a focus on non-technical elements of pedagogy.
+
==Development of Interactive Technology==
  
−
In particular, Computer Based Learning is often seen as the most efficient and effective manner in which to conduct [[distance education]], as a lesson plan can be created that allows people to study at their own pace, either via the Internet or software installed on individual computers at various sites.
+
Gradually, since the early 1970s, lecturers and teachers adopted computer assisted instruction for a range of [[teaching]] purposes. The challenge of CAI is to understand the strength of the media and how to utilize its advantages fully.
  
−
One strain of thought advanced by some advocates of Computer Based Learning suggests that the best use of CBL is alongside a more traditional [[curriculum]], playing a supplementary role, facilitating interest in a topic while developing the technical and informational skills CBL promotes. Companies now providing CBL products, including Blackboard and iLearn, have often taken this approach in creating and promoting their services.
+
The first general-purpose system for computer-assisted instruction was the PLATO System<ref> Plato, ''PLATO: The Emergence of Online Community''.</ref> developed at The University of Illinois at Urbana-Champaign. The PLATO system evolved with the involvement of Control Data who created the first authoring software used to create learning content. The Science Research Council wrote the first CAI system of Math for K-6. Wicat Systems then created WISE as their authoring tool using Pascal, and developed English and Math curricula for K-6. The very first complete CAI classroom for K-6 students was set up at the Waterford Elementary School in Utah using the Wicat system. The first public CAI classroom with its own layout and design was implemented with the Wicat System by Baal Systems (later known as Virtual Systems) in [[Singapore]] as a joint operation between Wicat and Baal. It is from this design that all the computer learning centers have evolved.  
  
−
Those skeptical of the value of CBL have often argued that it can only teach to its programmatic limitations; that it is not as good as having a human teacher because it can only answer questions which have been programmed into it. 
+
As rapidly as [[technology]] changes and software advances, there are some design principles that remain constant:<ref>Allison Druin, and Cynthia Solomon, ''Designing Multimedia Environments for Children'', (John Wiley & Sons, March 1996 ISBN 0471116882).</ref>
−
 
+
* Interdisciplinary Teams
−
In addition, critics such as [[Neil Postman]] have argued that a curriculum with a computer at its core teaches a "[[technocracy|technocratic]]" belief system, making all education into an uncritical type of vocational training.  Rather than developing the more generalizable skills of reading, writing, and critical inquiry, the prominent use of computers in the classroom teaches how to manipulate the technology to elicit the desired response in a noncollaborative, nonrational manner. In contrast, CBL advocates such as [[Jonathan Bishop]] believe that the use of computers in education can lead to social justice[http://www.jonathanbishop.com/Weblog/Display.aspx?Item=89] and can be successful when [[weblog]]s are used as reflective learning logs[http://www.jonathanbishop.com/Weblog/Display.aspx?Item=99].
+
* Importance of Content
 +
* Quality Production Values
 +
* Choosing and Understanding an Educational Approach
  
 
==E-learning==
 
==E-learning==
−
{{tone}}
+
'''E-learning''' is an all-encompassing term generally used to refer to computer-enhanced learning, although it is often extended to include the use of mobile technologies such as PDAs (personal data assistant) and MP3 (digital audio) players. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs or web sites, discussion boards, collaborative software, e-mail, blogs, wikis, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used.
−
{{unsourced}}
 
−
 
 
−
'''E-learning''' is an all-encompassing term generally used to refer to computer-enhanced learning, although it is often extended to include the use of mobile technologies such as [[PDA]]s and MP3 players. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs or web sites, discussion boards, [[collaborative software]], e-mail, blogs, wikis, computer aided assessment, [[educational animation]], simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used.
 
−
 
 
−
Along with the terms ''learning technology'' and [[Educational Technology]], the term is generally used to refer to the use of technology in learning in a much broader sense than the [[computer-based training]] or ''Computer Aided Instruction'' of the 1980s. It is also broader than the terms [[Online Learning]] or ''Online Education'' which generally refer to purely web-based learning. In cases where mobile technologies are used, the term [[M-learning]] has become more common.
 
−
 
 
−
E-learning is naturally suited to [[distance learning]] and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term [[Blended learning]] is commonly used.
 
