Chapter 1 Introduction to Computer-Aided Learning

Transcription

1 1.1 What is Computer-Aided Learning? Computer-Aided Learning is a learning technique being employed in order to educate students via the use of computers. Computer-Aided Learning (CAL) is becoming a popular tool for teaching, utilising computers in the explanation, tutoring and testing of subject matter. In the discipline of mathematics there is a large potential for the use of CAL, for instance in both the teaching and testing of mathematical material (usually called Computer-Aided Assessments (CAA). Computerised diagnostic tests are an integral part of teaching and testing at Brunel University, especially during the first few weeks when tutors want to understand the level of knowledge of new Foundation and Level 1 students. Technology has revolutionised the way we work and is now set to transform education. Children (or indeed students) cannot be effective in tomorrow's world if they are trained in yesterday's skills. This is a quote from Tony Blair, 7th October 1997, highlighting the importance of computers and their role in teaching in the 20th and 21st Centuries. [ This quote does not mean the end to traditional ways of teaching, but it does pave the way to appropriately adopting technology in the area of education. The advantages and disadvantages of both teaching via traditional methods and with technology are reviewed later in this chapter. 1.2 The Use of CAL The fundamental aim of Computer-Aided Learning is to communicate with the student. The student should be learning about the subject matter in question not the workings of a computer. A basic understanding of mouse and keyboard should be enough to allow the student to proceed through any CAL software [Beevers et al (1991)]. However, some of the more sophisticated packages may require an understanding of mathematical syntax e.g. Mathematica. The AIM (Alice Interactive Mathematics) assessment system utilises the MAPLE programming language. In order for students to submit their response they require some understanding of the MAPLE syntax. [ Lee, S. D, quotes on that there are three rules of using technology for teaching, these can be summarised as follows: Technology should not be used to replace teachers or teaching. It should be used as a supplement to teaching, or as a replacement for the absence of teaching, i.e. by making material available if a course is not currently being run, or to remote/life-long learners who do not enjoy the privileges of being linked to an educational institution. 2

2 Technology should only be used where a noticeable gain to the teaching quality is evident. Bearing in mind the considerable costs (both in terms of finances and time) it is not enough to simply employ IT on the basis that it will not do any harm. Technology should be applied in appropriate stages. It is not essential to use every bit of new technology available. Sometimes the most noticeable effects can be derived from very easy-to-use methods, most noticeably in the area of computer-mediated communication. Bill Tait (1997) notes that traditionally the Internet seemingly provides two options. The first 'is a form of distance learning in which a tutor places courseware on a Web server where it can be accessed by remote students'. He identifies the disadvantages of such a system as being expensive if one is to ensure 'enough software to meet the demands of a complete syllabus'. Alternatively there is the 'independent study in which learners search the Internet for materials that are relevant to their interests'. Again this has disadvantages, most notably because the suitability of the material that students access cannot be guaranteed. His solution is a combination of the two modes into Internet Based Learning (IBL) 'in which a learner is provided with access to courseware stored on the campus or the Internet from either location'. A successful teaching model could then involve 'orientating, motivating, presenting, clarifying, elaborating, consolidating, and confirming'. This can be married with the pedagogical aims of some Internet-based projects which outline that a largely constructivist view is taken in that learning is seen as an active process in which learners construct new ideas or concepts based on their existing knowledge and skills. However it is considered that for true learner autonomy to be achieved a structured development of essential learning skills is also required. These learning skills include procedural skills, knowledge/memory skills, mental agility, problem solving skills, time management, learning management and organisational skills. [ Research by the North Central Regional Educational Laboratory (2000) highlighted several minimal factors that must be considered for a positive role on learning within the context of school. [ The success or failure of technology is more dependent on human and contextual factors than on hardware or software. The extent to which teachers are given time and access to pertinent training to use computers to support learning plays a major role in determining whether or not technology has a positive impact on achievement. The success or failure of technology involves seeing it as a valuable resource. This requires determining where it can have the highest payoff and then matching the design of the application with the intended purpose and learning goal. The success or failure of technology-enabled learning 3

3 experiences often depends on whether the software design and instructional methods surrounding its use are congruent. The success of technology depends on having significant critical access to hardware and applications that are appropriate to the learning expectations of the activity. Research and best practice indicate that one computer for every four to five students is necessary if students are to be able to use technology in a manner that will yield significant improvements in learning. Teachers' perception is that computers have improved the climate for learning, especially because technology increases student motivation in subjects for which they use computers. A working group on The use of microcomputers in undergraduate teaching [Beevers et al (1991)] found that The student use of micros (computers) allows the whole approach of teaching to shift towards a more heuristic and investigative one. Problems can be presented and the student allowed to use the micro as a tool to feel his way towards a solution or at least, by exploration, gain intuition on what the problem is really about. Apart from aiding intuition, there are other advantages of teaching this way not least the satisfaction gained by the student in doing the thing himself. There is also the obliging nature of the computer in not minding being asked to do the same thing many times. This may well help many students to build confidence they often sadly lack. [Burn et al (1998)] The book Software Tools for Computer-Aided Learning in Mathematics [Beevers et al (1991)] lists several basic requirements for CAL: Displaying information [aesthetics and display] Controlling the route through the software and the rate of display [navigation] Obtaining input from the user [answers from the student] Sending messages and giving on-line help [feedback to the student] Making use of the animation features of the microcomputer display [animation] Accessing data files to log student progress. [answer files for the tutor] Taking advantage of animation features is not really a significant factor for mathematics teaching as it may only be applicable to the software being used, but all of the other factors mentioned are important and need to be considered. The display of information and screen aesthetics, the production of feedback to the student and analysis of answer files together with other requirements will be discussed in later chapters. 1.3 CAL in Different Subject Areas The uses and advantages of Computer-Aided Learning can be used across a broad range of subjects. CAL has been used as a teaching method in medicine, economics, engineering and mathematics as well as in many other 4

