Objectives

Part I

What is a CBT

Part II Integration of ISD & CBT

Instructional Systems Development (ISD)

Computer-Based Training (CBT)

Part III Information Design & Instructional Design

Part IV Content Mapping and Flow Charting

Computer-Based Training (CBT) 

Computer-based Training (CBT) is the interactive use of computers specifically to deliver educational learning/training experiences

individualized instructive combines graphics, sound, color, animation and text generic or custom software on a CD that runs on a personal

computerlessons are 100% self-paced, as in reading books 

CBT “Labels”

Other ways to “label” CBT – (these reflect the emphasis -. they all refer to Computer Based Training.)

Technology Based Learning (TBL)Computer Based Training (CBT)Computer Based Education (CBE)Computer Based Learning (CBL)Computer Based Instruction (CBI)Technology Based Training (TBT)

CBT Authoring Tools

IconAuthor

Click 2LearnToolbook

Macromedia Authorware

HyperCard

PowerPoint

others….

What Makes a Good CBT?

Quality CBTs

CBTs vary significantly in quality of content and delivery.

a well-designed CBT provides excellent instruction that is well paced and interesting

a poorly designed CBT is little more than a document or book that was converted to deliver online

Quality (cont’d)

Technology by itself does not improve instruction, it is merely another means of delivering good instruction.

It is just as difficult to develop a CBT course as it is to develop that same course in any other form of instruction.

The amount of effort and skills devoted to developing a course of instruction, whether CBT or any other form, generally determines the educational quality of that instruction.

CBT Elements

Management (presentation) frames– Not for teaching - orientation - title/menu

Dialogue frames– instructional modules, formative and summative tests

Interactive Engage learner

Criterion frames– Give uses access to material related to missed questions– Gives progress

In Advanced Systems:Record management systemStudent management systemContent management system

Why/Why Not CBT?

Advantages of CBT Delivery

Interactivity and learner control, including feedback to learner

Permits individualized, self-paced, consistent instruction.

Time and location independent

Able to incorporate self-assessment and remediation as required

Can be used with other media and methods in training and education

Frees lecturer time from routine tasks

Most suitable to present visual phenomenon, information that is hard to describe, complex systems or models, or where the objective is structured teaching of a particular skill

Disadvantages of CBT

High initial development costs

Distribution costs (CD-ROM)

Updating issues

Hardware/software requirements for end-user

Costs

Developmental costs @ $200 to $5000/hr of instruction.

Project team time including author, instructional designer, programmer, graphic designer.

Authoring software upwards to $20,000 and beyond

Development hardware

Instructional Design Models

General Instructional Design Phases - ADDIE Model

Dick and Carey Design Model (1990) Hannafin and Peck Design Model Knirk and Gustafson Design Model Jerrold Kemp Design Model (1985) Gerlach and Ely Design Model (1989) Rapid Prototyping Design Model (1990)

Instructional Design Models (Cont.)

Instructional Models can be classified according to Expertise Level: Novice vs. Expert Instructional Orientation: Descriptive vs. Prescriptive Knowledge Structure: Procedural or Declarative

Instruction Context: K – 12, Higher Education, Business Training,

and Government Training Purposes and Uses: Small Scale (unit, module,

lesson) vs. Large Scale (course, institution) Theoretical Basis: Learning Theory, General Systems

Theory, Analysis Functions

CBT/WBT Authoring Processes

ISD Applied to CBT/WBT

Planning Planning ProductionProduction Packaging/Distrib.Packaging/Distrib.

Analysis/Design Development Implementation Evaluation

CBT Information Design

Information Design Language and Grammar Content and message design Help and Supportive Materials

CBT Instructional Design

Instructional Design

• Context, Audience and Content Analysis

• Instructional scope, goals, strategies and events

• Evaluation and Feedback

CBT/WBT Instructional Analysis & Design

ConductInstructional Analysis

ConductInstructional Analysis

IdentifyInstructional Events

IdentifyInstructional Events

Flowchart Events

Flowchart Events

Storyboard Events/Program

Storyboard Events/Program

• Context and Audience Analysis

• Content Analysis

• Learning Map/ Concept Map

• Instructional Goals & Learning Objectives

• Instructional Strategies

• Develop and Sequence Instructional Events - Flowchart

CBT/WBT Instructional Analysis & Design (Cont.)

ConductInstructional Analysis

ConductInstructional Analysis

Content Analysis

• Hierarchical Analysis

• Procedural Analysis

• Cluster Analysis

Learning Map or Concept Map

1a 1b 1c

1

2a 2b

2

Instructional Goals

IdentifyInstructional Event

IdentifyInstructional Event

Instructional Goals for CBT/WBT

Teaching Styles, Learning Styles and Instructional Goals

Instructional Goals for CBT/WBT

Teaching Styles, Learning Styles and Instructional Goals

Instructional Goals for CBT/WBT (Cont.)

Instructional Goals________________________________

Terminal Objectives

Enabling Objectives ________________________________

1a 1b 1c

1

2a 2b

2

Performance Objectives

Learning Map

Knowledge & Skills

Instructional Strategies for CBT/WBT

Instructional Strategies

Descriptions Strengths

Tutorial Information dissemination Instructor/computer led Continual feedback Minimal practice

Skill modeling Structured/guided learning

Drills Not intended to teach Formative & summative evaluation

Opportunity for practices

Tests Computer administrated test Criteria-reference/ norm-references

Learner controls progress Ongoing progress tracking & feedback

Simulations Teach about -- physical/process Teach how to do – procedural/ situational

Limitation/ speculation of phenomenon Mimicking reality Highly interactive

Games Similar to simulations, but may not mimic reality May use fantasy Secured safety

Teaches rules Provide challenges and experiences in a competitive environments

Sequence Instructional Events

Sequence Instructional Events Enhance learning by arranging instructional

events to facilitate understanding and transfer of skills or knowledge.

Strategies Logical order Prerequisite order By content organization

Gagne’s Instructional Theory

Three major elements of Robert Gagne's instructional theory

Based on a taxonomy of learning outcomes. Stressed on conditions necessary for achieving

learning outcomes. Utilization of nine events of instruction as guiding

principles for developing and delivering instruction.

Gagne’s Instructional Theory (Cont.)

Robert Gagne's Nine Events of Instruction

1. Gaining attention

2. Informing learner of objective

3. Stimulating recall

4. Presenting stimulus

5. Guiding learning

6. Eliciting performance

7. Providing feedback

8. Enhancing retention

9. Promoting transfer