Lo 2 And 3

SHARON STOBBIA CTM 710

STUDENT NO: 81554533 INSTRUCTIONAL TOOLS AND MULTIMEDIA

LEARNING OBJECT 2: INTRODUCTION TO INSTRUCTIONAL SOFTWARE DEFINITION Instructional software refers to computer programs that are designed for educational purposes. Also known as software learning tools these programs aid instruction or offer support for learning. MULTIMEDIA FEATURES OF INSTRUCTIONAL SOFTWARE Although not a prerequisite, instructional software is increasingly featuring audio, video, animations and Internet links to increase popularity. These multimedia features are not only eye-catching, but are also interactive. Internet links create easy access to additional activities and information. CLASSIFICATION OF INSTRUCTIONAL SOFTWARE Instructional software is divided into five categories based on the teaching function of the software. The categories are drill-and-practice, simulation, tutorial, instructional game and problem solving. Each has its own characteristics that will be briefly discussed. Drill-and-practice software is a directed strategy that allows learners to practice skills. Learners receive brief feedback on the correctness of their answers. Tutorials deliver information and offer instructional activities, i.e. a computerised tutor that allows for self-paced learning. Simulation software is used to demonstrate concepts or allows for exploration of real or imaginary systems. It incorporates directed and constructivist strategies. Instructional game software

-2adds game rules to drill-and-practice or simulations in order to increase the learners’ motivation. The last category is problem-solving software. This aids higher skills development by offering opportunities for problem solving or practicing the steps that are involved in problem solving. The current trend is towards multiple-function software that offers varied integration strategies. LO 3: DRILL-AND-PRACTICE SOFTWARE FUNCTIONS DEFINITION AND FUNCTION In drill-and-practice exercises learners answer questions one at a time and receive feedback. The function is not instruction, but practice of skills. TYPES OF DRILL FUNCTION AND THE FEEDBACK EACH PROVIDES The distinction between the different types of drill-and-practice programs is based on how the program is tailored to the needs of the student. The types are: a) Flash card activity – This is very basic. The student is presented with a set number of questions or problems, one at a time. After choosing or typing an answer, the program gives feedback as to the correctness of the answer. b) Branching drill – This more sophisticated program moves students on to a higher level if they get a predetermined number of questions correct, or back to lower levels if they get a certain number wrong. Some programs allow for revision of the questions that were incorrectly answered before moving to a next level. Sometimes students are congratulated before proceeding to a next level,

-3but sometimes the branching happens automatically. In some cases students are allowed to choose their next activity. c) Extensive feedback activities – Students receive detailed feedback on why they get a problem wrong, but the function of the program remains practice and not instruction and should therefore not be mistaken for a tutorial. CRITERIA

FOR

EFFECTIVE

DRIL-AND-PRACTICE

SOFTWARE

AND

REQUIREMENTS FOR FEEDBACK Program specific criteria for drill-and-practice software firstly demand that there should be control over the presentation rate. This means that students should generally be allowed to use as much time as they need to answer questions and to look at the feedback before they continue to the next question, by pressing a key. When the questions are part of a timed review this criteria will not apply. A second criterion is answer judging, which requires the program to distinguish between correct and incorrect answers when students have to enter an answer instead of just choosing one. Lastly, the feedback should be appropriate. In order for the feedback to be motivational it should not be elaborate, but simple and quickly displayed. This particularly applies when responses are timed or sessions are limited. Exciting and interesting feedback for incorrect answers has the effect of actually motivating students to get the answers wrong. This was the case in a math drill series that offered a smiley face for a correct answer, but a full-screen animated crying face for an incorrect answer.

-4DEFINING AUTOMATICTY Automaticity is the quick, automatic recall and use of basic lower order skills needed to master more advanced, higher order concepts. ADVANTAGES OF DRILL-AND-PRACTICE IN AN EDUCATIONAL CONTEXT The advantage of drill software, as compared to paper exercises, is firstly that it offers immediate feedback so that wrong skills are not memorized. If answers are incorrect students can make quick corrections and are thus able to identify errors in their procedures (“debugging”). The correct skills are then retained in the long-term memory. Secondly, computer based practice may also motivate learners who have poor handwriting skills, dislike writing or have failed many times on paper. The students also do not have to bear the brunt of impatient teachers when dealing with machines. A third benefit is that drill-and-practice saves teachers time. They do not need to mark the exercises and students can work on their own. This allows teachers time to address other needs of students.