Designing CAI Frames Dr. Ennis-Cole CECS 5130

Designing Lesson Frames 1. Organize Effectively 2. Readily Interpreted 3. Clear Presentation

FRAMES Single Contents of a Screen Types of Frames: 1.) Transitional 2.) Instructional 3.) Question

Transitional Frames 1. Purposes: +Support Lesson Flow +Assist with Procedural Details + Smoothly Connect Lesson -Don’t Teach or Evaluate

Transitional Frames (Contextual /Procedural Support) + Orientation- objectives + Bridge - shifts in lesson + Bridge - shifts in lesson

Transitional Frames (Contextual /Procedural Support) + Feedback- informational + Directions- format, features + Performance - end of lesson

Instructional Frames b 1. Instructional or Presentation Frames introduce prior and current learningintroduce prior and current learning present new instructionpresent new instruction support new instruction via examples, demonstrations, learner guidancesupport new instruction via examples, demonstrations, learner guidance b 2. Frequently Used Instructional Frames Prerequisite, DefinitionPrerequisite, Definition Example, and RuleExample, and Rule

Instructional Frames b 1. Prerequisite identify explicit relationships between past and current learningidentify explicit relationships between past and current learning help learner integrate current information into a useful contexthelp learner integrate current information into a useful context provide substantial instructional supportprovide substantial instructional support

Instructional Frames b 2. Definition aids student learning - terminology focusaids student learning - terminology focus focuses learner attention to definitionsfocuses learner attention to definitions presents key terms phrases, important figures and other lesson informationpresents key terms phrases, important figures and other lesson information

Instructional Frames b 3. Example supports teaching and learning by clarifying conceptssupports teaching and learning by clarifying concepts illustrates applicationsillustrates applications supports lesson contentsupports lesson content

Instructional Frames b 4. Rule emphasizes lesson informationemphasizes lesson information focuses student attentionfocuses student attention formulas, strategies, procedures = rule- based learningformulas, strategies, procedures = rule- based learning

Question Frames b Criterion Frames solicit user information and inputsolicit user information and input help individualize instructionhelp individualize instruction Types: True-False, Yes-No, Multiple Choice, Completion/Short Answer, Constructed or Open-EndedTypes: True-False, Yes-No, Multiple Choice, Completion/Short Answer, Constructed or Open-Ended

Question Frames b 1. True-False Easy interpretation, simple responsesEasy interpretation, simple responses b 2. Yes-No Only two options, clearly statedOnly two options, clearly stated b 3. Multiple Choice Careful allocation of screen space for readability and question locationCareful allocation of screen space for readability and question location Question stem and answersQuestion stem and answers

Question Frames b 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, capitalizationAdditional Challenges - spelling, punctuation, capitalization

Question Frames b 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 Frames b Copy Frames Instructional Material + QuestionInstructional Material + Question Focus student attention on certain informationFocus student attention on certain information Useful for directing student attention, obtaining student responses, and emphasizing lesson contentUseful for directing student attention, obtaining student responses, and emphasizing lesson content

Variations on Frames b Prompt Frames Explicit promptingExplicit prompting Designed for questionsDesigned for questions

Variations on Frames b Hint Frames Intermediate step to aid learning and help the student produce the correct responseIntermediate step to aid learning and help the student produce the correct response Provides information that might elicit a correct responseProvides information that might elicit a correct response

Variations on Frames b Interlaced Frames Combine several types of framesCombine several types of frames Useful for incorporating both a question and feedback information on the same frameUseful for incorporating both a question and feedback information on the same frame Facilitates learning by providing useful student informationFacilitates learning by providing useful student information

Protocol in Frame Design b Consistent Designation of Frame Zones b Functional Zones Consistent with the type of Frame being displayed Directions - BottomDirections - Bottom Information - CenterInformation - Center b Develop an expectation for reading and comprehension

Procedural Protocol b Consistent Use of Lesson Procedures, Lesson Options, and Methods for obtaining Student Responses b Pacing Conventions b Response Formats b Changes in Lesson Pacing or Format should be announced before they occur

The End b “That’s all folks...”