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Computer-assisted presentations have a powerful potential to aid in the conveyance of information within a professional setting. However, if not well planned and used effectively, the technology can actually become a distraction from the overall message and the content of the presentation. This paper describes seven research-based techniques that can help make a computer-assisted presentation more effective, and help refine both its development and delivery. These techniques include: limiting and focusing main points; systematically structuring the presentation; adapting the presentation environment; providing interactivity with the audience; preparing for equipment problems; conducting a trial run; and reiterating the message. The paper concludes by emphasizing the supportive role of technology in the communication process, and the importance of carefully blending the technical and non-technical aspects of any computer-assisted presentation.

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T1 - Techniques for improving computer-assisted presentations

AU - Grandgenett, Neal

AU - Grandgenett, Don

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AB - Computer-assisted presentations have a powerful potential to aid in the conveyance of information within a professional setting. However, if not well planned and used effectively, the technology can actually become a distraction from the overall message and the content of the presentation. This paper describes seven research-based techniques that can help make a computer-assisted presentation more effective, and help refine both its development and delivery. These techniques include: limiting and focusing main points; systematically structuring the presentation; adapting the presentation environment; providing interactivity with the audience; preparing for equipment problems; conducting a trial run; and reiterating the message. The paper concludes by emphasizing the supportive role of technology in the communication process, and the importance of carefully blending the technical and non-technical aspects of any computer-assisted presentation.

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computer-assisted instruction

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computer-assisted instruction (CAI) , a program of instructional material presented by means of a computer or computer systems.

The use of computers in education started in the 1960s. With the advent of convenient microcomputers in the 1970s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs. Instructional computers are basically used in one of two ways: either they provide a straightforward presentation of data or they fill a tutorial role in which the student is tested on comprehension.

If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer. If the answer is correct, the student is routed to more challenging problems; if the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area.

There are many advantages to using computers in educational instruction . They provide one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and allow students to proceed at their own pace. Computers are particularly useful in subjects that require drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to individual students. A computer program can be used diagnostically, and, once a student’s problem has been identified, it can then focus on the problem area. Finally, because of the privacy and individual attention afforded by a computer, some students are relieved of the embarrassment of giving an incorrect answer publicly or of going more slowly through lessons than other classmates.

There are drawbacks to the implementation of computers in instruction, however. They are generally costly systems to purchase, maintain, and update. There are also fears, whether justified or not, that the use of computers in education decreases the amount of human interaction.

One of the more difficult aspects of instructional computers is the availability and development of software, or computer programs. Courseware can be bought as a fully developed package from a software company, but the program provided this way may not suit the particular needs of the individual class or curriculum. A courseware template may be purchased, which provides a general format for tests and drill instruction, with the individual particulars to be inserted by the individual school system or teacher. The disadvantage to this system is that instruction tends to be boring and repetitive, with tests and questions following the same pattern for every course. Software can be developed in-house, that is, a school, course, or teacher could provide the courseware exactly tailored to its own needs, but this is expensive, time-consuming, and may require more programming expertise than is available.

Computer-Assisted Learning

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• Pedro De Bruyckere 2 , 3 &
• Paul A. Kirschner 4 , 5  

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Computer-assisted instruction ; Computer-aided instruction ; Computer-based learning ; Computer-mediated learning

This contribution explores computer-assisted learning (CAL) from a number of different angles. First, it discusses the many synonyms that exist for the use of information and communication technologies (ICTs) in education. Within these synonyms are concepts which often hide subtle but important differences from both a technological as well as a pedagogical/educational point of view. It proceeds with a short history of CAL. While CAL as an entity was first used in the early 1960s of the previous century (1960s), the concept underlying its use has roots dating back to the beginning of that century. The third and final part will focus on the effectiveness of CAL in education which will lead to an adaptation of the current definition.

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In their Dictionary of Computing , Daintith and Wright ( 2008 ) describe CAL as

[a]ny use of computers to aid or support the...

