Evaluation of Computer-Based Instruction

TECH4102Evaluation in Educational Technology

Evaluation of Computer-Based Evaluation of Computer-Based InstructionInstruction

Dr. Alaa SadikDepartment of Instructional & Learning Technologies

www.alaasadik.netalaasadik@squ.edu.om

Dimensions of Evaluation in Computer-Based Instruction

Pedagogical DimensionPedagogical Dimension Technical DimensionTechnical Dimension

Evaluation of CBI

Evaluation of Computer-Based Instruction

Pedagogical aspects

goal; underlying psychology; learning strategy; accuracy of content; student role; teacher role; flexibility of integration; motivation and reinforcement; meeting individual differences; interactivity; assessment; cultural sensitivity.

Technical aspects

navigation; standardization; accessibility; user-friendliness; presentation; documentation; performance; costs.

Perspectives on Teaching and Learning with Computers

1. Learning theories

Behaviorism Constructivism

Perspectives on Teaching and Learning with Computers

Behaviorism: Assumptions

1. A teacher-directed approach (controlled by the designer).

2. Learning is manipulated by the teacher (the courseware).

3. Learning is described as a stimulus and response relationship.

4. Students learn new concepts via the observation of the teacher (courseware) and content.

Perspectives on Teaching and Learning with Computers

Behaviorism: Assumptions

6. Learning content is provided in small chunks.7. Learning content is provided in linear sequence.8. The student can’t study a new topic before achieving the

prior topic.9. Learning processes can be studied most objectively

when the focus of study is on stimulus and responses.10. Learning involves a behavior change.

Perspectives on Teaching and Learning with Computers

Behaviorism: Elements of a good courseware

1. Gaining attention2. Informing learner of the objective3. Recall of prerequisite learning4. Presenting the stimulus material5. Providing learning guidance6. Electing the performance7. Providing feedback8. Assessing the performance9. Enhancing retention and transfer

Perspectives on Teaching and Learning with Computers

Behaviorism: Example of software- Drill and practice software- Tutorialse.g.,

Math Blaster, Math Munchers Deluxe Word Munchers Early Music SkillsOrganic Chemistry

Perspectives on Teaching and Learning with Computers

Constructivism: Assumptions

1. Learning is an active and individualized process.2. The learner must construct new knowledge based on

his/her own individualized experience (learner background).

3. The student is the producer of information rather than the consumer.

4. The teacher is a member of learning community rather than the only source of information (facilitator).

5. Learning emphasizes the application of knowledge in real life situations.

Perspectives on Teaching and Learning with Computers

Constructivism: Assumptions

6. Teaching must fosters critical thinking and creates active and motivated learners.

7. Learning is a cooperative process constructed within the social context of the classroom.

8. Assessment is a continuous and interactive process that measures the achievement of the learner and the quality of the learning experience.

Perspectives on Teaching and Learning with Computers

2. Cooperative learningWays of learning: Individual (alone) Competitive (against each other) Cooperative (together)

Perspectives on Teaching and Learning with Computers

2. Cooperative learningIs a productive strategy that uses small teams of students through which they work together to develop communication skills, higher-order thinking skills, and social awareness, and maximize learning.

The computer is a powerful tool for facilitating cooperation can serve an important role in cooperative learning environments.

Suitable for computer-poor schools

Perspectives on Teaching and Learning with Computers

3. Types of intelligence

Professor Howard Gardner

Perspectives on Teaching and Learning with Computers

3. Types of intelligence1. Linguistic enjoy writing, reading, telling stories or doing crossword puzzles.2. Logical-Mathematical interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments.3. Bodily-Kinesthetic process knowledge through bodily sensations, often athletic, dancers or good at crafts such as sewing or woodworking.4. Spatial think in images and pictures, fascinated with mazes or puzzles, or spend free time drawing, building with Leggos.

Perspectives on Teaching and Learning with Computers

3. Types of intelligence5. Musical always singing or drumming to themselves. They are usually quite aware of sounds others may miss. 6. Interpersonal leaders among their peers, good at communicating and who seem to understand others' feelings and motives possess interpersonal intelligence. 7. Intrapersonal shy, aware of their own feelings and are self-motivated.

Perspectives on Teaching and Learning with Computers

3. Types of intelligence Using Technology to Teach to the Multiple IntelligencesExample: Linguistic IntelligenceThese kids are most likely to use word processing programs on the computer than anything else. They will know how to manipulate the text, do crazy things like create columns and outlines that actually work and look good.

Perspectives on Teaching and Learning with Computers

4. PerceptionPerception is the process of acquiring, interpreting, selecting and organizing sensory information.

e.g., visual perception, auditory perception

Perspectives on Teaching and Learning with Computers

4. Perception

Because perceptions are organized into understandings:

The quality of the visual and aural stimuli embodied in software is very important.

Software design must limit distraction and guide the learner’s attention to the essential information.

Perspectives on Teaching and Learning with Computers

5. Assessment

All those activities undertaken by teachers and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.

Learners learn best when they ... are given feedback are given advice are fully involved

Perspectives on Teaching and Learning with Computers

5. AssessmentAssessment should be performance-based (authentic)Authentic assessment refers to assessment tasks that resemble real-world situations promote higher-order thinking solve problems

Workshop

Applications (Workshops: week 7: Tuesday):

1. Suggest items that best describe the pedagogical and technical dimensions and their aspects of evaluation.

2. Design an instrument (questionnaire, checklist, interview, observation…) to evaluate these dimensions and aspects.

3. Apply the above instrument to evaluate a computer-based learning environment/courseware.

Workshop

ExamplesAccuracy

Error-free information. Updated 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.

Workshop

Examples 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 elements.

Workshop

ExamplesPresentation

Information presented in a manner to stimulate imagination.

Use of appropriate and supportive feedback. Options for help, tutorial segments. Captions, labels, or legends for visuals. Legible text and print size that is appropriate for the

intended audience.

Workshop

ExamplesTeacher'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.Support materials for student use, such as camera-

ready worksheets and activity pages.

Workshop

Applications

1. Suggest items that best describe the pedagogical and technical dimensions and their aspects of evaluation.

2. Design a strategy (questionnaire, checklist, interview, observation, class assessment, portfolio, logs…) to evaluate these dimensions and aspects.

3. Apply the above strategy to evaluate a computer-based learning environment/courseware.