−
 
 
−
 
 
−
In [[higher education]] especially, the increasing tendency is to create a [[Virtual Learning Environment]] (VLE) (which is sometimes combined with a Managed Information System (MIS) to create a [[Managed Learning Environment]]) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of [[academic degree]] and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some [[campus]] classes or orientations, many are delivered completely online.  In addition, several universities offer online student support services, such as online advising and registration, e-counselling, online textbook purchase, student governments and student newspapers.
 
−
 
 
−
E-learning can also refer to educational web sites such as those offering worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.
 
−
 
 
−
===Advantages and disadvantages=== 
 
−
 
 
−
Advantages of e-learning often include flexibility and convenience for the learner especially if they have other commitments, facilitation of communication between learners, greater adaptability to a learner's needs, more variety in learning experience with the use of multimedia and the non-verbal presentation of teaching material.
 
−
 
 
−
Others are critical of e-learning in the context of education, because the face-to-face human [[interaction]] with a [[teacher]] has been removed from the process, and thus, some argue, the process is no longer "educational" in the highest [[philosophy|philosophical]] sense (for example, as defined by [[Richard S. Peters|RS Peters]], a philosopher of education).  However, these human interactions can be encouraged through audio or video-based web-conferencing programs.
 
−
 
 
−
The feeling of isolation experienced by distance learning students is also often cited, although discussion forums and other computer-based communication can in fact help ameliorate this and in particular can often encourage students to meet face-to-face and form self-help groups.
 
−
 
 
−
The cost-effectiveness of e-learning is a subject of much debate as there is usually much upfront investment that can only be recouped through economies of scale. Web and software development in particular can be expensive as can systems specifically geared for e-learning. The development of adaptive materials is also much more time-consuming than that of non-adaptive ones. It is possible that the best-placed organisations to be successful in the e-learning marketplace are likely to be those in the games and movies industries.
 
−
 
 
−
Consequently, some of the cost is often forwarded to the students as online college courses tend to cost more than traditional courses.
 
−
 
 
−
=== Growth of e-learning ===
 
−
{{unsourced}}
 
−
 
 
−
Among the early institutions of online learning in the mid-1980s were the [[Western Behavioral Sciences Institute]], the [[New York Institute of Technology]], the [[Electronic Information Exchange System]] - [[EIES]] - of the [[New Jersey Institute of Technology]], and [[Connected Education]].
 
−
 
 
−
By 2003, more than 1.9 million students were participating in online learning at institutions of higher education in the [[United States]], according to a report from the [http://www.sloan-c.org/resources/index.asp "Sloan Consortium"], an authoritative source of information about online higher education. The explosive rate of growth — now about 25 percent a year — has made hard numbers a moving target. But according to Sloan, virtually all public higher education institutions, as well as a vast majority of private, for-profit institutions, now offer online classes. By contrast, only about half of private, nonprofit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their online classes as they are with traditional ones. Private Institutions may become more involved with the online presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students online. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet.
 
−
 
 
−
The concept of a [[Digital native]] has also become popular, and there are certainly likely to be generational influences on the future of e-learning. As more and more adult learners enter into this field the gap will begin to close.
 
−
 
 
−
===Pedagogical approaches===
 
−
{{cleanup-date|October 2006}}
 
−
It is clearly possible to apply any specific pedagogical approach to e-learning, however some approaches are more common than others. Two of the most common are those of [[instructional design]] and social-[[constructivist]] pedagogy. The latter in particular is particularly well afforded by the use of discussion forums, blogs, wikis and online collaborative activities. Adaptability to different learning styles is also still in vogue in certain circles.
 
−
 
 
−
[[Laurillard's Conversational Model]] is also particularly relevant to e-learning, and [[Gilly Salmon]]'s Five-Stage Model is a pedagogical approach to the use of discussion boards.
 
−
 
 
−
There are four fundamental pedagogical perspectives which historically have influenced the approach to computer based pedagogy, distance education and continues to provide guiding principles for the pedagogy of e-learning:
 
−
 
 
−
'''Cognitive perspective''' - which focuses on the cognitive processes involved in learning as well as how the brain works.
 
