~ OW MANY TIMES have you heard that computer-assisted in- struction (CAI) must be more than electron-

ic page turning? Today, the descrip- tion still fits much drill-and-practice software, but there's no question that a good deal of CAI software quickly has become quite sophisti- cated. Much of this advance is due to the increasing number of instruc- tional designers who are experi- menting with authoring languages.

These authoring languages, as the article beginning on page 20 shows, can be easy to use and can offer a way for teachers and trainers to zero in on their specific instruction- al objectives.

Designing CAI programs, howev- er, is a frame-by-frame process, and aside from learning the pecu- liarities of your authoring system,

Stan Bunson is educational coordi- nator for General Dynamics in Newport, R.L

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you must consider several other factors when you want to display text on a microcomputer. Here 's a list that ought to help you:

1. Know the dimensions of your system. Planning a 16"x 64" screen layout on a 24"x 80" screen will not result in proper spacing.

2. Make your screen displays consistant with natural eye move- ment.

3. Use correct grammar and spelling; do not split words at the end of a line.

4. Use flashing text and highlight- ing sparingly.

5. Do not scroll when paging to new material. Use a new screen.

6. Allow the learner to return or move forward to different points in the text. This is especially impor- tant if the learner is to be able to review material.

7. Provide menus and special commands that allow the learner to use the program with ease.

8. Require a minimum number of keystrokes.

9. Keep the keys that execute commands consistent throughout the program.

10. Provide clear instructions on the screen and in documentary ma- terial.

11. Create prompts at critical points in the program.

12. Take advantage of the inter- active capability of the computer.

13. Prompt the learner to the na- ture of the expected response.

14. "Massage" the correct an- swer. In other words, allow flexibil- ity for spelling or punctuation mis- takes in the learner's answers. This is important for fill-in or short-an- swer responses.

15. Provide a sample target audi- ence to help identify any ambigu- ities, deficiencies, or difficulties.

16. Use the results of the target study to modify and improve the program.

Storyboarding is an effective way to begin your CAI design. You can create a storyboard by writing indi- vidual frames of instruction on in- dex cards. This allows you to visu- alize the content and flow of the in- struction before you enter the program onto a computer diskette. You might want to show the index cards to a colleague who can sug- gest modifications. Changes are easy to make at this point.

Also, learning the following types of frames should help you organize your CAI lesson: introductory frames These appear at the beginning of the lesson itself and at the beginning of any new sections within the lesson. These include two types: objectives and advanced organizers. When objec- tives are stated behaviorally as part of the instructional package, they identify the skills the learner must master. Advanced organizers pro- vide necessary introductory infor- mation for learners. The two types of advanced organizers are called expository and comparative. Ex- pository organizers are used when the material is completely new to the learner. Comparative organizers are used when the new material is somewhat familiar. Introductory frames can also be used to collect vital information, such as name and age and record-keeping statistics. Pretesting frames These serve two purposes. They ensure that the learner has the necessary entry

skills for the instruction and deter- mine if the student knows any or all of the upcoming information. Teaching/testing frames A major goal of CAI is to create interesting and effective instruction. It is here, in the meat of your lesson, where you must strive to make your lesson highly interactive, rather than just an electronic page turner. You must ask the learner to do considerably more than "Press Return To Con- tinue."

Helpful hints should be available for learners who need more infor- mation. Feedback, whether for cor- rect or incorrect answers, always should be positive. Avoid sarcastic and negative feedback. Although every frame need not have ques- tions, it is extremely important that the majority of CAI teaching frames have these characteristics. Detailed interaction, not electronic page turning, provides systematic, effec- tive learning opportunities.

Well-designed CAI should pre- sent the information, response, and feedback on one frame. After you've introduced new material and have offered an example, give the learner a chance to demonstrate his or her understanding of it. Again, based upon the learner's response, (correct, incorrect, or request for help) be sure to give positive feed- back. Practice frames At times, it is desir- able to use practice frames to rein- force important concepts. Quite of- ten, these frames occur immediate- ly before a major criterion test. They reveal any weaknesses a learner might have and direct him or her to instructional segments for review. Criterion-testing frames Has the learner mastered the objectives, or is additional work needed? Each question in these testing frames should test a specific objective. flULEG-EGRULE When you are trying to teach a new concept to learners already familiar with a subject, it might be better to provide the defi- nition of concept followed by an example (RULEGwrule before ex- ample). EGRULE (example fol- lowed by a rule) might be more effi- cient when students are presented with unfamiliar material.

One final recommendation: Keep trying. The more you develop this exciting mode of learning, the bet- ter you will become. �9

DEBORAH WILEY The vice. president of John Wiley and Sons says educators won't be replaced by technology-- unless they fail to use it to supplement and enhance their efforts.

Deborah Wiley is not the first Wi- ley to be asked, "Will books sur- vive?" Nor is she likely to be the last. With each technological inno- vationufrom radio, to silent films, to television, to computers, to vi- deodiscs, to whatever comes off the drawing board next--speculation arises anew as to the long-term via- bility of the printed word as a medi- um of communication and o f the publishing industry as a major pur- veyor o f information.

Throughout its 177-year history, John Wiley and Sons, now well- known for technical, educational, and professional publishing, has had to respond to change. It pub- lished the works o f Melville, Haw- thorne, and Poe in the 19th centu- ry, and now finds itself a leader in scientific and technological publish- ing.

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