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Pedro De Bruyckere

Leiden University, Leiden, The Netherlands

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University of Oulu, Oulu, Finland

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De Bruyckere, P., Kirschner, P.A. (2020). Computer-Assisted Learning. In: Tatnall, A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10576-1_73

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CALL is the acronym for computer-assisted language learning. Although, as we will see below, the field or significant parts of it sometimes go by other names, CALL seems to be the most widely accepted generic term. In this foundation course, CALL will be used in a broad sense to refer to any endeavor involving the computers and associated technologies of all types--desktops, laptops, tablets, smart phones, mp3 players, interactive whiteboards, etc.--in some significant way in language teaching and learning.

While acknowledging the existence of these alternative labels, for the purposes of this course we will call CALL "CALL". One reason is because CALL as a label for the field may have more traction in university settings because of its association with the term computer in departments of computer science and computer engineering. There, the concept of computer encompasses the full range of digital devices and the networks that connect them, as well as the great variety of software including mobile apps.

• Archiving & indexing • Transferring • Linking • Time control • Transforming

learners pick up language knowledge or skills faster or with less effort (learning efficiency) learners pick up what is targeted, retain language knowledge or skills longer, and/or learn more of what they need (effectiveness) learners can get materials or experience interactions that would otherwise be difficult or impossible (access) learners can learn with more or less equal effectiveness across a wider range of times/places (convenience) learners enjoy the language learning process more or are willing to engage in it more (motivation) learners require less space, less teacher time, or less expensive materials (institutional efficiency)

• Virtual exchanges. Like the "pen pals" of the past, these involve groups of language students connecting online and typically collaborating on joint projects using the languages they are learning in their classes.
• Digital literacy. This is a growing area for both language learners and native speakers, learning to become both critical consumers and skilled producers of language and culture.
• Game-based language learning. Language learning may be enhanced through the motivation and engagement provided by digital game environments or by "gamifying" learning activities and tasks.
• Mobile-assisted language learning (MALL). Moving beyond the notion of just "anytime, anywhere" learning, the mobility can be in the learner, the device, or the task.

These applications and others are discussed throughout the course.

Mike Levy and I (Hubbard & Levy, 2006) have taken this idea of role and developed it further it to try to delineate the field for the purposes of CALL teacher education. Specifically, we distinguish two types of roles for individuals engaged in CALL: institutional and functional. Institutional roles include classroom teachers, both pre- and in-service, specialists of various kinds (language lab managers, language skill area specialists, etc.), and professionals (those whose career centers on CALL). Functional roles include practitioners, developers, researchers, and trainers. This will be covered in more detail in Unit 7 .

The Standards are meant to serve a number of purposes, including the following:  

