Session on features of instructionally sound computer-based training interfaces presented at the 1st Southeastern Intstructional Design and Technology Conference
TRANSCRIPT
Designing an Instructionally- Sound Computer-Based Instruction Interface:
Principles and Practice
Alexandra Steiner
Objectives
Define Computer- Based Instruction (CBI)Identify different types of CBI formatsRelate relevant instructional theory to CBI interface design
Describe best practices and considerations when incorporating learner control into a CBI programDescribe best practices and considerations when incorporating navigation schemes within a CBI program
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Presentation Notes�
So here is the list of things that we are going to accomplish this afternoon. When you leave here you will be able to Define computer-based instruction Identify the various formats or types of computer-based instruction You will be able to identify various design options when planning your CBI interface You’ll be able to relate relevant instructional theory to CBI interface design Describe best practices and some considerations when incorporating learner control into a CBI program And you’ll be able to describe some of the best practices and considerations when planning the navigation scheme of your CBI�
Computer-Based Instruction Defined
Instructional content delivered on computer
CD-RomInternetIntranet
Various delivery formatsImplies merging of education and technology
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Presentation Notes�
So what is this Computer-based instruction thing or CBI? Well, it’s defined most broadly as instructional content that is delivered to learners on a computer and can be accessed through a one of the following methods: On a CD-Rom Through the internet Via an organizational intranet CBI can be developed using various delivery formats be it Self-paced stand alone lessons (Explain) Online courses with synchronous components (EXPLAIN) Online courses with asynchronous components (EXPLAIN) E-learning units that are part of a distributed learning environment (EXPLAIN) Placeware or webinars All of these characteristics imply an increasing convergence of technology and education that is forever changing the face of education and training in many different types of organizations.�
What do We Mean by CBI Interface?
A point of interaction between a computer-based lesson and the learnerInvolves more considerations than traditional classroom-based or paper- based lessons
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Presentation Notes�
So now that we have established the basis for our perspective, let’s talk about computer-based instruction interfaces. What do we mean by the term interface? At it’s simplest, interface exemplifies a point of interaction between a computer-based lesson and the learner. It is the meeting place for these two entities if you will. It is the pinnacle of the development process where the curtain rises and the experience begins. AND unlike instructor-led lessons or even paper-based instruction, it involves many more considerations in order to be truly successful.�
Theoretical Basis
Information Processing TheoryCognitive Load TheoryJohn Keller’s ARCS Model for Designing Motivating Instruction
So here are some decision points that must be completed in order to properly go about designing an instructionally-sound CBI interface. There are many considerations and, unfortunately, we cannot cover them all, but to give you a taste we will discuss the following: Learner control Navigation schemes Instructional agents. �
Learner Control
How much control should a learner have when undertaking a lesson?
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Presentation Notes�
Design Challenge on Learner Control�
Components of Learner Control
Content sequencingPacingAccess to learning supportInteractive instructional methods
Learner versus Program/Other ControlProgram/Other Control
Students lock-stepped through lessonsNo sections or elements may be bypassedSession may be timed
Learner ControlStudents can visit topics in any order they wishBypassing certain lesson elements or topics is allowedStudent controls pace of lesson
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Presentation Notes�
So here are the two ends of the spectrum with regard to learner vs program control. On the one hand, program or other/controlled lessons Lock-step students in completing the lesson This means that there are no options and all elements must be visited and/or completed in order to successfully “complete” the lesson The session may be limited in terms of how long the learner has to complete it. Conversely, learner controlled lessons Put students in control of how they tackle the learning event They can complete the topics in any order they wish or even bypass certain elements if they want or can show proficiency And lastly, the student drives the pace of the lesson.�
Research Regarding Learner Control
Mixed resultsStudents that tend to flounder with learner control are those with
low levels of prior knowledgepoor metacognitive skills
Still student preference is for learner control at some level
Mostly due to internet experience
Presenter�
Presentation Notes�
So what do the experts say regarding all of this control stuff you ask? Well, the results are mixed to say the least. On the one hand, there are certain groups that tend to flounder in learner-controlled lessons. Those tend to be students that Either have low levels of prior knowledge with regard to the lesson subject matter – so a quantum physics course being undertaken by an English major may not be the place for full learner control! Or if they have poor metacognitive skills. This means those students that aren’t very good at gauging their level of knowledge or understanding. On the other hand, people really like the power!!!!! At some level. One of the reasons that experts have cited is people’s extensive experience with the internet. Hey on the world wide web you are the master of your own destiny, you and Google. People make choices about where to go and what to visit depending on their needs. There’s a big difference between the two though, what is it? ANSWER: ONE IS INFORMATIONAL OR FOR RECREATIONAL PURPOSES AND THE OTHER IS EDUCATIONAL �
When Should I Use Learner Control?
