Introduction to computer aided instruction

Introduction to
Computer-Aided Instruction

CSSE 81: Computer-Aided Instruction
Lecture#1:
History of Computers
 1943
◦ ENIAC was constructed, finished in 1946, and
turned off in 1955 for the last time.
 1945
◦ the term “bug” was coined by Grace Hooper
when programming Mark II
 1949
◦ Claude Shannon builds the first machine that
plays chess at the Massachusetts Institute of
Technology

Lecture#1:
 1949
◦ The Harvard-MARK III, the first of the MARK
machines to use an internally stored program
and indirect addressing, goes into operations
again under the direction of Howard Aiken
 1950
◦ The first electronic computer is created in
Japan by Hideo Yamachito

Lecture#1:
 1953
◦ A magnetic memory smaller and faster than
existing vacuum tube memories is built at MIT
 1955
◦ Dartmouth College’s John McCarthy coins the
term "artificial intelligence."
 1963
◦ Doug Engelbart invents and patents the first
computer mouse

Lecture#1:
 1967
◦ IBM creates the first floppy disk.
 1975
◦ Paul Allen and Bill Gates write the first
computer language program for personal
computers, which is a form of BASIC designed
for the Altair. Gates later drops out of Harvard
and founds Microsoft with Allen.

Lecture#1:
 1980
◦ IBM hires Paul Allen and Bill Gates to create an
operating system for a new PC. The pair buy
the rights to a simple operating system
manufactured by Seattle Computer Products
and use it as a template. IBM allows the two to
keep the marketing rights to the operating
system, called DOS.

Lecture#1:
 1990
◦ Tim Berners-Lee, working with Robert
Cailliau at CERN propose a 'hypertext'
system, which is the first start of the
Internet as we know it today.
 1997
◦ IBM’s Deep Blue computer defeats world
champion chess player Garry Kasparov
in their second six-game showdown,
winning the tie-breaking game in only
62 minutes.

Lecture#1:
History of Computers in Education
 early use of computers in education
are primarily on the field of:
◦ mathematics
◦ science
◦ engineering
 mathematical problem-solving tool

Lecture#1:
 1959
◦ PLATO at University of Illinois
◦ by Donald Bitier
◦ first, large-scale project for the use of
computers in education
◦ enable computer-based instruction to
integrate text and graphics, and provided
instructors with one of the first
programming environment for computer-
based instruction

Lecture#1:
 1963
◦ Patrick Suppes and Richard Atkinson at
Stanford
◦ establish a program of research and
development on CAI in math and reading.
 develop an individualized, instructional
strategies that allowed the learner to correct
his responses through rapid feedback.
 mastery is obtained through drill-and-
practice

Lecture#1:
 1970s
◦ researchers were looking for new
educational paradigms to take advantage
of the breakthrough in computer
technology.
 developed paradigm: ICAI

Lecture#1:
CAI
 stands for Computer Aided Instruction
 an instructor-led, computer–based
teaching aid.
 the use of computer in the delivery of
instruction.
 the integration of software and hardware
in instruction

Lecture#1:
CAI
◦ CAI: Computer-Assisted Instruction
◦ CBE: Computer-Based Education
◦ CAL: Computer-Assisted Learning
◦ IAC: Instructional Applications of
Computers
◦ CBI: Computer-Based Instruction

Lecture#1:
Arguments in Using Computers
(Instruction)
Pro
•Computers have endless supply of
energy
•Computers can be made available for
longer period of time vs. human tutors
•Computers, when properly programmed,
are faster and more accurate than
human instructors
•Computers are capable of giving
endlessly changing list of examples.

Lecture#1:
Arguments in Using Computers
(Instruction)
 Against
◦ computer instruction programs are notoriously
poor in anticipating a students individual needs.
◦ computer instruction programs are often more
than rote exercises having scant educational
values.
◦ computer instruction programs have been very
poor at adapting to the students changing
abilities, and have locked the student into
relatively rigid mode of instructions.

Lecture#1:
Use of Computers in Academe
 As Tools
 As Assistants
 As Teachers

Lecture#1:
Computers as Tools
 General purpose:
◦ To automate tasks
 Word processors
◦ MS Word, Notepad, Wordpad, etc.
 Spreadsheets
◦ MS Excel, Lotus 123, etc.
 Presentation Applications
◦ MS Powerpoint, etc.

