tag:blogger.com,1999:blog-369017102023-03-18T03:25:28.111-07:00It will highlight matters related to educational software with a primary interest in software for students between 6&12.Saunahttp://www.blogger.com/profile/00382011896013170774noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-36901710.post-1162315306609646942006-10-31T09:18:00.000-08:002006-10-31T09:21:46.610-08:00<span style="font-family:times new roman;"><br /> The on-going process of designing instruction in order to meet prescribed learning objectives of different types of learners continues to be a challenge. Nonetheless, various forms of computer technology have been created to try and meet these needs. Some attempt to do this by designing software that aim at helping students to develop basic skills to that of high order skills such as problem solving.<br /><br /> However, instructional designers must remain mindful that “Computerized instruction is not necessarily effective instruction” (Roblyer, 2006, p.106). So therefore, the various learning theories must be considered when designing instruction. Educational software generally appears as simulations, games or tutorial software.<br /><br /> Since the latter, tutorial software is commonly used. I will offer 3 suggestions on how to improve their design so that it suits the instructional requirements. The suggestions are paraphrased from (Roblyer, 2006, p.86).<br /><br /> One suggestion is that the program must ensure that there is <span style="color:#333399;"><em><strong>extensive interactivity</strong></em></span>. They should allow the user to do more than just read a page then click to the next one. For example in an English tutorial they could be reading a sentence and a vocabulary that was previous learnt in the program appears bold in that sentence. The tutorial should be able to allow the user to click on the word - then it would require the user to use the word in a sentence.<br /><br /> The next suggestion is that tutorials should have <em><strong><span style="color:#333399;">adequate answer - judging and feedback capabilities</span></strong></em>. Quite simply, users should be given the option to answer questions naturally and variety of possible correct answers should be provided. It is also vital that a correct answer be given after one or two attempts. This will help to minimize the learner’s frustration.<br /><br /> The last of the three suggestions is that, the tutorial must have an <strong><em><span style="color:#333399;">appropriate pedagogy</span></em></strong>. This means that it should function almost as a teacher, whereas, an average learner or below average learner can follow at his/her own pace and useful examples are provided. It should also present the concept being taught adequately.<br /><br /><span style="font-size:85%;">Reference:</span></span><br /><span style="font-family:Times New Roman;font-size:85%;"></span><br /><span style="font-family:times new roman;"><span style="font-size:85%;"><span style="font-size:78%;">Roblyer, M.D., (2006). Integrating Educational Technology Into Teaching. New Jersey: Pearson.<br /></span><br /></span> </span>Anonymoushttp://www.blogger.com/profile/00382011896013170774noreply@blogger.com0