When your students have high metacognitive skills or are self-directed learnersWhen the content is informationalWhen topics are not interdependent
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Presentation Notes�
So when is it appropriate to use learner control? Read points ASK WHY ON BULLET THREE�
Learner Control Design Guidelines
Make important instructional events the default navigation option Create a tailoring effect based on the performance exhibited by the learnerProvide guided tours and mouseovers to avoid making learners leave a pageAllow students to select preferred content presentation method
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Presentation Notes�
SO here are some guidelines to help in your decision-making with regard to learner control: READ BULLETS Recount some stories from Navy to expand on points So we’ve talked about learner control, let’s move on to another important design consideration: Navigation. Design Challenge for Navigation Schemes�
Navigation within CBI
How can I help learners “get through” the instruction without any problems?
Presenter�
Presentation Notes�
So the question here is READ QUESTION. The goal with navigation in interface design is to make it as intuitive as possible and to not overwhelm the learner. Most CBI programs are going to be used by numerous learners with varying levels of experience and comfort with technology so the key is to not “freak them out”! In interface design, more is NOT better – liken to airplane control panel.�
Navigation SchemesHow learners will progress and move through a lessonIncludes the following
Entering the lessonProgressing through contentObtaining help or guidanceCompleting the lessonExiting the program
Supports learner’s orientation within lesson
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Presentation Notes�
A navigation scheme involves several aspects of how a learner will progress and move through a unit of CBI. It involves answering questions such as: How will a student enter the lesson? How will they move through the content? What’s the strategy for getting them access to help or guidance? How will they complete the lesson? How do they exit the program? All of these questions help to create a supportive environment whereby the learner can focus on the lesson at hand instead of where they are and how they get from X to Y. �
Research Regarding Navigation Schemes
Overwhelmingly in support of strong navigation systems that allow learners to focus on content and not progressionStudents need time to get oriented to computer interfaces
Presenter�
Presentation Notes�
So here again we take a look at what the research says. With regard to navigation, learners overwhelmingly support navigation systems that help them to feel less disoriented. In doing this, the learner can focus on learning the content and their working memory is not being taxed by where they are or how they get out of there. Research also shows that it takes some time for students to get oriented to an interface. How many of you have used the ATM or Debit systems in a grocery store? Many of them are different. They have the same purpose, but some slide the card this way, others thataway, the green button is here, other times, it’s there.�
Navigation Items to Consider When Designing your Interface
Video or other method of original orientationInstructional maps for positioningForward and back buttonsIntuitive iconsPull down menusLinks in standard colors
Safeguards against unintended actionsNumber of windows open at one timeSearch engine capabilityGlossary or help buttonWays to exit or return to lesson
Presenter�
Presentation Notes�
Recall that navigation is the means by which users are able to identify their current position in a course, how they achieved that position, and how they can to return to a previous position. The organizational structure should provide a clear route to wherever they need to go. The following is a list of possibilities that provide a good basis for navigating through a lesson. READ BULLETS�
Responsive Interfaces
Provide learner with diverse opportunities to enhance learningWhat it looks like
Feedback regarding performanceAdaptive practice and testing experiencesInstructional agents
Instructional Agents
What are they?Onscreen characters
Real personCaricatureMS agent
Can be interactive or staticGuide learning process
Are Agents Helpful?
According to research, yes!Looks don’t matter, but sound does
Conversational better than formalHuman voice better than machine-simulated
Speech better than textSame with narration and text explanations of graphics
Use to educate not entertain!!!!!
Interface Considerations for CBI
Learner controlNavigation schemes Layout of material
Placement of graphics and textUse of multimedia elements
Instructional agents
SummaryIn planning a CBI interface, one must consider
amount or presence of learner controlhow the learner will progress through lesson how interactive or responsive will the interface be?
Learner control gives learners ability to
skip certain elementsvisit elements in varying ordersset the pace of lesson themselves
Navigation schemes help learners orient themselves within a lesson
Presenter�
Presentation Notes�
CBI includes lessons delivered on a computer via internet, intranet, or CD-ROM Also known as WBT, E-Learning, and multimedia instruction In planning a CBI interface, one must consider amount or presence of learner control how the learner will progress through lesson how interactive or responsive will the interface be? Learner control gives learners ability to skip certain elements visit elements in varying orders set the pace of lesson themselves Research shows it depends on your learner’s level of prior knowledge and their metacognitive abilities�
