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CBT Computer Based Training

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CBT Computer Based Training

  1. 1. CBT Computer Based Training
  2. 2. Computer Based Training: definition <ul><li>training program (not connected to a network): </li></ul><ul><li>computer takes the teacher's role </li></ul><ul><li>type of education </li></ul><ul><li>students learn by executing special training programs on computers </li></ul><ul><li>product containing the pre-build learning material </li></ul><ul><li>CD-Rom or online packet </li></ul>
  3. 3. Computers take over: <ul><li>instruction </li></ul><ul><li>management of learning/teaching processes </li></ul><ul><li>monitoring learners´ progress </li></ul><ul><li>providing feedback </li></ul><ul><li>assessing final results </li></ul>
  4. 4. In this sense CBT is close in meaning to some other concepts: <ul><li>CAI Computer-Assisted Instruction </li></ul><ul><li>CMI Computer-Managed Instruction </li></ul><ul><li>CBI Computer-Based Instruction </li></ul><ul><li>CAL Computer-Assisted Learning </li></ul><ul><li>CAT Computer-Assisted Testing </li></ul>
  5. 5. although <ul><li>CBT equals or includes </li></ul><ul><li>CAI CMI, CBU, CAL, CAT </li></ul><ul><li>mostly </li></ul><ul><li>CBT denominates the product </li></ul>
  6. 6. as far as Forms of Learning are concerned, CBT can be used for: <ul><li>Formal learning </li></ul><ul><li>Non-formal learning </li></ul><ul><li>Informal learning </li></ul>
  7. 7. CBT and Learning Theories : <ul><li>Behaviorism – gave the concept of individualized instruction, the idea of a continuous control of effectiveness </li></ul><ul><li>Cognitivism - led to provide hints instead of giving an immediate feedback. </li></ul><ul><li>Constructivism - led to include open problem solving situations </li></ul>
  8. 8. Types of CBT depending on the teaching method – pedagogic strategy <ul><li>Demonstration </li></ul><ul><li>Tutorial </li></ul><ul><li>Simulation </li></ul>
  9. 9. Demonstration <ul><li>is best used to support the introduction of new information </li></ul><ul><li>applied widely for creation of instruction books </li></ul><ul><li>is similar to E-book concerning the learning method </li></ul>
  10. 10. Tutorial <ul><li>main feature: a sequential manner of introducing new information </li></ul><ul><li>useful for teaching factual information, simple discrimination, rules, and simple application of rules </li></ul>
  11. 11. Tutorial - type variations <ul><li>Drill and Skill practice - used after initial instruction when mastery of a new skill or information is desired </li></ul><ul><li>Problem solving - used to augment higher order thinking skills </li></ul><ul><li>IST = Intelligent Tutorial Systems - provide direct feedback to students, without the intervention of human beings, whilst performing a task. </li></ul>
  12. 12. Simulation <ul><li>used when practicing a skill in its real context is too costly or dangerous (such as military or pilot training) </li></ul><ul><li>used to model real-world situations </li></ul><ul><li>type variation: Training games </li></ul><ul><li>competition elements provide motivating and engaging opportunities for practicing skills </li></ul>
  13. 13. some historical notes <ul><li>Beginnings: military purposes </li></ul><ul><ul><li>testing, management </li></ul></ul><ul><li>Development for the professional education: </li></ul><ul><ul><li>dependent on the economical factors and suitability for non-formal learning </li></ul></ul><ul><li>Stages of the development for the school education </li></ul><ul><ul><li>infrastructural factors </li></ul></ul><ul><ul><li>evaluation problems </li></ul></ul>
  14. 14. CBT – Mind Map
  15. 15. Evaluation of CBT with respect to following aspects : <ul><li>Technology - concerning program operation </li></ul><ul><li>Contents - meeting audience interests </li></ul><ul><li>Didactics - adequate pedagogic strategy </li></ul>
  16. 16. Program Operation: issues of consideration <ul><li>Compatibility with the system </li></ul><ul><li>Bugs and breaks </li></ul><ul><li>Treatment of users´ errors </li></ul><ul><li>Users´ control over the program operation </li></ul><ul><li>Clarity of directions </li></ul><ul><li>Usability of graphics, sound, color capabilities </li></ul><ul><li>Usefulness of Help/Instructions </li></ul><ul><li>Editor's permission of preview material (financial expenses involved) </li></ul><ul><li>Checklists on technical issues </li></ul><ul><li>Teacher's and students´ degree of computer competence </li></ul>