−
* Black, J. & McClintock, R. (1995) "An Interpretation Construction Approach to Constructivist Design."
 
−
* Bloom, B. S., and D. R. Krathwohl. (1956). Taxonomy of Educational Objectives: Handbook 1
 
−
* Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
 
−
* Gagné, R. (1970) The conditions of learning
 
−
* Holmberg, B. (1995) Theory and Practice of Distance Education
 
−
* Moore, M. & Kearsky, G. (1996). Distance Education: A Systems View.
 
−
* Rowntree, D. (1986) Teaching through self-instruction: A practical handbook for course developers
 
−
 
 
−
'''Emotional perspective''' - which focuses on the emotional aspects of learning, like motivation, engagement, fun etc
 
−
* Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
 
−
* Holmberg, B. (1995) Theory and Practice of Distance Education
 
−
* Moore, M. & Kearsky, G. (1996). Distance Education: A Systems View.
 
−
* Rogers, C. (1969) Freedom to learn
 
−
* Rekkedal, T. (1985) Introducing the personal tutor/counsellor in the system of distance education
 
−
* Rowntree, D. (1986) Teaching through self-instruction: A practical handbook for course developers
 
−
* Zimmer, R. (1995)"The Empathy Templates - A way to support collaborative learning"
 
−
 
 
−
'''Behavioural perspective''' - which focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.
 
−
* Areskog, N-H. (1995) The Tutorial Process - the Roles of Student Teacher and Tutor in a Long Term Perspective.
 
−
* Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
 
−
* Cobb, B. (1997) HP E-mail Mentor Program
 
−
* Distlehorst, L. & Barrows, H. (1982). A new tool for problem-based, self-directed learning
 
−
* Feletti, G. (1995) Developing Students into Information Literate Professionals
 
−
* Mahling, D., Sorrows, B. and Skogseid, I. (1995) A Collaborative Environment for SemiStructured Medical Problem Based Learning
 
−
* McCown, R. & Driscoll, M. (1995) Using Collaborative Writing and Problem-Based Learning in the College Classroom
 
−
* Moore, M. & Kearsky, G. (1996). Distance Education: A Systems View.
 
−
* Rowntree, D. (1986) Teaching through self-instruction: A practical handbook for course developers
 
−
* Verduin, J. & Clark, T. (1991) Distance Education : The Foundations of Effective Practice
 
−
 
 
−
'''Contextual perspective''' - which focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.
 
−
* Black, J. & McClintock, R. (1995) "An Interpretation Construction Approach to Constructivist Design."
 
−
* Moore, M. & Kearsky, G. (1996). Distance Education: A Systems View.
 
−
* Phillips, G., Santoro, G. and Kuehn, S. (1988) "The use of computer-mediated communication in training students in group problem solving and decision-making techniques
 
−
* Petraglia, J. (1998) The Real World on a Short Leash: The (Mis)Application of Constructivism to the Design of Educational Technology
 
−
* Kember, D. (1995). Open learning courses for adults - a model of student progress
 
−
* Lave, J. & Wenger, E. (1991). Situated learning : legitimate peripheral participation
 
−
* Bronfenbrenner, U. (1979) The Ecology of Human Development : Experiments by nature and design
 
−
* Bandura, A. (1977) Social Learning Theory
 
−
* Vygotsky, L. (1934/reprinted 1962). Thought and language
 
−
* Synnes, K. (1997) Distributed Education using the mStar Environment
 
−
 
 
−
=== Reusability, standards and learning objects ===
 
−
 
 
−
Much effort has been put into the technical reuse of electronically-based teaching materials and in particular creating or re-using ''[[Learning Objects]]''. These are self contained units that are properly tagged with keywords, or other [[Metadata (computing)|metadata]], and often stored in an [[XML]] file format. Creating a course requires putting together a sequence of learning objects and open non-commercial peer-reviewed repositories of learning objects such as the [http://www.merlot.org/ Merlot] repository exist.
 
−
 
 
−
A common standard format for e-learning content is [[SCORM]] whilst other specifications allow for the transporting of "[[Learning_object | learning objects]]" ([[Schools Interoperability Framework]]) or categorizing meta-data ([[Learning_object_metadata | LOM]]).
 