• Lead teachers to learn to use digital technology appropriately and effectively  for language learning and insure their students can do likewise
• lay out a clear set of targets for judging technology competencies for language learning;
• Motivate teacher educators and teacher education program to integrate technology training and use into their curricula ;
• Guide administrators and policy makers as they develop curriculum, arrange training for in-service teachers, and make new hiring decisions
• Beatty, Ken (2010). Teaching and Researching Computer-Assisted Language Learning (2nd edition) . London: Pearson. A relatively recent and readable broad introduction to the field of CALL.
• Blake, Robert (2012). Brave New Digital Classroom (2nd Edition). Washington DC: Georgetown University Press. An up-to-date overview of the field and its relevance for the foreign language classroom.
• Chapelle, Carol A. and Jamieson, Joan (2008). Tips for Teaching with CALL (includes CD-ROM). White Plains, NY: Pearson Education. A book with CALL-focused techniques, activities, and tasks linked to second language learning research.
• de Szendeffy, John (2005). A Practical Guide to Using Computers in Language Teaching . Ann Arbor: University of Michigan Press. Provides a variety of useful activities and more technical information than most other CALL books.
• Ducate, Lara & Arnold, Nike (eds.) (2011). Present and Future Perspectives of CALL: From Theory and Research to New Directions in Foreign Language Teaching (2nd ed.). San Marcos, TX: CALICO. An introductory textbook covering a range of topics; each chapter includes a literature review, discussion of key principles, and practical applications.
• Egbert, Joy (2005). CALL Essentials: Principles and Practice in CALL Classrooms . Alexandria, VA: TESOL. A teacher-friendly introduction to the field covering both dedicated ESL and general education resources relevant for language learning.
• Egbert, Joy & Hanson-Smith, Elizabeth  (eds.) (2007). CALL Environments: Research, Practice, and Critical Issues (second edition) .  Alexandria: TESOL. A collection of both research and practice-oriented articles, arranged in sections according to concepts connected to optimal learning environments.
• Fotos, Sandra & Browne, Charles (eds.) (2004). New Perspectives on CALL for Second Language Classrooms . Mahwah, NJ: Lawrence Erlbaum. An edited volume with a range of chapters on CALL topics, many with a theory to practice orientation.
• Levy, Mike & Stockwell, Glenn (2006). CALL Dimensions: Options and Issues in Computer-Assisted Language Learning . Mahwah, NJ: Lawrence Erlbaum. An scholarly and well-researched overview and commentary on the current state of CALL.
• LLT . http://www.lltjournal.org/   Language Learning and Technology Journal. Primarily a theory and research journal, though it includes reviews. An outstanding free resource. Full articles are available online.
• CALL-EJ Online . http://callej.org/   CALL Electronic Journal Online. Another free resource; more practice-oriented than LLT
• CALICO Journal . http://www.equinoxpub.com/journals/index.php/CALICO   Journal of the Computer-Assisted Language Instruction Consortium ; www.calico.org : online to individual and institutional subscribers. Articles over three years old and reviews are available free.
• CALL Journal . http://www.tandf.co.uk/journals/titles/09588221.asp Computer-Assisted Language Learning: print, but electronic version is available to institutional subscribers.
• ReCALL . https://www.cambridge.org/core/journals/recall The journal of the EuroCALL professional organization, published by Cambridge University Press; print, but electronic version is available to individual and institutional subscribers.  

http://www.busuu.com

https://www.duolingo.com/

http://www.memrise.com

See comments on these and alternatives at https://www.thebalance.com/the-7-best-free-language-learning-apps-1357060

2. Download the free version of the TESOL Technology Standards Framework at https://www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf . Starting on p. 29, use the performance indicators to help rate your self in terms of meeting the Teacher Standards. 

Computer Assisted Learning

Nov 18, 2019

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Computer Assisted Learning. Computer Assisted Learning.

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Computer Assisted Learning “Computer-assisted learning (CAL) is to convey a vast amount of information in a very short period of time. It is a powerful method of reinforcing concepts and topics first introduced to you through your textbook, and discussion in the classroom. Computer-assisted learning enables you in a powerful way to comprehend complex concepts.”

Characteristics Self-Paced This unique characteristic enables learners to move as slowly or as quickly as they like. Material included in the program can be reviewed again and again, as many times as the students require, without any consequences or set backs from the program. This also helps eliminate the negative reinforcement of students’ possible lack of mastery of previously taught instructional material.

Contd…… Self-Directed This describes the ability of learners to decide what they want to learn, and in what order they want to learn it, based on their unique learning abilities and characteristics, in order to benefit, enhance, and individualize the learning process for students.

Contd…… Use of Various Senses Computer assisted Instruction (CAI) uses computers and various forms of technology that allow students to process instructional material using a variety of different senses. The more senses, or learning channels through which information is processed, the easier it is for students to remember and learn that information.

