Tutorials “Creativity is thinking up new things. Innovation is doing new things” Theodore Levitt

The cognitive revolution in learning psychology in the 1970’s provided the foundation of computer-based tutorials. Tutorials want to respond to individual differences in learning by providing remedial instruction.

The architecture of the tutorials based on Presenting some information in text or graph. Ask learners question (s) to assess their comprehension of what had been presented Compare learners’ response (s) with the correct answer (s) stored in the computer Reward correct responses or give remedial instruction for incorrect responses.

Lesson orientation information Learner guidance during the lesson Appropriate feedback Remediation Strategies for making the instruction more meaningful

 Useful for teaching factual information, simple discrimination, rules and simple application of rules  Permit learner to move through instruction at their own rate

 Requiring time to design and develop a lesson  Difficulties to design tutorials for higher-order objectives  Duplication of instruction (that is available in other forms)

Should existing instruction, already in place and effectively meeting expectation, be duplicated with Tutorials?

Well-designed tutorials can be used to EXPAND EXISTING INSTRUCTION. MOTTO: EXPAND EXISTING INSTRUCTION WITH TUTORIALS.

(HW) Prepare a tutorial that teaches how to solve the fraction problems! (Use sound and either movie or images or drawings)