Introduction to Computer-Aided Instruction

History of Computers 1943 ENIAC was constructed, finished in 1946, and turned off in 1955 for the last time. 1945 the term “bug” was coined by Grace Hooper when programming Mark II 1949 Claude Shannon builds the first machine that plays chess at the Massachusetts Institute of Technology

History of Computers 1949 The Harvard-MARK III, the first of the MARK machines to use an internally stored program and indirect addressing, goes into operations again under the direction of Howard Aiken 1950 The first electronic computer is created in Japan by Hideo Yamachito

History of Computers 1953 A magnetic memory smaller and faster than existing vacuum tube memories is built at MIT 1955 Dartmouth College’s John McCarthy coins the term "artificial intelligence." 1963 Doug Engelbart invents and patents the first computer mouse

History of Computers 1967 1975 IBM creates the first floppy disk. Paul Allen and Bill Gates write the first computer language program for personal computers, which is a form of BASIC designed for the Altair. Gates later drops out of Harvard and founds Microsoft with Allen.

History of Computers 1980 IBM hires Paul Allen and Bill Gates to create an operating system for a new PC. The pair buy the rights to a simple operating system manufactured by Seattle Computer Products and use it as a template. IBM allows the two to keep the marketing rights to the operating system, called DOS.

History of Computers 1990 Tim Berners-Lee, working with Robert Cailliau at CERN propose a 'hypertext' system, which is the first start of the Internet as we know it today. 1997 IBM’s Deep Blue computer defeats world champion chess player Garry Kasparov in their second six-game showdown, winning the tie-breaking game in only 62 minutes.

History of Computers in Education early use of computers in education are primarily on the field of: mathematics science engineering mathematical problem-solving tool

History of Computers in Education 1959 PLATO at University of Illinois by Donald Bitier first, large-scale project for the use of computers in education enable computer-based instruction to integrate text and graphics, and provided instructors with one of the first programming environment for computer-based instruction

History of Computers in Education 1963 Patrick Suppes and Richard Atkinson at Stanford establish a program of research and development on CAI in math and reading. develop an individualized, instructional strategies that allowed the learner to correct his responses through rapid feedback. mastery is obtained through drill-and-practice

History of Computers in Education researchers were looking for new educational paradigms to take advantage of the breakthrough in computer technology. developed paradigm: ICAI

CAI stands for Computer Aided Instruction an instructor-led, computer–based teaching aid. the use of computer in the delivery of instruction. the integration of software and hardware in instruction

CAI CAI: Computer-Assisted Instruction CBE: Computer-Based Education CAL: Computer-Assisted Learning IAC: Instructional Applications of Computers CBI: Computer-Based Instruction

Arguments in Using Computers (Instruction) Pro Computers have endless supply of energy Computers can be made available for longer period of time vs. human tutors Computers, when properly programmed, are faster and more accurate than human instructors Computers are capable of giving endlessly changing list of examples.

Arguments in Using Computers (Instruction) Against computer instruction programs are notoriously poor in anticipating a students individual needs. computer instruction programs are often more than rote exercises having scant educational values. computer instruction programs have been very poor at adapting to the students changing abilities, and have locked the student into relatively rigid mode of instructions.

Use of Computers in Academe As Tools As Assistants As Teachers

Computers as Tools General purpose: Word processors Spreadsheets To automate tasks Word processors MS Word, Notepad, Wordpad, etc. Spreadsheets MS Excel, Lotus 123, etc. Presentation Applications MS Powerpoint, etc.

Computers as Assistants General purpose: for Assessment, Remediation, and Reinforcement Applications Drills Instructional games simulations

Computers as Teachers General purpose: Implementations: for Instruction, Remediation, and Assessment Implementations: CAI ICAI Tutorials Simulations

Advantages of CAI Interactive Provides immediate feedback Infinitely patient Motivates learners Provides consistency in presentation Can adjust difficulty to the level of the learner

Advantages of CAI Can present concepts or processes dynamically and using multiple forms of representation Can maintain records of student performance Can accommodate large number of learners

Limitations of CAI Repeated instruction Inexpensive distribution Equipment and software can be costly Development takes time and money Lack of “personal touch”

Development Tools Programming Languages Relatively inexpensive Powerful and flexible Difficult to learn and use Ex: Pascal, C, Java, Visual Basic, etc.

Development Tools Multimedia/Hypermedia tools Relatively easy to learn and use Relatively powerful and flexible Moderately priced Ex: HTML, Flash, etc.

Development Tools Authoring Tools Relatively easy to learn and use Powerful and flexible Expensive Ex: Macromedia Authorware, IconAuthor, Quest, Pathware

Expository Model of Instruction According to that model (EMI), for instruction to be effective the following four phases should be present: Presenting information Guiding the student Practicing by the student Assessing student learning

Expository Model of Instruction Presentation of Information “to teach something new, the instructor must first present information” The instructor will perform the skills so that the students can imitate methods: Examples instructor-centered

Expository Model of Instruction Guidance interactive tutorial Student performs under guidance of teacher answers questions about factual info apply rules and principles in problem-solving activities practice procedural skills

Expository Model of Instruction Guidance the instructor observes the student, correct errors, and give suggestions or hints Guided discovery is part of the guidance phase of instruction

Expository Model of Instruction Practice learner-centered Instructor observes and corrects the student, but emphasis is on the student practicing and the instructor making only short corrective statements.

Expository Model of Instruction Practice Fluency, speed and practice method: use of workbooks (arithmetic), flashcards (foreign-language instruction)

Expository Model of Instruction Assessment level of learning quality of teaching future instructional needs method: tests

Instructional Methodologies Tutorials Drills Simulations Instructional Games Tests

Instructional Methodologies Tutorials teach new materials typically they present information and then question the user to ascertain the level of learning achieved able to monitor the student's progress and to present remedial or advanced levels if and when required

Instructional Methodologies Drills typically deals with material that has already been taught the student is presented with a task, often selected randomly, and feedback is offered immediately able to keep pace with the student by offering remedial or advanced level if and when they become necessary

Instructional Methodologies Educational Games may be tutorial/drill and practice/simulation with game elements added learning elements are hidden

Instructional Methodologies Simulations may be used to present information and guide the learner, to guide and drill, to do all three, or to test the student’s knowledge. in here, the student learns by actually performing the activities to be learned in a context that is similar to the real world.

Instructional Methodologies Tests assessed the level of learning use for a variety of purpose: Determine what a student knows and does not know; Rank ordering of students in terms of performance; Assigning grades; etc.

Instructional Methodologies Tests Can take the form of an informal quiz or a strictly monitored examination where admission is by reservation only.