−
 
 
−
These standards themselves are early in the maturity process the oldest being 8 years old.  They are also relatively vertical specific: SIF is primarily pK-12, LOM is primarily Corp, Military and Higher Ed, and SCORM is primarily Military and Corp with some Higher Ed.  PESC- the Post-Secondary Education Standards Council- is also making headway in developing standards and learning opbjects for the Higher Ed space, while SIF is beginning to seriously turn towards Instructional and Curriculum learning objects. 
 
−
 
 
−
In the US pK12 space there are a host of content standrds that are critical as well- the NCES data standrds, each state government's content standards and achievement benchmarks are critical metadata for linking e-learning objects in that space.
 
  
−
===Communication technologies===
+
Along with the terms "learning technology" and "educational technology," the term is generally used to refer to the use of [[technology]] for [[learning]] in a much broader sense than the computer-based training or computer aided instruction of the 1980s. It is also broader than the terms "online learning" or "online education," which generally refer to purely web-based learning. In cases where mobile technologies are used, the term "M-learning" has become more common. E-learning may also refer to educational web sites such as those offering worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.
  
−
Communication technologies are generally categorised as asynchronous or synchronous. ''Asynchronous'' activities use technologies such as [[blog]]s, [[wiki]]s, and [[discussion board]]s. ''Synchronous'' activities occur with all participants joining in at once, as with a chat session or a virtual classroom or meeting.
+
E-learning is naturally suited to [[distance learning]] and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term "blended learning" is commonly used.  
  
−
The term [[eLearning 2.0]] has been used to refer to the user of social software such as blogs and wikis. This approach has been particularly evangelised by [[Stephen Downes]] who runs the very popular OLDaily blog and newsletter.
+
In [[higher education]] especially, a Virtual Learning Environment (VLE) (which is sometimes combined with a Managed Information System (MIS) to create a "Managed Learning Environment") may be established in which all aspects of a course are handled through a consistent user interface standard throughout the institution. Established universities, as well as newer online-only colleges, may offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, universities may offer online student support services, such as online advising and registration, e-counseling, online textbook purchase, student government, and student newspapers.
  
−
=== Computer Aided Assessment and Learning Design ===
+
==Computer Learning Debate==
  
−
Computer-aided Assessment (also but less commonly referred to as [[e-Assessment]]), ranging from automated multiple-choice tests to more sophisticated systems is becoming increasingly common. With some systems, feedback can be geared towards a student's specific mistakes or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. Most software for this is still very primitive however.
+
Since its inception, Computer Based Learning has been a subject of close scrutiny and debate, with myriad arguments being advanced both in support of and against it.
  
−
The term ''Learning Design'' has sometimes come to refer to the type of activity enabled by software such as the open-source system LAMS which supports sequences of activities that can be both adaptive and collaborative. The [[IMS Learning Design]] specification although not used by LAMS, is intended as a standard format for learning designs.
+
Those skeptical of the value of CBL have often argued that it can only teach to its programmatic limitations; that it is not as good as having a human teacher because it can only answer questions which have been programmed into it. In addition, critics such as Neil Postman<ref>[http://www.neilpostman.org/ The Neil Postman Information Page], ''The Neil Postman Information Page:Books, Online Articles, Audio, Bibliography, Related Books''. Retrieved December 8, 2006.</ref> have argued that a curriculum with a computer at its core teaches a "technocratic" belief system, making all education into an uncritical type of vocational training. Rather than developing the more generalizable skills of reading, writing, and critical inquiry, the prominent use of computers in the classroom teaches how to manipulate the [[technology]] to elicit the desired response in a non-collaborative, non-rational manner.  
  
