1. COMPUTER ASSISTED
LEARNING/MULTIMEDIA

2. CBI
CBT

3. CAL
emphasis on learning
computer assisted
learning

4. THIS PRESENTATION:
Overview of
computer assisted learning.

5. MORE SPECIFICALLY:
I. types of CAL software,
II. hypermedia/multimedia environments,
III. authoring languages,
IV. design considerations,
V. a critical view of CAL/multimedia.

6. I. TYPES OF CAL
SOFTWARE
 drill and practice
 games
 simulations
 tutorials
 tools
 (hypermedia)
 (CMI software; e.g.. tests)

7. categorizing is difficult:
imagine a “space travel game” in a
“hyper environment” with a
tutorial component.

8. • drill and practice
Typically, drill and practice
activities are supplementary
to the “normal” teaching process.

9. • drill and practice
Drill and practice is good for
fundamental mastery.

10. • drill and practice
Can be thought of as a “flash card”
system of the stimulus-response
model.

11. • drill and practice
Speed is important for both
presentation and feedback.

12.  randomness
 record keeping
• drill and practice
often incorporates:

13. • games
Often CAL software is presented
in game format.

14. • games
May include point scoring, and
can be individual or team format.

15. • games
Have the potential for a very
motivational environment.

16. • simulations
Can provide microworlds (e.g.,
a world without friction or
gravity).

17. • simulations
The University of Illinois has
successfully provided computer-
driven “dry” chemistry labs.

18. SIMULATIONS ARE
 safe
 inexpensive
 fast
 slow
 clean
 possible

19. • tutorials
Self-paced, where the computer
acts as an infinitely-patient,
all-wise tutor.
Is this guy slow, or what??

20. Typically a good tutorial will have a
structure(s) as follows:
give
information
test
give
info.
. . .
remediate
OK
(needs
help)

21. give
information
test
give
info.
remediate
OK
(needs
help)
...
can be very
complex

22. • tools
Typically, application programs
which are being used by the
student for learning.

23.  spreadsheet programs
 statistics packages
 hypermedia software
 desktop publishing software
 presentation software
 CAD software
 etc.
• examples of tools
q

24. II. HYPERMEDIA
&MULTIMEDIA
ENVIRONMENTS

25. hyper- pref. „over‟, „above‟, „too‟...
eg. hypersensitive or hypertension

26. hypermedia can be thought of as
“chunks” of information (nodes),
stored in a structure, and accessed
by links (buttons).

27. • HYPERTEXT
Textual information, structured
by use of links and nodes.
Here is some example
text which is going to
be shrunk down to a
size which is barely
recognisable; good too
because then my poor
spelling won‟t be
recognised. Now, I
have run out of example
text. Oh well; so what?
Here is some example
text which is going to
be shrunk down to a
size which is barely
recognisable; good too
because then my poor
spelling won‟t be
recognised. Now, I
have run out of example
text. Oh well; so what?
Here is some example
text which is going to
be shrunk down to a
size which is barely
recognisable; good too
because then my poor
spelling won‟t be
recognised. Now, I
have run out of example
text. Oh well; so what?

28. • HYPERMEDIA
Like hypertext, but including
sound, video, and/or animation.
Here is some example
text which is going to
be shrunk down to a
size which is barely
recognisable; good too
because then my poor
spelling won‟t be
recognised. Now, I
have run out of example
text. Oh well; so what?
Here is some example
text which is going to
be shrunk down to a
size which is barely
recognisable; good too
because then my poor
spelling won‟t be
recognised. Now, I
have run out of example
text. Oh well; so what?
Here is some example
text which is going to
be shrunk down to a
size which is barely
recognisable; good too
because then my poor
spelling won‟t be
recognised. Now, I
have run out of example
text. Oh well; so what?

29. • MULTIMEDIA
Involves more than one medium
(>2 really, since most literature
contains graphics and text).

30. • multimedia
Involves the use of sound,
animation, and/or video
as well as text and graphics.

31. Even Ted Nelson said he didn‟t
know the difference between
hypermedia and multimedia.
• multimedia
1
1 Educational Multimedia and Hypermedia Conference,
June 1994, Vancouver. [Ted Nelson coined the term hypertext
(“non-sequential writing”)].

32. • multimedia
Computer-controlled multimedia
allows the seamless integration
of media.

33. • multimedia
Multimedia can provide a
sensory-rich learning environment.

34. • multimedia
Interactive multimedia is the
incorporation of multimedia with
human-computer interaction.

35. • multimedia
Interactive multimedia provides
an obvious educational advantage
over current broadcasting &
publishing which is passive.

36. play speed movie
take a quiz
more information
WWW
tutorial
Speed
Information regarding the concept of speed can appear as text here. I know very little about
it myself, so perhaps a multimedia tutorial about it would help me. To learn about it, select
options below, some perhaps more than once..
Choose one option below:

37. play speed movie
take a quiz
more information
WWW
tutorial
Speed
Information regarding the concept of speed can appear as text here. I know very little about
it myself, so perhaps a multimedia tutorial about it would help me. To learn about it, select
optionsbelow, some perhaps more than once..
Choose one option below:
Metaphors abound.
A computer screen of
information can be a
slide, a
page, a
card,
a node,
whatever...

38. There are many possible “HyperDesigns”.
Linear
..... .....

39. There are many possible “HyperDesigns”.
Network

40. Possible applications of less complex
designs include electronic books, and
information/ training kiosks.

41. HYPERDESIGNS GIVE THE USER
OPPORTUNITY FOR:
 more control, but
 require careful planning and analysis.
q

42. IV. DESIGN
CONSIDERATIONS
 the design team and
 user interface design
Two important points in designing
CAL software are:

43. Typically, the design team can
circulate ideas on storyboards
(hard copies of screen templates).

44. dfgg
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Storyboards circulate among
design team members.
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content
expert
graphic
artist
cognitive
scientist
programmer

45.  allow the user control
 use visual cues
 be consistent
 design, don‟t decorate
Some quick tips for User Interface Design
q

46. V. A CRITICAL VIEW
1. CAL is an inferior teaching medium.

47. a critical view:
2. Users can become disoriented and
lost in hyper environments.

48. a critical view:
3. Too much attention is paid to
appearance (esp. graphics) and
not enough to educational issues.
q

49. SUMMARY
1. There are many types of CAL
software other than sequential
point-and-click text.

50. Summary
2. hypermedia/multimedia
environments offer great potential
but require care in design.

51. Summary
3. Many important design issues
need to be considered.
q