Evaluation of CAI
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Evaluation of CAI

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    Evaluation of CAI Evaluation of CAI Presentation Transcript

    • Multimedia software (Squeak). Mawahb Ahmed Ba-Hajjaj. Ameera AL-Mashhoor Ba-Omar.
    • Part 1 Standards
    • Pedagogical aspect Goal:
      • Information of sufficient scope to adequately cover the topic for the intended audience
      • Logical progression of topics
      • Variety of activities, with options for increasing complexity
    • Accuracy of content:
      • Error-free information
      • Current information
      • Objective, balanced presentation of information
      • Bias-free viewpoints and images
      • Balanced representations of cultural, ethnic, and racial groups
      • Correct use of grammar, spelling, and sentence structure
    • Instructional Design
      • New information is presented in context, and related to previous information (prior knowledge).
      • Feedback is used appropriately.
      • Student and teacher can control rate, sequence and level of difficulty.
      • Summaries and reviews are provided.
      • Uses a variety of displays, sound, color and response modes appropriately.
      • Sound can be turned on and off and is used appropriately.
    • Motivation
      • Program holds student attention, keeping student on task.
      • Program does not insult or demean student.
      • Program preserves student's privacy (e.g., no loud identifying noises when student makes errors).
    • technical aspect Navigation:
      • Rapid retrieval of information and screen transitions
      • Intuitive icons, menus, and directional symbols that foster independent use
      • Controllable pace, including options for stop/pause/exit
      • Controllable sound
    • user-friendliness
      • Students can use program independently (i.e., without aid of a manual or teacher).
      • Help procedures are available on-line.
      • Students can move forward, backward or to the menu.
      • Manual is clearly written and useful.
      • Makes appropriate use of prompts.
      • Student can re-enter program at previous point of exit.
    • Presentation:
      • Information presented in a manner to stimulate imagination and curiosity
      • Activities that provide opportunities for creative problem solving
      • Use of appropriate and supportive feedback
      • Options for help, tutorial segments
      • Uncluttered screen displays
      • Captions, labels, or legends for visuals
      • Legible text and print size that is appropriate for the intended audience
    • Documentation
      • Technical Information:
        • Descriptions of specific hardware requirements for operating the application
        • Instructions for installation and operation
        • Toll free technical support telephone number
      • Teacher's Guide:
        • Description of target audience
        • Summary of the contents of the application
        • Instructional and/or behavioral objectives
        • Suggestions for classroom use, lesson plans, related activities
        • Ancillary materials for student use, such as camera-ready worksheets and activity pages
    • Multimedia software (Squeak). Part 2
    • Screen Shot
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    • Overview:
      • An educational tool for teaching children powerful ideas in compelling ways. It is a media-rich authoring environment and visual programming system. It is a free software program that works on almost all personal computers. Students face several stumbling blocks that can prevent them from making the most of their time in school. One is motivation. Most kids would rather do anything than sit and listen to lessons that don't feel relevant.
      • Even with motivated children, there's still another problem: they are often taught how but not why. They may do well on tests, but never learn to think for themselves. Children use Squeak to make their own models, stories, and games, which keeps them engaged because it's a lot of fun. But Squeak isn't just child's play. It's a highly effective way to teach math, science, and language arts, although many children won't realize this. Instead they'll stay immersed in discovery, reaching eagerly for each new idea, making their lessons more meaningful than with a "face-front" approach
      • Young children learn best by experimentation and play. Kids are wired to grasp, drop, stack, and smash the world around them, often without adult encouragement. Problems start when students are taught things they can't see or touch. Math and grammar are difficult because they're less real than wooden blocks. Squeak makes abstractions more palpable, allowing children to visualize and explore new ideas.
    • Methodology:
      • Squeak has the potential to transform education through the use of the computer. With this tool the computer can be used in a constructive manner to allow learners to explore and build. The software we describe can be used in the classroom or at home with parents because NASA CONNECT™ is free to the public and is accessible on the Internet.
    • Teacher’s role:
      • Encourage students to interact, control and response to the Squeak.
      • Guide the learner throughout learning from the beginning (objectives) to the end (evaluation) .
    • Student’s control:
      • Follow linear programmed instruction or branching design
      • Computer-management capabilities (e.g. data collection)
    • Part 3
    • Instrument:
      • We use checklist to evaluate the software and know if it is compatible for grade Eight students.
      • http://FreeOnlineSurveys.com/rendersurvey.asp?sid=ve9ahgludao2iyv761377
    • Checklist
      • This instrument is aimed to assign your view on the tutorial of using Squeak (Multimedia Software) in grade 8, through posting your comments in these items.
      • Personal data:
        • Name:
        • Gender: (Required)
        • Region: (Required)
      • For each item below, please check on the selection that best describes you.
      • 1.Excellent 2. Very good 3. Good 4.Poor
    • Pedagogical aspects: Items 1 2 3 4 Goals:
      • Is the Information of sufficient scope to adequately cover the topic for the intended audience?
      • How logical is the progression of topics?
      Instructional Content
      • How appropriate is the Content sequenced (task analyzed)?
      • How appropriate is the level of difficulty for stated age/grade levels (e.g. content, vocabulary and readability)?
      • Is the Squeak offers variability for repeated users?
      • Is the content of the lesson represents an important curricular topic ?
    • Accuracy :
      • How much is the (Squeak) free of information’s error?
      • Is the information up to date?
      • Is the Squeak bias-free viewpoints and images?
      • How much is the grammar, spelling, and sentence structure is correct?
      Motivation: How much the Squeak does holds student attention, keeping student on task? Appropriateness: How appropriate are the concepts and vocabulary to the students’ abilities? How much is the Interaction compatible with the physical and intellectual maturity of intended audience?
    • Technical Aspects Items 1 2 3 4 Navigation: How rapidly you can transition in the Squeak? Does it have navigation icons, menus and directional symbols? Does it meet individual pace by including options for pause or exit? Presentation: Does the content presented in a way that enhances imagination and critical thinking? Does the Squeak have Squeak’s segments? Are there any captions for visuals? How appropriate is the legible text for audience?
    • Quality: Does the visuals related to the content? Does the sound clearly and related to the content? User friendly: Can students use it independently (i.e., without aid of a manual or teacher)? Can Students move forward, backward or to the menu? Performance: How effective are the screen displays? Does the Squeak avoid unnecessary delays (e.g., slow loading of graphics)?