−
The first general-purpose system for computer-assisted instruction from which e-learning evolved, was the [[PLATO System]] developed at The [[University of Illinois at Urbana-Champaign]].The Plato system evolved with the involvement of Control Data who created the first authoring software used to create learning content.  The authoring software was called Plato. The Science Research Council then wrote the first CAI system of Math for K-6. Wicat Systems then created WISE as their authoring tool using Pascal and developed English and Math curriculum for K-6. The very first complete CAI classroom for K-6 students was set up at the Waterford Elementary School in Utah using the Wicat system.  The first public CAI classroom with its own layout and design was implemented with the Wicat System by Baal Systems (later known as Virtual Systems) in Singapore as a joint operation between Wicat and Baal.  It is from this design  that all the computer learning centers globally evolved and which were the forerunners of elearning.
+
In contrast, CBL advocates such as Jonathan Bishop believe that the use of computers in education can lead to social justice<ref> Achieving Social Justice Through E-Learning from ''Jonathan Bishop - Official Website''</ref> and can be successful when weblogs are used as reflective learning logs.<ref> Will the Net Generation embrace Blended Learning?, ''Jonathan Bishop - Official Website''.</ref>. Also among the arguments advanced by the proponents of CBL is its ability to provide quantifiable and instantaneous feedback for its users. In particular, Computer Based Learning is often seen as the most efficient and effective manner in which to conduct [[distance education]], as a lesson plan can be created that allows people to study at their own pace, either via the [[Internet]] or software installed on individual computers at various sites.
  
 +
Some advocates of Computer Based Learning suggest that the best use of CBL is alongside a more traditional [[curriculum]], playing a supplementary role, facilitating interest in a topic while developing the technical and informational skills CBL promotes. Companies and schools now providing CBL products have often taken this approach in creating and promoting their educational services:
 +
<blockquote>Creating exceptional learning opportunities as well as a change in delivery of instruction requires following a path that involves various stages of disequilibrium, reflection, and continuous improvement.<ref> Andrea R Gooden, ''Computers in the Classroom: How Teachers and Student Are Using Technology to Transform Learning'', (San Francisco, CA: Jossey-Bass Publishers, October 1996 ISBN 0787902624).</ref></blockquote>
  
 +
==Notes==
 +
<references/>
  
 
== References ==
 
== References ==
−
*Athabasca University, ''[http://cde.athabascau.ca/online_book/ Theory and Practice of Online Learning]'', E-Book under Creative Commons License
+
* Druin, Allison and Cynthia Solomon. ''Designing Multimedia Environments for Children'', John Wiley & Sons, 1996. ISBN 0471116882.
−
* Thomas Toth (2003), ''Technology for Trainers'', ASTD Press. ISBN 1-56286-321-5
+
* Gooden, Andrea R. ''Computers in the Classroom: How Teachers and Student Are Using Technology to Transform Learning'', San Francisco, CA: Jossey-Bass Publishers, 1996. ISBN 0787902624.
−
 
 
−
 
 
−
 
 
−
== Open source [[Learning management system|LMS]] ==
 
−
 
 
−
*[[ATutor]]
 
−
*[http://www.claroline.net/ Claroline]
 
−
*[http://www.docebo.org/ Docebo]
 
−
*[[Dokeos]]
 
−
*[http://www.interactlms.org Interact]
 
−
*[[ Moodle]]
 
−
*[http://siteatschool.sourceforge.net SiteatSchool ]
 
−
 
 
  
 
{{Credit3|Computer_assisted_instruction|80127201|Computer_Based_Learning|82445191|E-learning|85342765|}}
 
{{Credit3|Computer_assisted_instruction|80127201|Computer_Based_Learning|82445191|E-learning|85342765|}}

Latest revision as of 08:09, 14 January 2023


Computer Assisted Instruction (CAI) refers to an educational system of instruction performed almost entirely by computer. The term, Computer Based Learning (CBL) refers to the use of computers as a key component of the educational environment. While CAI and CBL can refer to the use of computers in a classroom, they more broadly refer to a structured environment in which computers are used for teaching purposes. Computer programs allow students to work at their own pace along with direct and individualized feedback. Misconceptions can be corrected as they appear and the students' records and scores are made available to the instructor. The use of computers in the teaching and learning process is an important advance in making the highest quality of education universally available, and thus allowing each person to most fully develop their potential.

