Designing CAI Designing CAI FramesFrames
Dr. Ennis-ColeDr. Ennis-Cole
CECS 5130CECS 5130
Designing Lesson Designing Lesson FramesFrames
1. Organize Effectively1. Organize Effectively
2. Readily Interpreted2. Readily Interpreted
3. Clear Presentation3. Clear Presentation
FRAMEFRAMESS
Single Contents of a ScreenSingle Contents of a ScreenTypes of FramesTypes of Frames: :
1.) Transitional1.) Transitional
2.) Instructional2.) Instructional3.) Question3.) Question
Transitional Transitional FramesFrames
1. Purposes:1. Purposes:
+Support Lesson Flow+Support Lesson Flow
+Assist with Procedural Details+Assist with Procedural Details
+ Smoothly Connect Lesson+ Smoothly Connect Lesson
-Don’t Teach or Evaluate-Don’t Teach or Evaluate
Transitional Transitional Frames Frames
(Contextual /Procedural Support)(Contextual /Procedural Support)
+ Orientation+ Orientation - objectives- objectives
+ Bridge + Bridge - shifts in lesson- shifts in lesson
Transitional Transitional Frames Frames
(Contextual /Procedural Support)(Contextual /Procedural Support)
+ Feedback+ Feedback- informational- informational
+ Directions+ Directions - format, features- format, features
+ Performance - end of lesson+ Performance - end of lesson
Instructional Instructional FramesFrames
1. Instructional or Presentation Frames 1. Instructional or Presentation Frames • introduce prior and current learningintroduce prior and current learning• present new instructionpresent new instruction• support new instruction via examples, support new instruction via examples,
demonstrations, learner guidancedemonstrations, learner guidance 2. Frequently Used Instructional Frames2. Frequently Used Instructional Frames
• Prerequisite, DefinitionPrerequisite, Definition• Example, and RuleExample, and Rule
Instructional Instructional FramesFrames
1. Prerequisite 1. Prerequisite • identify explicit relationships between past identify explicit relationships between past
and current learningand current learning• help learner integrate current information help learner integrate current information
into a useful contextinto a useful context• provide substantial instructional supportprovide substantial instructional support
Instructional Instructional FramesFrames
2. Definition2. Definition • aids student learning - terminology focus aids student learning - terminology focus • focuses learner attention to definitionsfocuses learner attention to definitions• presents key terms phrases, important presents key terms phrases, important
figures and other lesson informationfigures and other lesson information
Instructional Instructional FramesFrames
3. Example3. Example • supports teaching and learning by clarifying supports teaching and learning by clarifying
concepts concepts • illustrates applicationsillustrates applications• supports lesson content supports lesson content
Instructional Instructional FramesFrames
4. Rule4. Rule • emphasizes lesson information emphasizes lesson information • focuses student attention focuses student attention • formulas, strategies, procedures = rule-formulas, strategies, procedures = rule-
based learning based learning
Question FramesQuestion Frames
Criterion FramesCriterion Frames• solicit user information and inputsolicit user information and input• help individualize instructionhelp individualize instruction• Types: True-False, Yes-No, Multiple Choice, Types: True-False, Yes-No, Multiple Choice,
Completion/Short Answer, Constructed or Open-Completion/Short Answer, Constructed or Open-Ended Ended
Question FramesQuestion Frames 1. True-False 1. True-False
• Easy interpretation, simple responsesEasy interpretation, simple responses 2. Yes-No2. Yes-No
• Only two options, clearly stated Only two options, clearly stated 3. Multiple Choice3. Multiple Choice
• Careful allocation of screen space for readability and question Careful allocation of screen space for readability and question locationlocation
• Question stem and answers Question stem and answers
Question FramesQuestion Frames
4. Completion/Short Answer 4. Completion/Short Answer • Require one to three word responsesRequire one to three word responses• Questions must be organized clearly and uncuedQuestions must be organized clearly and uncued• Additional Challenges - spelling, punctuation, Additional Challenges - spelling, punctuation,
capitalizationcapitalization
Question FramesQuestion Frames
5. Constructed Response/Open-Ended 5. Constructed Response/Open-Ended • Most complicated CAI questionsMost complicated CAI questions• Require sufficient guidanceRequire sufficient guidance• Interrogation of simple phrases to several paragraphsInterrogation of simple phrases to several paragraphs• Must focus student attention and effortMust focus student attention and effort
Variations on Variations on FramesFrames
Copy FramesCopy Frames• Instructional Material + Question Instructional Material + Question
• Focus student attention on certain informationFocus student attention on certain information
• Useful for directing student attention, obtaining Useful for directing student attention, obtaining student responses, student responses, and emphasizing and emphasizing lesson contentlesson content
Variations on Variations on FramesFrames
Prompt FramesPrompt Frames• Explicit prompting Explicit prompting • Designed for questionsDesigned for questions
Variations on Variations on FramesFrames
Hint FramesHint Frames• Intermediate step to aid learning and help Intermediate step to aid learning and help
the student produce the correct response the student produce the correct response • Provides information that might elicit a Provides information that might elicit a
correct responsecorrect response
Variations on Variations on FramesFrames
Interlaced FramesInterlaced Frames• Combine several types of frames Combine several types of frames
• Useful for incorporating both a question and Useful for incorporating both a question and feedback information on the same framefeedback information on the same frame
• Facilitates learning by providing useful student Facilitates learning by providing useful student informationinformation
Protocol in Frame Protocol in Frame DesignDesign
Consistent Designation of Frame ZonesConsistent Designation of Frame Zones Functional Zones Consistent with the type of Frame Functional Zones Consistent with the type of Frame
being displayedbeing displayed• Directions - BottomDirections - Bottom• Information - CenterInformation - Center
Develop an expectation for reading and comprehensionDevelop an expectation for reading and comprehension
Procedural Procedural ProtocolProtocol
Consistent Use of Lesson Procedures, Lesson Options, Consistent Use of Lesson Procedures, Lesson Options, and Methods for obtaining Student Responsesand Methods for obtaining Student Responses
Pacing ConventionsPacing Conventions Response FormatsResponse Formats Changes in Lesson Pacing or Format should be Changes in Lesson Pacing or Format should be
announced before they occurannounced before they occur
The The End End
““That’s all folks...”That’s all folks...”