  17. 17. Content accuracy <ul><li>Utility of CBT for specific education sectors - e.g., computer operating instruction </li></ul><ul><li>Inadequacy of CBT for other education fields - e.g., communicative competence </li></ul><ul><li>Clarity of the material goals - correctness of presentation </li></ul>
  18. 18. Pedagogical evaluation <ul><li>Insufficient and inadequate research on this aspect : </li></ul><ul><li>technological innovations advertised as being effective are taken to be effective </li></ul><ul><li>interest in quantity and spread of technology investments more than in evaluation of educational adequacy </li></ul><ul><li>inadequacy of evaluation formats, e.g. science research reports </li></ul><ul><li>comparing the incomparable - incompatibility of precise computer language and vague learning theories </li></ul>
  19. 19. Checklists and Guides SELECTING AND IMPLEMENTING COMPUTER-BASED TRAINING <ul><li>Selecting training medium </li></ul><ul><li>Selecting type of CBT </li></ul><ul><li>Making CBT choices </li></ul><ul><li>Using CBT </li></ul>
  20. 20. Pedagogical evaluation checklist
  21. 21. Pedagogigal dimensions - checklist
  22. 22. Benefits of CBT (Learning Situation) <ul><li>self-paced, flexible, individualized, convenient </li></ul><ul><li>suitable educational method for adults, </li></ul><ul><li>on-the job and off-the-job availability </li></ul><ul><li>immediate feedback and scoring possible </li></ul><ul><li>integrated texts, graphics, video and sound </li></ul><ul><li>increased control and self-control possible </li></ul><ul><li>increased learning satisfaction and motivation, </li></ul><ul><li>(trendy method) </li></ul><ul><li>reduced resource requirements </li></ul>
  23. 23. Drawbacks of CBT (Learning Situation) <ul><li>high costs of supplying software and hardware infrastructure </li></ul><ul><li>technical and didactic limitations: </li></ul><ul><li>technical errors, unclear orders or instructions </li></ul><ul><li>limited feedback </li></ul><ul><li>narrow possibilities of interacting and creating </li></ul><ul><li>small variation of practicing structures, e.g. multiple-choice or completion tests - passive practicing </li></ul>
  24. 24. more drawbacks <ul><li>a good degree of the technical competence of the user needed </li></ul><ul><li>high requirements of self-structuring (self-discipline) and organizing facilities of the user: </li></ul><ul><li>“ serendipidity-effect” </li></ul><ul><li>social isolation </li></ul>
  25. 25. Authoring Tool / Authoring System <ul><li>AT is a software package which developers use to create and package content deliverable to end users </li></ul><ul><li>AS is a program that allows a non-programmer to easily create software with programming features </li></ul>
  26. 26. Free Test Drive of EasyCBT Authoring Tool <ul><li>Easy Tutor </li></ul><ul><ul><li>displays the material to be taught, screen by screen. </li></ul></ul><ul><li>Easy Test </li></ul><ul><ul><li>tests student's understanding, and records results for analysis. </li></ul></ul><ul><li>Easy Quiz </li></ul><ul><ul><li>presents 'pop-quizzes' to reinforce learning. </li></ul></ul><ul><li>Easy Book </li></ul><ul><ul><li>supplies supplemental learning material in Electronic Book format. </li></ul></ul><ul><li>Easy Study </li></ul><ul><ul><li>adds a Glossary or provides 'aide-memoire' study information. </li></ul></ul>
  27. 27. Bibliography <ul><li>http://edutechwiki.unige.ch/en/CBT </li></ul><ul><li>http://edutechwiki.unige.ch/en/Pedagogic_strategy </li></ul><ul><li>http://i31www.ira.uka.de/docs/mm+ep/12_CBT/node1.html </li></ul><ul><li>http://www.e-teaching.org/technik/aufbereitung/ </li></ul><ul><li>http:// www.easyteach.com/tools.html </li></ul><ul><li>http://www.personal.psu.edu/bxb11/CBTGuide/CBTGuide.htm </li></ul><ul><li>Coburn, Peter, Practical Guide to Computers in Education, Addison-Wesley,1985 </li></ul><ul><li>Hinze, Udo, Computergestütztes kooperatives Lernen , Waxman, Münster, 2004 </li></ul><ul><li>Kearsley, Greg, Computer Based Training, Addison-Wesley, 1951 </li></ul><ul><li>Seidel, Christoph, CBT, Verlagsgruppe Hogrefe, Göttingen, 1993 </li></ul>

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