Computerized Instruction

Computer assisted instruction (CAI) includes a variety of computer-based packages that provide interactive instruction. Some are sophisticated and expensive commercial packages while other applications are simple solutions developed by individuals for a local situation. Since work done in one subject area is difficult to transfer to other subject areas, much time and money needs to be invested toward its development. However, once an application has been set up, the cost per additional student is relatively small. Since fewer face to face lectures and seminars are required, this also places fewer geographical and temporal constraints on staff and students.

Computer assisted instruction can be Internet-based or run on a personal computer from a CD or DVD. Presentations on computers are particularly suited to subjects that are visually intensive, detail oriented, and difficult to conceptualize. Upper level science courses can benefit the most using the "virtual" cases to illustrate the complex biochemical processes or microscopic images as well as reducing the need to use animal or human tissue. Since the 1970s, CAI packages have become more advanced, interactive, and attractive multimedia learning experiences.

Computer educational systems typically incorporate functions such as:

  • Assessing student capabilities with a pre-test
  • Presenting educational materials in a navigable form
  • Providing repetitive drills to improve the student's command of knowledge
  • Providing game-based drills to increase learning enjoyment
  • Assessing student progress with a post-test
  • Routing students through a series of courseware instructional programs.
  • Recording student scores and progress for later inspection by a courseware instructor.

With some systems, feedback can be geared towards a student's specific mistakes, or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. This kind of feedback is especially useful when learning a language, and numerous computer-assisted language learning (CALL) programs have been developed. A typical CALL program presents a stimulus to which the learner must respond. The stimulus may be presented in any combination of text, still images, sound, and motion video. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. The computer offers feedback, indicating whether the learner’s response is right or wrong and, in the more sophisticated programs, attempting to analyze the learner’s response and to pinpoint errors.

The term, "Learning Design"[1], refers to the type of activity enabled by software such as the open-source system LAMS (Learning Activity Management System)[2] which supports sequences of activities that can be both adaptive and collaborative. Computer-aided assessment (also but less commonly referred to as e-Assessment), ranges from automated multiple-choice tests to more sophisticated systems.

Communication technologies are generally categorized according to whether the activity is done at the same time as others online or not. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. Synchronous activities occur with all participants joining in at once, as with a chat session or a virtual classroom or meeting.

Development of Interactive Technology

Gradually, since the early 1970s, lecturers and teachers adopted computer assisted instruction for a range of teaching purposes. The challenge of CAI is to understand the strength of the media and how to utilize its advantages fully.

The first general-purpose system for computer-assisted instruction was the PLATO System[3] developed at The University of Illinois at Urbana-Champaign. The PLATO system evolved with the involvement of Control Data who created the first authoring software used to create learning content. The Science Research Council wrote the first CAI system of Math for K-6. Wicat Systems then created WISE as their authoring tool using Pascal, and developed English and Math curricula for K-6. The very first complete CAI classroom for K-6 students was set up at the Waterford Elementary School in Utah using the Wicat system. The first public CAI classroom with its own layout and design was implemented with the Wicat System by Baal Systems (later known as Virtual Systems) in Singapore as a joint operation between Wicat and Baal. It is from this design that all the computer learning centers have evolved.

As rapidly as technology changes and software advances, there are some design principles that remain constant:[4]

  • Interdisciplinary Teams
  • Importance of Content
  • Quality Production Values
  • Choosing and Understanding an Educational Approach

E-learning

E-learning is an all-encompassing term generally used to refer to computer-enhanced learning, although it is often extended to include the use of mobile technologies such as PDAs (personal data assistant) and MP3 (digital audio) players. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs or web sites, discussion boards, collaborative software, e-mail, blogs, wikis, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used.

Along with the terms "learning technology" and "educational technology," the term is generally used to refer to the use of technology for learning in a much broader sense than the computer-based training or computer aided instruction of the 1980s. It is also broader than the terms "online learning" or "online education," which generally refer to purely web-based learning. In cases where mobile technologies are used, the term "M-learning" has become more common. E-learning may also refer to educational web sites such as those offering worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term "blended learning" is commonly used.

In higher education especially, a Virtual Learning Environment (VLE) (which is sometimes combined with a Managed Information System (MIS) to create a "Managed Learning Environment") may be established in which all aspects of a course are handled through a consistent user interface standard throughout the institution. Established universities, as well as newer online-only colleges, may offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, universities may offer online student support services, such as online advising and registration, e-counseling, online textbook purchase, student government, and student newspapers.

