MPT 1293: CD-ROM BASED MULTIMEDIA DEVELOPMENT
WEEK 1
1.Tutorials
2. Drills and Practice
3. Instructional games
4. Simulations
5. Problem Solving
Tutorial
•Tutorial software presents concepts or skills and then gives students the opportunity to practice them. Drill and practice software does not include a teaching component.
•Tutorials may be linear (students must go from p. 1 to p. 2 and so on) or non-linear (where they can branch off in one of several directions based on interest or need). Older software is more likely to be linear in nature.
•Tutorials are often very interactive. Students do not just passively sit and read computer screens. Tutorials, like drill and practice software, capitalize on individualized instruction and adjust the pace and feedback based on the students’ progress.
•Students who are absent or who need remediation can often benefit from using a computerized tutorial, provided one is available that covers what was missed.
Drill and Practice
-Drill and practice software is generally used the same way that worksheets or flash cards are used in classrooms. It provides repeated exposure to facts or information, often in a question or game-type format.
-Drill and practice software was the most prevalent type of computer application for many years, since teachers were not quite sure how else computers could be used. Drill and practice software also fit nicely into a behavioral approach to teaching and learning since it measured student performance.
- Drill and practice software deals primarily with lower-order thinking skills.
-Drill and practice applications do not utilize the full power of computers. However, many drill and practice software titles are very good at what they do. The computer does not get tired of providing students with the practice and feedback they need. Most drill and practice programs also have a tracking device so that students (and teachers) are aware of their progress. In addition, many of the drill and practice programs have sounds and other motivating characteristics that encourage students. Students can progress at their own rate while using the software, another advantage.
Problem Solving
-Problem solving software allows learners to see the results of their reactions to various events. Learners manipulate variables, and feedback is provided based on these manipulations.
-Problem solving software does not necessarily utilize realistic scenarios. For example, in the Carmen SanDiego series, the student flies around the world getting clues to try to track down a criminal. The process is contrived, although students develop problem solving skills and learn geography at the same time.
-There is a lot of power to using problem solving applications in the classroom, provided they match the curriculum. It is sometimes otherwise difficult to provide feedback based on individual choices students without the computer.
Simulation
-A simulation is a representation or model of a real event, object, or phenomenon where learners can see the results of their actions. Sometimes it is not practical or feasible to do the real thing, so a simulation is used to provide experiences that otherwise would be denied. The difference between simulation software and problem solving software is that simulation software deals with realistic situations.
-This is a very powerful application of computers and the educational community can capitalize on this type of software. Students are given the power to manipulate aspects of models or situations. They see the results of their decisions immediately.
-Simulation and problem solving software address higher-order thinking skills.
-One element to be aware of when using simulation and problem solving software is that sometimes tests do not reflect what students learn through their involvement with these packages. As we start to use software that addresses higher-order thinking skills, we also need to consider alternative forms of assessment that can help us to better evaluate what students know and understand.
Instructional games
-provide students a means to practice previously learned material or
gain new information.
-But unlike drills, games are competitive by design, pitting the
student against the computer, another player, or time. Instructional games are difficult to
design, and all too often, even those which are professionally designed turn out not to be
fun and become another piece of unused software.
student against the computer, another player, or time. Instructional games are difficult to
design, and all too often, even those which are professionally designed turn out not to be
fun and become another piece of unused software.
-Instructional games come in many varieties such as adventure, arcade, board, card or gambling, combat, logic, role-play, psychomotor, TV quiz, and word games. Like drills, these can be adapted to any subject
that requires repeated practice.
that requires repeated practice.
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