Computer assisted instruction
Computer Assisted Instruction
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:
- 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.
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.
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).
E-learning
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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 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.
Pedagogical approaches
Template:Cleanup-date 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.
Emotional perspective - which focuses on the emotional aspects of learning, like motivation, engagement, fun etc
Behavioural perspective - which focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.
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.
Internet Interactivity
Communication technologies
Communication technologies are generally categorised as asynchronous or synchronous. 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.
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.
Computer Aided Assessment and Learning Design
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.
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.
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.
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 CBL.
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.
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.
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.
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 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 noncollaborative, nonrational manner. In contrast, CBL advocates such as Jonathan Bishop believe that the use of computers in education can lead to social justice[1] and can be successful when weblogs are used as reflective learning logs[2].
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 philosophical sense (for example, as defined by 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.
ReferencesISBN links support NWE through referral fees
- Athabasca University, Theory and Practice of Online Learning, E-Book under Creative Commons License
- Thomas Toth (2003), Technology for Trainers, ASTD Press. ISBN 1-56286-321-5
Open source LMS
- ATutor
- Claroline
- Docebo
- Dokeos
- Interact
- Moodle
- SiteatSchool
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