1 Introduction to Educational Software C. Candace Chou University of St. Thomas

2 Drill and Practice Programs present materials to be learned through repetition Programs present materials to be learned through repetition The cycle: The cycle: –An item is selected. –The item is displayed. –The learner responds. –The program judges the response. –The learner receives feedback about the response. Examples: Examples: –Flashcard Queuing, games, vocabulary exercises, etc.

3 Advantages and disadvantages of Drill and Practice Advantages Advantages –Competition (against other learners, the computer, oneself, the clock) –Cooperative learning (team effort) –Multiple modes and display variety –Goal setting and scoring –Reinforcement of basic skills –Immediate feedback Disadvantages Disadvantages –Drill and kill (from overuse)

4 Tutorials Tutorials present materials that has been previously taught or present new materials learned in an individual setting. Tutorials present materials that has been previously taught or present new materials learned in an individual setting. Difference between tutorials and drills Difference between tutorials and drills –Tutorials offer more than questions and feedback. –In tutorials, learners gain new concept in similar fashion of learning from a teacher Types Types –Linear tutorials provide the same instructional sequence of explanation, practice, and feedback to all learners regardless individual differences. –Branching tutorials direct students to certain lesson or parts of a lesson according to students responses to pretests or posttests.

5 Advantages and Disadvantages of Tutorials Advantages Advantages –Provide learner control –Motivation (alternative learning strategies) –Self-paced reviews of instruction –Instruction when teachers are unavailable Disadvantages Disadvantages –Difficult to design –Expensive to develop –Unavailable in many topic areas

6 Simulations Simulation is a computerized model of a real or imagined system designed to teach how a system works Simulation is a computerized model of a real or imagined system designed to teach how a system works Difference from other programs Difference from other programs –Learners must create their own sequence (including learning tasks and order ) for using simulations Types Types –Those that teach about something (Physical & Iterative) –Those that teach how to do something (Procedural & Situational) – (Roblyer, 2002)

7 Advantages and Disadvantages of Simulations Advantages Advantages –Motivation –Transfer of learning –Efficiency –Flexibility Disadvantages Disadvantages –Concerns over accuracy

8 Instructional Games Instructional games are courseware whose function is to increase motivation by adding game rules to leaning activities. Instructional games are courseware whose function is to increase motivation by adding game rules to leaning activities. Types Types –Adventure and role-playing games –Business games –Board games –Combat games –Logic games and puzzles –Word games Characteristics: goals, rules, fantasy, challenge, fantasy, safety Characteristics: goals, rules, fantasy, challenge, fantasy, safety

9 Issues in Instructional Games Conflict between educational goals and the characteristics of games Conflict between educational goals and the characteristics of games Efficiency of learning in games Efficiency of learning in games Disagreement about whether games are intrinsic or extrinsic motivators Disagreement about whether games are intrinsic or extrinsic motivators Educator’s negative beliefs about games Educator’s negative beliefs about games

10 Evaluation Guidelines for Educational Software I 1. Documentation –Is the manual included? –Are the instructions clear and easy to read? –Are goals and objectives clearly stated? –Are suggested lesson plans or activities included? –Are other resource materials included?

11 Evaluation Guidelines for Educational Software II 2. Ease of Use –Is minimum knowledge needed to run the program? –Are potential errors trapped? –Is text easily readable on the monitor screen? –Can the user skip on-screen direction? –Can the student use the program without teacher intervention?

12 Evaluation Guidelines for Educational Software III 3. Content –Is the content appropriate to the curriculum? –Is the content accurate? –Is the content free of age, gender, and ethnic bias or discrimination? –Is the presentation of the information interesting and does it encourage a high degree of student involvement? –Is the content free of grammar and punctuation error? –In a simulation, is the content realistic?

13 Evaluation Guidelines for Educational Software VI 4. Performance –Does the program reach its stated goal? –Is the goal worthwhile? –Does the program follow sound educational techniques? –Does the program make proper and effective use of graphics and sound? –Does the program present appropriate reinforcement for correct replies? –Does the program handle incorrect responses appropriately?

14 Evaluation Guidelines for Educational Software V 5. Versatility –Can the program be used in a variety of ways? –Can the user control the rate of presentations? –Can the user control the sequence of the lesson? –Can the user control the level of difficulty? –Can the user review previous information? –Can the user enter and exit at various points? –In a tutorial, is the user tested and placed at the proper entry level? –In a simulation, can the instructor change random and control factors?

15 Evaluation Guidelines for Educational Software VI 6. Data Collection –Is the program’s data collection and management system easy to use? –Can student data be summarized in tables and charts? –Is the student’s privacy and data security ensured? –(from Forcier and Descy, 2002) 7. Technical requirements 7. Technical requirements –Are the required platform, operating system, peripherals (mic, headphones, printer, Internet) specified? –Are the text, graphic, video and audio presentations clear?

16 Seven Steps to Software Selection 1. Analyze needs 2. Specify requirements 3. Identify promising software 4. Read relevant reviews 5. Preview software 6. Make recommendations 7. Get post-use feedback 8. (from Komoski, 1995)

17 Software Evaluation Procedure 1. Identify needs 2. Locate titles 3. Complete hands-on reviews 4. Collect student reviews 5. (from Roblyer, 2002)

18 Overview of a Model for Design and Development I Overview of a Model for Design and Development I Development Methodology Development Methodology Pre-production Pre-production –Create storyboards with review cycles to establish adherence to technical and instructional standards Production Production –Create and assemble media elements according to the storyboards and course- development standards

19 Design and Development II Post-production and quality review Post-production and quality review –Perform technical reviews, debug, and test the programmed lessons for a adherence to the storyboards and programming standards. Delivery or implementation Delivery or implementation

20 Design and Development Phase 1 - Planning Phase 1 - Planning –Define the scope –Identify learner characteristics –Establish the constraints –Cost the project –Produce a planning document –Produce a style manual –Determine and collect resources –Conduct initial brainstorming –Define the look and feel –Obtain client sign-off

21 Design and Development Phase II - Design Phase II - Design –Develop initial content ideas –Conduct task and concept analysis –Do a preliminary program description –Prepare a prototype –Create flowcharts and storyboards –Prepare scripts –Obtain client sign-off

22 Design and Development Phase III - Development Phase III - Development –Prepare the text –Write program code –Create the graphics –Produce audio and video –Assemble the pieces –Prepare support materials –Do an alpha test (done by the design/develop team) –Make revisions –Do a beta test (by the client) –Make final revisions –Validate the program (from Allessi & Trollip, 2001)

23 References Alessi & Trollip, (2001). Multimedia for Learning Alessi & Trollip, (2001). Multimedia for Learning Forcier & Descy (2002). The computer as an Educational Tool: Productivity and Problem Solving Forcier & Descy (2002). The computer as an Educational Tool: Productivity and Problem Solving Golebiewski, M. Evaluating Software Golebiewski, M. Evaluating Software Komoski (1995). Seven steps to responsible software selection. Komoski (1995). Seven steps to responsible software selection. Roblyer (2002), Integrating Educational Technology into Teaching Roblyer (2002), Integrating Educational Technology into Teaching