Computer Learning Debate

Since its inception, Computer Based Learning has been a subject of close scrutiny and debate, with myriad arguments being advanced both in support of and against it.

Those skeptical of the value of CBL have often argued that it can only teach to its programmatic limitations; that it is not as good as having a human teacher because it can only answer questions which have been programmed into it. In addition, critics such as Neil Postman[5] have argued that a curriculum with a computer at its core teaches a "technocratic" belief system, making all education into an uncritical type of vocational training. Rather than developing the more generalizable skills of reading, writing, and critical inquiry, the prominent use of computers in the classroom teaches how to manipulate the technology to elicit the desired response in a non-collaborative, non-rational manner.

In contrast, CBL advocates such as Jonathan Bishop believe that the use of computers in education can lead to social justice[6] and can be successful when weblogs are used as reflective learning logs.[7]. Also among the arguments advanced by the proponents of CBL is its ability to provide quantifiable and instantaneous feedback for its users. In particular, Computer Based Learning is often seen as the most efficient and effective manner in which to conduct distance education, as a lesson plan can be created that allows people to study at their own pace, either via the Internet or software installed on individual computers at various sites.

Some advocates of Computer Based Learning suggest that the best use of CBL is alongside a more traditional curriculum, playing a supplementary role, facilitating interest in a topic while developing the technical and informational skills CBL promotes. Companies and schools now providing CBL products have often taken this approach in creating and promoting their educational services:

Creating exceptional learning opportunities as well as a change in delivery of instruction requires following a path that involves various stages of disequilibrium, reflection, and continuous improvement.[8]

Notes

  1. ↑ E-Learning Strategies, Learning Theory, Instructional Design, Web Design, E-Learning Exchange/Design. Retrieved December 8, 2006.
  2. ↑ Learning Activity Management System, LAMS Learning Activity Management System. Retrieved December 7, 2006.
  3. ↑ Plato, PLATO: The Emergence of Online Community.
  4. ↑ Allison Druin, and Cynthia Solomon, Designing Multimedia Environments for Children, (John Wiley & Sons, March 1996 ISBN 0471116882).
  5. ↑ The Neil Postman Information Page, The Neil Postman Information Page:Books, Online Articles, Audio, Bibliography, Related Books. Retrieved December 8, 2006.
  6. ↑ Achieving Social Justice Through E-Learning from Jonathan Bishop - Official Website
  7. ↑ Will the Net Generation embrace Blended Learning?, Jonathan Bishop - Official Website.
  8. ↑ Andrea R Gooden, Computers in the Classroom: How Teachers and Student Are Using Technology to Transform Learning, (San Francisco, CA: Jossey-Bass Publishers, October 1996 ISBN 0787902624).

References
ISBN links support NWE through referral fees

  • Druin, Allison and Cynthia Solomon. Designing Multimedia Environments for Children, John Wiley & Sons, 1996. ISBN 0471116882.
  • Gooden, Andrea R. Computers in the Classroom: How Teachers and Student Are Using Technology to Transform Learning, San Francisco, CA: Jossey-Bass Publishers, 1996. ISBN 0787902624.

Credits

New World Encyclopedia writers and editors rewrote and completed the Wikipedia article in accordance with New World Encyclopedia standards. This article abides by terms of the Creative Commons CC-by-sa 3.0 License (CC-by-sa), which may be used and disseminated with proper attribution. Credit is due under the terms of this license that can reference both the New World Encyclopedia contributors and the selfless volunteer contributors of the Wikimedia Foundation. To cite this article click here for a list of acceptable citing formats.The history of earlier contributions by wikipedians is accessible to researchers here:

The history of this article since it was imported to New World Encyclopedia:

Note: Some restrictions may apply to use of individual images which are separately licensed.

Retrieved from https://www.newworldencyclopedia.org/p/index.php?title=Computer_assisted_instruction&oldid=1095612

Content is available under Creative Commons Attribution/Share-Alike License; additional terms may apply. See Terms of Use for details.
Copyright Logo
Powered by MediaWiki