Lect1 csse81

Introduction to
Computer-Aided Instruction

CSSE 81: Computer-Aided Instruction
Lecture#1: 1

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
Lecture#1: 2


• 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

Lecture#1: 3


• 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
Lecture#1: 4


• 1967
– IBM creates the first floppy disk.
• 1975
– 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.

Lecture#1: 5


• 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.

Lecture#1: 6


• 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.
Lecture#1: 7

History of Computers in
Education
• early use of computers in education are
primarily on the field of:
– mathematics
– science
– engineering

• mathematical problem-solving tool

Lecture#1: 8

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

Lecture#1: 9

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

Lecture#1: 10

Education
• 1970s
– researchers were looking for new educational
paradigms to take advantage of the
breakthrough in computer technology.
• developed paradigm: ICAI

Lecture#1: 11

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

Lecture#1: 12

CAI

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

Lecture#1: 13

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.
Lecture#1: 14

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.

Lecture#1: 15

Use of Computers in Academe
• As Tools
• As Assistants
• As Teachers

Lecture#1: 16

Computers as Tools

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

Lecture#1: 17

Computers as Assistants

– for Assessment, Remediation, and
Reinforcement
• Applications
– Drills
– Instructional games
– simulations

Lecture#1: 18

Computers as Teachers

– for Instruction, Remediation, and Assessment
• Implementations:
– CAI
– ICAI
– Tutorials
– Simulations

Lecture#1: 19

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

Lecture#1: 20

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

Lecture#1: 21

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

Lecture#1: 22

Development Tools

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

Lecture#1: 23

Development Tools

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

Lecture#1: 24

Development Tools

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

Lecture#1: 25

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

Lecture#1: 26


• 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

Lecture#1: 27


• 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

Lecture#1: 28


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

Lecture#1: 29


• Practice
– learner-centered
– Instructor observes and corrects the student,
but emphasis is on the student practicing and
the instructor making only short corrective
statements.

Lecture#1: 30


• Practice
– Fluency, speed and practice
– method: use of workbooks (arithmetic),
flashcards (foreign-language instruction)

Lecture#1: 31


• Assessment
– level of learning
– quality of teaching
– future instructional needs
– method: tests

Lecture#1: 32

Instructional Methodologies
• Tutorials
• Drills
• Simulations
• Instructional Games
• Tests

Lecture#1: 33


• 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

Lecture#1: 34

• 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

Lecture#1: 35


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

Lecture#1: 36


• 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.

Lecture#1: 37


• 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.

Lecture#1: 38


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

Lecture#1: 39

Lect1 csse81

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