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Desining an Instructionally Sound Computer Based Training Interface

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Session on features of instructionally sound computer-based training interfaces presented at the 1st Southeastern Intstructional Design and Technology Conference

Session on features of instructionally sound computer-based training interfaces presented at the 1st Southeastern Intstructional Design and Technology Conference

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  • 1. Designing an Instructionally- Sound Computer-Based Instruction Interface: Principles and Practice Alexandra Steiner
  • 2. Objectives Define Computer- Describe best practices Based Instruction and considerations when incorporating (CBI) learner control into a Identify different CBI program types of CBI formats Describe best practices Relate relevant and considerations when incorporating instructional theory navigation schemes to CBI interface within a CBI program design
  • 3. Computer-Based Instruction Defined Instructional content delivered on computer CD-Rom Internet Intranet Various delivery formats Implies merging of education and technology
  • 4. What do We Mean by CBI Interface? A point of interaction between a computer-based lesson and the learner Involves more considerations than traditional classroom-based or paper- based lessons
  • 5. Theoretical Basis Information Processing Theory Cognitive Load Theory John Keller’s ARCS Model for Designing Motivating Instruction
  • 6. Interface Considerations for CBI Learner control Navigation schemes Instructional agents
  • 7. Learner Control How much control should a learner have when undertaking a lesson?
  • 8. Components of Learner Control Content sequencing Pacing Access to learning support Interactive instructional methods
  • 9. Learner versus Program/Other Control Program/Other Learner Control Control Students can visit Students lock- topics in any order stepped through they wish lessons Bypassing certain No sections or lesson elements or elements may be topics is allowed bypassed Student controls Session may be pace of lesson timed
  • 10. Research Regarding Learner Control Mixed results Students that tend to flounder with learner control are those with low levels of prior knowledge poor metacognitive skills Still student preference is for learner control at some level Mostly due to internet experience
  • 11. When Should I Use Learner Control? When your students have high metacognitive skills or are self-directed learners When the content is informational When topics are not interdependent
  • 12. Learner Control Design Guidelines Make important instructional events the default navigation option Create a tailoring effect based on the performance exhibited by the learner Provide guided tours and mouseovers to avoid making learners leave a page Allow students to select preferred content presentation method
  • 13. Navigation within CBI How can I help learners “get through” the instruction without any problems?
  • 14. Navigation Schemes How learners will progress and move through a lesson Includes the following Entering the lesson Progressing through content Obtaining help or guidance Completing the lesson Exiting the program Supports learner’s orientation within lesson
  • 15. Research Regarding Navigation Schemes Overwhelmingly in support of strong navigation systems that allow learners to focus on content and not progression Students need time to get oriented to computer interfaces
  • 16. Navigation Items to Consider When Designing your Interface Video or other method Safeguards against of original orientation unintended actions Instructional maps for Number of windows positioning open at one time Forward and back Search engine buttons capability Intuitive icons Glossary or help button Pull down menus Ways to exit or return to Links in standard colors lesson
  • 17. Responsive Interfaces Provide learner with diverse opportunities to enhance learning What it looks like Feedback regarding performance Adaptive practice and testing experiences Instructional agents
  • 18. Instructional Agents What are they? Onscreen characters Real person Caricature MS agent Can be interactive or static Guide learning process
  • 19. Are Agents Helpful? According to research, yes! Looks don’t matter, but sound does Conversational better than formal Human voice better than machine-simulated Speech better than text Same with narration and text explanations of graphics Use to educate not entertain!!!!!
  • 20. Interface Considerations for CBI Learner control Navigation schemes Layout of material Placement of graphics and text Use of multimedia elements Instructional agents
  • 21. Summary In planning a CBI Learner control gives interface, one must learners ability to consider skip certain elements amount or presence of visit elements in varying learner control orders set the pace of lesson how the learner will themselves progress through lesson how interactive or Navigation schemes responsive will the help learners orient interface be? themselves within a lesson
  • 22. Questions?

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