PURPOSES OF CAI Learning Rate- It is found that CAI enhances student learning rate. Student learning rate has proven to be as much as forty percent faster with CAI than with traditional instruction. Retention of Learning-According to researchers, student scores on initial tests and delayed tests indicate that students instructed using CAI retain more content than if they had been instructed using traditional instruction only. Attitudes- A lot of the research examining CAI strategies and their effects on student achievement and learning outcomes simultaneously observes how student attitudes are effected by this instructional strategy. This has led many researchers to the consensus that using CAI strategies will lead to more positive student attitudes than conventional instruction.

Contd… Locus of Control-Students instructed using CAI strategies have more of an internal sense of self-efficacy and ability to control their own learning. Attendance- Students had better attendance when instructed using CAI strategies. Motivation and Time on Task-Studies show that students instructed by the use of CAI strategies have higher rates of time spent on task in class than students instructed using traditional instruction only. Cooperation and Collaboration-Cooperative and positive social behaviors are greater among students instructed using CAI strategies.

Contd…… Variety of Media The utilization of technology and computers by this strategy encourages student learning by providing a constantly stimulating environment and promotes enthusiasm by presenting academic content in a way that is interactive, enjoyable and relatable for students. Students are exposed to different types of media that they otherwise may not have experienced or interacted with.

PROCESS OF CAI & CAL Choose a relevant topic. Decide the cognitive level of the students, aimed by the module i.e knowledge, understanding, or problem-solving. Decide the computer assisted learning mode to be used. DevelopCAL sequence in the forms of frames. Introductory frame gives directions to the learner. Learning frame presents the matter to the learner. Test frame tests the learners and gives appropriate feedback. Pre-validate the CAL by sharing them with peers and students and get feedback. Too easy, rigid, difficult parts need to be revised. Get the written CAL module converted to a computer program. Do post-validation of the CAL program and make corrections if needed. Release CAL unit for learners to use and learn.

Instructional Software: A Taxonomy Applications Drill-and-Practice Tutorials Simulation Instructional Games Problem-Solving Multimedia Teacher Utilities

Types of Instructional Software • 1. Applications • Definition • A group of applications programs that is designed to automate general-purpose and specific tasks such as word processing, database management, spreadsheet, attendance, accounting, grade reporting, scheduling and others. • Features • acquire knowledge and insight about content and processes. • enhance problem-solving and thinking skills. • enhance students’ technical skills. • enhance student’s personal productivity.

Types of Instructional Software Example MS Excel Excel one of the most popular spreadsheet programs that can used to teach management processes and enhance problem-solving and thinking skills in mathematics and science.

Types of Instructional Software • 2. Drill and Practice • Definition • Drill and practice software provides exercises in which students work example items one at a time and receive feedback on their correctness. • Features • Reinforce instruction by providing the repetition necessary to move acquired skills and concepts into long-term memory. • Capture and retain the attention of students. • Save teachers’ time and efforts. • Personalize instruction by meeting individual differences among learners.

Types of Instructional Software • Example • ECS Keyboard • Enables students to: • Play notes on the keyboard after seeing them written. • Identify played notes by assessing intervals from played/written notes • Playback written notes quickly.

Types of Instructional Software Example Master the Facts Multiplication: This program was created in response to teachers to use in their classrooms to teach multiplication. Students using Master the Facts Multiplication for as little as ten minutes a day to practice multiplication skills may demonstrate marked improvement in multiplication skills on quizzes and tests..

Types of Instructional Software • 3. Tutorials • Definition • A tutorial exposes the learner to material that is believed not to have been previously taught or learned. A tutorial often includes pre-test, post test and drill and practice activities. • Features • Follow linear programmed instruction or branching design. • Encourage students to interact, control and response to the program. • Guide the learner throughout learning from the beginning (objectives) to the end (evaluation). • Have computer-management capabilities (e.g. data collection).

Types of Instructional Software • Example • Auslan Sign Tutorial • This system provides an easy-to-use and interactive tutorial for learning the basics in communicating in the Australian Sign Language (Auslan). • 3D model for signing. • 3D model shows emotion. • Numbers Mode. • Over 60 sign phrases to learn. • Random Quiz tests.