Lecture#1:
Computers as Assistants
◦ for Assessment, Remediation, and
Reinforcement
 Applications
◦ Drills
◦ Instructional games
◦ simulations

Lecture#1:
Computers as Teachers
◦ for Instruction, Remediation, and Assessment
 Implementations:
◦ CAI
◦ ICAI
◦ Tutorials
◦ Simulations

Lecture#1:
Advantages of CAI
 Interactive
 Provides immediate feedback
 Infinitely patient
 Motivates learners
 Provides consistency in presentation
 Can adjust difficulty to the level of the
learner

Lecture#1:
Advantages of CAI
 Can present concepts or processes
dynamically and using multiple forms
of representation
 Can maintain records of student
performance
 Can accommodate large number of
learners

Lecture#1:
Limitations of CAI
 Repeated instruction
 Inexpensive distribution
 Equipment and software can be costly
 Development takes time and money
 Lack of “personal touch”

Lecture#1:
Development Tools
 Programming Languages
◦ Relatively inexpensive
◦ Powerful and flexible
◦ Difficult to learn and use
◦ Ex: Pascal, C, Java, Visual Basic, etc.

Lecture#1:
Development Tools
 Multimedia/Hypermedia tools
◦ Relatively easy to learn and use
◦ Relatively powerful and flexible
◦ Moderately priced
◦ Ex: HTML, Flash, etc.

Lecture#1:
Development Tools
 Authoring Tools
◦ Relatively easy to learn and use
◦ Powerful and flexible
◦ Expensive
◦ Ex: Macromedia Authorware, IconAuthor,
Quest, Pathware

Lecture#1:
Expository Model of Instruction
 According to that model (EMI), for instruction to
be effective the following four phases should be
present:
◦ Presenting information
◦ Guiding the student
◦ Practicing by the student
◦ Assessing student learning

Lecture#1:
 Presentation of Information
◦ “to teach something new, the instructor must
first present information”
 The instructor will perform the skills so that the
students can imitate
◦ methods: Examples
◦ instructor-centered

Lecture#1:
 Guidance
◦ interactive tutorial
◦ Student performs under guidance of teacher
 answers questions about factual info
 apply rules and principles in problem-solving
activities
 practice procedural skills

Lecture#1:
 Guidance
◦ the instructor observes the student, correct
errors, and give suggestions or hints
◦ Guided discovery is part of the guidance phase
of instruction

Lecture#1:
 Practice
◦ learner-centered
◦ Instructor observes and corrects the student,
but emphasis is on the student practicing and
the instructor making only short corrective
statements.

Lecture#1:
 Practice
◦ Fluency, speed and practice
◦ method: use of workbooks (arithmetic),
flashcards (foreign-language instruction)

Lecture#1:
 Assessment
◦ level of learning
◦ quality of teaching
◦ future instructional needs
◦ method: tests

Lecture#1:
Instructional Methodologies
 Tutorials
 Drills
 Simulations
 Instructional Games
 Tests

Lecture#1:
 Tutorials
◦ teach new materials
◦ typically they present information and
then question the user to ascertain the
level of learning achieved
◦ able to monitor the student's progress
and to present remedial or advanced
levels if and when required

Lecture#1:
 Drills
◦ typically deals with material that has
already been taught
◦ the student is presented with a task, often
selected randomly, and feedback is
offered immediately
◦ able to keep pace with the student by
offering remedial or advanced level if and
when they become necessary

Lecture#1:
 Educational Games
◦ may be tutorial/drill and practice/simulation
with game elements added
◦ learning elements are hidden

Lecture#1:
 Simulations
◦ may be used to present information and guide
the learner, to guide and drill, to do all three,
or to test the student’s knowledge.
◦ in here, the student learns by actually
performing the activities to be learned in a
context that is similar to the real world.

Lecture#1:
 Tests
◦ assessed the level of learning
◦ use for a variety of purpose:
 Determine what a student knows and does not
know;
 Rank ordering of students in terms of
performance;
 Assigning grades; etc.

Lecture#1:
 Tests
◦ Can take the form of an informal quiz or a
strictly monitored examination where
admission is by reservation only.

Introduction to computer aided instruction

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