Designing CAI Designing CAI FramesFrames

Dr. Ennis-ColeDr. Ennis-Cole

CECS 5130CECS 5130

Designing Lesson Designing Lesson FramesFrames

1. Organize Effectively1. Organize Effectively

2. Readily Interpreted2. Readily Interpreted

3. Clear Presentation3. Clear Presentation

FRAMEFRAMESS

Single Contents of a ScreenSingle Contents of a ScreenTypes of FramesTypes of Frames: :

1.) Transitional1.) Transitional

2.) Instructional2.) Instructional3.) Question3.) Question

Transitional Transitional FramesFrames

1. Purposes:1. Purposes:

+Support Lesson Flow+Support Lesson Flow

+Assist with Procedural Details+Assist with Procedural Details

+ Smoothly Connect Lesson+ Smoothly Connect Lesson

-Don’t Teach or Evaluate-Don’t Teach or Evaluate

Transitional Transitional Frames Frames

(Contextual /Procedural Support)(Contextual /Procedural Support)

+ Orientation+ Orientation - objectives- objectives

+ Bridge + Bridge - shifts in lesson- shifts in lesson

Transitional Transitional Frames Frames

(Contextual /Procedural Support)(Contextual /Procedural Support)

+ Feedback+ Feedback- informational- informational

+ Directions+ Directions - format, features- format, features

+ Performance - end of lesson+ Performance - end of lesson

Instructional Instructional FramesFrames

1. Instructional or Presentation Frames 1. Instructional or Presentation Frames • introduce prior and current learningintroduce prior and current learning• present new instructionpresent new instruction• support new instruction via examples, support new instruction via examples,

demonstrations, learner guidancedemonstrations, learner guidance 2. Frequently Used Instructional Frames2. Frequently Used Instructional Frames

• Prerequisite, DefinitionPrerequisite, Definition• Example, and RuleExample, and Rule

Instructional Instructional FramesFrames

1. Prerequisite 1. Prerequisite • identify explicit relationships between past identify explicit relationships between past

and current learningand current learning• help learner integrate current information help learner integrate current information

into a useful contextinto a useful context• provide substantial instructional supportprovide substantial instructional support

Instructional Instructional FramesFrames

2. Definition2. Definition • aids student learning - terminology focus aids student learning - terminology focus • focuses learner attention to definitionsfocuses learner attention to definitions• presents key terms phrases, important presents key terms phrases, important

figures and other lesson informationfigures and other lesson information

Instructional Instructional FramesFrames

3. Example3. Example • supports teaching and learning by clarifying supports teaching and learning by clarifying

concepts concepts • illustrates applicationsillustrates applications• supports lesson content supports lesson content

Instructional Instructional FramesFrames

4. Rule4. Rule • emphasizes lesson information emphasizes lesson information • focuses student attention focuses student attention • formulas, strategies, procedures = rule-formulas, strategies, procedures = rule-

based learning based learning

Question FramesQuestion Frames

Criterion FramesCriterion Frames• solicit user information and inputsolicit user information and input• help individualize instructionhelp individualize instruction• Types: True-False, Yes-No, Multiple Choice, Types: True-False, Yes-No, Multiple Choice,

Completion/Short Answer, Constructed or Open-Completion/Short Answer, Constructed or Open-Ended Ended

Question FramesQuestion Frames 1. True-False 1. True-False

• Easy interpretation, simple responsesEasy interpretation, simple responses 2. Yes-No2. Yes-No

• Only two options, clearly stated Only two options, clearly stated 3. Multiple Choice3. Multiple Choice

• Careful allocation of screen space for readability and question Careful allocation of screen space for readability and question locationlocation

• Question stem and answers Question stem and answers

Question FramesQuestion Frames

4. Completion/Short Answer 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, Additional Challenges - spelling, punctuation,

capitalizationcapitalization

Question FramesQuestion Frames

5. Constructed Response/Open-Ended 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 Variations on FramesFrames

Copy FramesCopy Frames• Instructional Material + Question Instructional Material + Question

• Focus student attention on certain informationFocus student attention on certain information

• Useful for directing student attention, obtaining Useful for directing student attention, obtaining student responses, student responses, and emphasizing and emphasizing lesson contentlesson content

Variations on Variations on FramesFrames

Prompt FramesPrompt Frames• Explicit prompting Explicit prompting • Designed for questionsDesigned for questions

Variations on Variations on FramesFrames

Hint FramesHint Frames• Intermediate step to aid learning and help Intermediate step to aid learning and help

the student produce the correct response the student produce the correct response • Provides information that might elicit a Provides information that might elicit a

correct responsecorrect response

Variations on Variations on FramesFrames

Interlaced FramesInterlaced Frames• Combine several types of frames Combine several types of frames

• Useful for incorporating both a question and Useful for incorporating both a question and feedback information on the same framefeedback information on the same frame

• Facilitates learning by providing useful student Facilitates learning by providing useful student informationinformation

Protocol in Frame Protocol in Frame DesignDesign

Consistent Designation of Frame ZonesConsistent Designation of Frame Zones Functional Zones Consistent with the type of Frame Functional Zones Consistent with the type of Frame

being displayedbeing displayed• Directions - BottomDirections - Bottom• Information - CenterInformation - Center

Develop an expectation for reading and comprehensionDevelop an expectation for reading and comprehension

Procedural Procedural ProtocolProtocol

Consistent Use of Lesson Procedures, Lesson Options, Consistent Use of Lesson Procedures, Lesson Options, and Methods for obtaining Student Responsesand Methods for obtaining Student Responses

Pacing ConventionsPacing Conventions Response FormatsResponse Formats Changes in Lesson Pacing or Format should be Changes in Lesson Pacing or Format should be

announced before they occurannounced before they occur

The The End End

““That’s all folks...”That’s all folks...”