Types of Instructional Software Example Food Hygiene This tutorial is designed to teach students at a school of medicine a complete course on food hygiene which concerns food and the prevention of illness and maintenance of health. Uses well-prepared text supported by pictures, audio and video clips.

Types of Instructional Software • 4. Simulations • Definition • A simulation is a computerized model of real or imagined system designed to teach how a system works and allows learners to create their own sequence for using simulation. • Features • Involve students into learning process. • Compress time or slow down processes. • Save money and resources. • Make experimentation safe. • Make impossible situations possible and controllable. • Let student repeat events as many times as they want.

Types of Instructional Software Example Infinite Physics Simulator Infinite physics simulator has a large collection of objects useful for optics simulation including mirrors, prisms, lenses and other transparent objects.

Types of Instructional Software Example Curvilinear Friendly design, users do not need to get trained to operate these tools. Using buttons, textboxes and slide bars learners can run or stop the experiment and change the parameters of the phenomena.

Types of Instructional Software • 5. Instructional Games • Definition • Instructional games are courseware designed to motivate learning by adding game rules to learning activities. • Features • Make learning fun and motivating (Edutainment). • Motivate learners via the challenge of competition. • Engage the learner in a situation where the learner is competing for a high score. • Include elements of adventure and uncertainty. • Provide different levels of complexity that match player’s ability.

Types of Instructional Software Example Save the Math Apples Help the monkey save the apples! Click on the basket with the number to give the answer. Keep clicking the basket to add numbers to your answer.

Types of Instructional Software Example Jungle Jim and the Donga Dinga Drums This interactive game encourages kids to play with numbers and multiplication concept and win points as long as he/she hits the right number.

Types of Instructional Software • 6. Problem-Solving • Definition • Problem-solving software is a type of content-free orcontent-based programs that places emphasis on critical thinking, analysis, logic and reasoning via the presentation of set of data or problematic event. • Features • Stress thinking processes rather than correct answers. • Expose students to a series of activities that would help teach the desired skills. • Help students work together in small teams. • Give students opportunities to see how information applies to actual problems. • Vary the amount of direction and assistance depending on the each student’s needs.

Types of Instructional Software Example StressAlyzer This program provides students with many problems in Mechanics of Materials to solve. Students get immediate feedback on whether they solve each problem correctly, and they are offered randomly generated versions of similar problems until they can be solved correctly.

Types of Instructional Software • 7. Multimedia • Definition • Programs that support the interactive use of text, audio, still images, video and graphics and manipulate them to support learning. • Features • Enhance text only presentations by adding interesting sounds and compelling visuals. • Engage a variety of learning modalities (visual, auditory and possibly kinesthetic) which can appeal to various learner styles simultaneously. • Allow development of more engaging, persuasive presentations. • Focus practice of skills that support transfer of learning.

Types of Instructional Software Example Scholar’s Desktop. This program provides a series of modules for teaching, using a combination of media. Students can visit many museums around the world and explore many environments as they visit it.

Types of Instructional Software Example MS Photo Story This authoring tool allows students to create their own digital stories using text, audio and pictures and export their projects into a digital movie.

Types of Instructional Software • 8. Teacher Utilities • Definition • Non-instructional or administrative programs used to prepare instructional materials or organize, store, evaluate and report information on pupils’ achievement and progress. • Features • Based on the principle of database management. • Manipulate classroom and examination data. • Permit the teacher to have untold amounts of information. • Reduce the amount of repetitive paper work. • Create and maintain lesson plans. • Create and print a school calendar. Example: HeadMaster 2007 [www.acstechnologies.com/headmaster]

Types of Instructional Software Example Head Master Specifically designed for teachers. HeadMaster can handle grading, reporting, and scheduling. From administration to accounting to registrar duties, HeadMaster's flexible, customizable interface provides a complete solution for your school's office.

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