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CTM 710 Instructional Tools and Multimedia

Lionel G Smith 29663513


1. Learning outcome 2: Introduction to Instructional Software

a. What is Instructional Software?

My understanding of this topic is that instructional software has been created

specifically for the use of instructing a learner or student. A true instructional

piece of software cannot be used for any other purpose. Computers were seen as

an extension of the teacher to replace repetitive exercises in the classroom.

Some software is developed to be more in the constructivism sphere and they

form more of a support function. The instructional software will not replace the

teacher, but rather assist the teacher.

b. Multimedia features of Instructional Software:

Although multimedia is not necessary in instructional software, it has been added

lately. This enhances the instructional software. The use of the internet has

further advanced the prevalence of the use of multimedia in Instructional

software. It is thought that by adding multimedia to the software that it will

create “eye-candy” and sell more of their software.

c. Taxonomy of classification of Instructional software:

Instructional software is developed to assist in specific areas of learning. The

classification of Instructional software can be done in the following categories:

• Drill and practice

• Tutorial

• Simulation

• Instructional games
• Problem solving

1. Drill-and-Practise Software Functions

a. Definition and Function

Drill-and-Practise software gives exercises to the learner on the work that is

currently covered, with feedback on the correctness of their work. It is usually

one section at a time. The function is to provide the learner the opportunity to

practise, on the computer, using drill-and-practise software to reinforce the skills

covered and taught to the learner, with direct feedback.

b. Three types of drill-and-practises

There are three types of drill-and-practise activities:

i. Flash card activity

This is the most basic form of drill-and-practice skill. Questions are posed to the

student with a number of answers or typing in answers. It will then give a

positive or negative feedback, depending on whether the answer is correct or

incorrect.

ii.Branching drill

More advanced, software moves student to advanced questions after they get a

number of questions correct. This will only happen at a predetermined level of

mastery. It may send them back to previous questions if they get a certain

number incorrect. Student may not realise that branching is taking place as it will

automatically place the student, without warning, in the appropriate position.

iii.Extensive feedback activities


This method will give detailed feedback on why a question is correct or incorrect.

This type of feedback can be confused with tutorial which gives instruction.

Amount of feedback:

1. Flash card activity:

a. Limited feedback, only correct or incorrect.

2. Branching drill:

a. Automated, student may not even realise that there is a difference

as the programme use predetermined criteria. It may sometimes

congratulate that a level has been achieved before continuing. They

may be asked to choose their next level.

3. Extensive feedback activities:

a. as the word indicates, there is a great number of feedback in this

programme. It will give detailed feedback on a question that was

incorrect.

Criteria for selecting good drill-and-practise software:

1. Control over presentation rate:

a. Unless timed, the student should have enough time to read the

feedback before continuing. This can be done by clicking on a

button.

2. Answer judging

a. If an answer has to be typed in, the programme should be able to

discriminate between correct and incorrect answers.


3. Appropriate feedback for correct and incorrect answers.

a. Feedback must be simple and display quickly

b. Elaborate feedback for incorrect answers can cause students to

want to make mistakes.

4. Two requirements for feedback provided:

a. Must discriminate between correct and incorrect answers quickly.

b. Must not motivate the student to want to make mistakes.

The term automatically:

1. In this section I found two instances of automaticity and automatically

a. The first is for a student to be able to practise lower order skills to

be able to achieve higher order skills faster and more easily.

b. Secondly in Branching drill the programme will asses the students

progress and branch to higher level questions without the student

knows it.

c. Automatically thus means to do something without any intervention

from outside.

Advantages of Drill and Practice:

1. Immediate feedback

a. Quick responses to correctness can help students to not memorise

incorrect answers.

2. Motivation
a. Poor handwriting skills may cause students to dislike writing.

Computer-based practises motivate these students to learn. The

computer does not give disgusted looks when mistakes are made.

Computers are patient and will allow the student to work at their

own pace.

3. Saving teacher time

a. Teachers do not have to present or grade drill and practise, time

can be spend on other students as others practise on their own.

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