A CBI Model for the Design of CAI Software by Teachers/Nonprogrammers
This paper describes a design model presented in workbook form which is intended to facilitate computer-assisted instruction (CAI) software design by teachers who do not have programming experience. Presentation of the model is preceded by a number of assumptions that underlie the instructional content and methods of the textbook. It is argued that teachers will and should continue to design their own software, but should not have to learn programming in order to do so. Thus, teachers need to be taught only a few basic instructional events that suit the learning outcome and CAI strategy they use, and these basics can be taught through a tutorial workbook approach. It is suggested that, to be effective, teacher-designed CAI should be outcome-based, should include an introductory readiness for learning microstrategy, and can utilize off-screen activities. The seven-part instructional program used to teach the CAI model includes: (1) determination of the objective of the lesson; (2) a task analysis of the lesson; (3) classification of the learning outcomes of the lesson; (4) design of a readiness for learning strategy; (5) design of the CAI instructional component; (6) conversion of workbook program design into screen displays; and (7) a formative evaluation of the lesson via screen displays. Finally, the CAI model is briefly evaluated based on its use in a graduate education course at the University of Colorado at Denver. The text is supplemented by one figure. (8 references) (EW)
Tessmer, M. & Jonassen, D.H. A CBI Model for the Design of CAI Software by Teachers/Nonprogrammers.