4 disciplines. However, the uses of CAL vary in each area; for instance in medicine, computer-aided learning (CAL) software has focused on pre-clinical topics. Unfortunately, much of medical CAL software consists of no more than computer-based lectures or tape-slides. High-quality CAL software in medicine is rare, and useful programs in clinical medicine even more so. [ Research into the usage of CAL in engineering found that the teaching of engineering design presents a major challenge to the design educator because of the need to instil creative and innovative attitudes within a discipline of physical behaviour. Conventional instructor-based approaches to teaching do not lend themselves to open-ended problem solving, such as appears in design, due to the high cost and time involved [ As a consequence there is a need for human based teaching methods. Dentistry also uses CAL in its teaching practices, is a web site which is devoted to teaching and testing dentistry. These pages cover many subject areas and ask related questions to the user to gauge their understanding. The screenshot shows a sample question from one of many subject areas, this topic examines the use of implants. The field of mathematics utilises Computer-Aided Learning in many varying forms; the next chapter explains in greater detail the use of CAL in Mathematics. 5

5 1.4 Testing Students Via CAL Computer-Aided Learning allows the possibility of testing (CAA) as well as simply teaching students. The ability to test students within the CAL environment provides opportunity for both student and tutor to gain understanding of both materials learnt and understood and also to highlight the areas where further work is required. There are three main types of testing, diagnostic, formative and summative, each of these has a specific aim in their testing. The SAI (Standards Assessment Instruction) gives the following explanations of assessment: Formative tests are designed to see what students already know about the objectives. The tests are called formative tests because they are meant to monitor and inform us of a students progress. Although these tests are scored, they are not actually graded and do not affect students grades. The purpose of these formative tests is to set students up for success, not failure. The most important factor in students learning is their prior knowledge. Therefore, it's extremely important to find out what students actually know before beginning formal instruction (diagnostic testing). In addition, the formative tests play a critical role in discovering student misconceptions, which may hamper students' ability to learn new material. The first test is formative and is used only to provide feedback to the student and teacher about what needs to be practiced. The final test is summative and is used to assign a grade. [ The chapter evaluating the Perception software provides a more in-depth review of the feedback and report options within Question Mark Perception. 1.5 Disadvantages Of CAL There are many obvious advantages in using CAL as a tool for teaching, but there are also several drawbacks in its use. Again the book Software Tools for Computer-Aided Learning in Mathematics [Beevers et al (1991)] draws attention to some of the shortfall; some students find that the use of technology for teaching is inflexible and hence they become frustrated. The main problem, however, is the fact that computers with limited responses and interactions cannot truly undertake the role of teacher in the student - tutor relationship. Research indicates that student learning and satisfaction is dependent on such things as learning tasks, learner characteristics, student motivation and the instructor. Hence it can be seen that the choice of traditional teacher or computer does affect the learning process. [profetic.fqppu.crepuq.qc.ca/pw/damico/profetic_damico.ppt] 6

6 1.6 Disadvantages Of Traditional Teaching Methods Whilst there are both advantages and disadvantages in the use of computers in teaching there are also disadvantages in traditional teaching methods. Unlike testing via computer-aided learning and assessment methods, teachers are unable to respond to the student with immediate feedback. There is often a lack of empathy on the part of teachers and it is possible they may become frustrated and annoyed at the continued misunderstanding and explanation of material. Obviously this does not occur with computers. In the process of marking it may occur that teachers misunderstand the students error and provide inappropriate feedback. Via CAL testing of the key skill areas of a topic, this problem, although not being totally eradicated, should be reduced by careful question design. Although this should not occur situations might arise where teachers have a biased or inappropriate view of an individual, group or class of students. In this situation the amount of feedback and the passion of its delivery may vary. The main advantage computers have over teachers is the accuracy they possess in the scoring and recording of marks. Teachers are liable to make occasional errors. Students learn better if they try their understanding of a subject on suitable questions. For this approach they need feedback, especially for incorrect answers. Marking student work and providing the essential feedback is the bane of most teachers' lives - repetitive and time consuming. Computers can mark many types of problem and provide the necessary feedback. [ Chapter Conclusions Computers have many advantages over humans in their ability to calculate accurately and efficiently. Therefore these factors should be taken advantage of as much as possible in order to increase effectiveness. Why should humans struggle in a process when a computer can produce a result instantaneously? CAL has many uses and is used widely across a broad spectrum of subjects. However, due to the nature of each individual field, the degree to which computers can be used in teaching varies greatly. Computer-Aided Learning obviously has negative impacts as well as positive ones; the main negatives seem to be a dependence on technology and the diminishing relationships with fellow humans as a consequence of continued and increased use of computers. 7