3. OUTLINE
•The definition of CMI
•Brief history of CMI
•Function of CMI
•Why CMI?
•Theoretical perspectives on CMI
4. DEFINITIONS
Definition I
A system which can provide administrative support to
instructors for managing instructional materials and
activities.
Definition II
The use of computers and software to manage the
instructional process.
Definition III
CMI is the answer to education’s difficulties with
individualisation.
5. DEFINITIONS
Definition IV
Computer should be used for enabling teachers to
manage a learning environment in which learning is
tailored to fit each student’s needs and progress is based
upon prescribed levels of achievement.
Definition V
The computer performs various management functions,
such as testing, record keeping, prescribing, and reporting
6. WHY CMI?
•CMI implementation can reduce instructor work loads by
automating tedious and routine functions such as grading, scheduling,
and keeping track of resources.
•CMI can be introduced in phases and adapted to meet the needs
and concerns of any particular instructor or group of instructors.
•CMI can be done with just one computer.
•CMI provides an excellent way to organize and integrate both CBI
and traditional (off-line) instructional materials.
•CMI helps instructors and curriculum planners determine curriculum
needs.
•CMI may be used for either individualized or group instruction.
•CMI provides a basis for evaluation of both students and instruction.
•CMI can solve some problems posed by incompatible software and
hardware.
7. FUNCTIONS of CMI
•CMI implementation can reduce instructor work loads by
automating tedious and routine functions such as grading, scheduling,
and keeping track of resources.
•CMI can be introduced in phases and adapted to meet the needs
and concerns of any particular instructor or group of instructors.
•CMI can be done with just one computer.
•CMI provides an excellent way to organize and integrate both CBI
and traditional (off-line) instructional materials.
•CMI helps instructors and curriculum planners determine curriculum
needs.
•CMI may be used for either individualized or group instruction.
•CMI provides a basis for evaluation of both students and instruction.
•CMI can solve some problems posed by incompatible software and
hardware.
8. HOW IS CMI USED?
Tracking student performance over a period of
time
Providing information concerning performance
trends
Recording individual and group performance data
Scheduling training
Providing support for other training management
functions
9. How CMI IS Used?
Input and storage of student data (primarily
test scores and activities completed)
Input and storage of curricular data (generally
objectives, test items linked to objectives, and
instructional materials or activities linked to
objectives)
Retrieval and analysis of the data relating
student scores and activity to the curriculum
data
Generation of various reports showing individual
or group progress and current status
10. THEORETICAL PERSPECTIVES
Implication of operant learning principles for CMI
instructor role:
•The materials should be designed to present the subject
matter in small bits or steps to the student.
•The materials should require the student to actively
respond to the subject matter by constructing or selecting
answers to questions over each step.
•The student should receive immediate feedback (or
reinforcement) in the form of information about the quality
of this response.
•The student should continue at his/her own rate or pace
through the instruction program
11. THEORETICAL PERSPECTIVES
The extended of operant learning principles
for CMI instructor role (Keller, 1966, 1968)
•Telling the student what they are expected to learn by a
statement of course and unit objectives.
•Requiring restudy and repeated testing until the student
achieve unit mastery.
•Criterion-referenced evaluation of accomplishments.
•Using student proctors as tutor to enhance the personal-social
aspects of education.
•Using lectures and demonstrations as vehicles of motivation
rather than as sources of critical information
12. THEORETICAL PERSPECTIVES
The functions of the CMI instructor’s role – from
operant learning perspectives
•Decision-making about appropriate instructional
activities and reinforcement contingence.
•Monitoring students performance and progress,
supplying appropriate individual performance
feedback.
•Engaging in individual student tutoring and guidance
when learning problem arise
•Advising students about subject-matter related
sources of information not available in the curriculum,
in both individual and group sessions
13. THEORETICAL PERSPECTIVES
The functions of the CMI instructor’s role – from
operant learning perspectives
•Counselling and advising students about appropriate strategies for
attending to new information and for constructing meaning from it.
•Diagnosing internal sources of students’ learning problems, including
their use of appropriate cognitive process, learning strategies,
motivational process, and self-statement.
•Decision-making about appropriate remediation activities, strategies,
and resources that are matched to students’ learning needs.
•Modelling the practical use of new information and skills and the
concept of personal responsibility through individual and group tutorial
sessions.
•Modifying, as necessary, students’ inappropriate attributions and
perceptions about locus of responsibility for learning.
14. Theoretical perspectives on CMI
Student’s role in CMI
•Students are expected to be attentive and
motivated.
•Students are expected to make learning
meaningful by the appropriate use of learning
strategies and skills.
•Students are expected to practice personal
responsibility skills required for self-initiated
learning, self-directed learning and self-paced
learning.
•Students are expected to interact effectively
with both their peers and their instructors.
