SHARON STOBBIA CTM 710

STUDENT NO.: 81554533 INSTRUCTIONAL TOOLS AND MULTIMEDIA

LEARNING OBJECT 4: TUTORIAL SOFTWARE FUNCTIONS

1. DEFINE THE TUTORIAL FUNCTION OF INSTRUCTIONAL SOFTWARE
Tutorials are self-contained computerised teaching materials on a specific topic, that
learners can access without any help from teachers. Tutorials are “computerised
teachers.” Good tutorials should include drill or practice activities to assess learners’
comprehension.
2. DISTINGUISH BETWEEN LINEAR AND BRANCHING TUTORIALS
a. Linear tutorials give the same instructional sequence (explanation, practice and
feedback) regardless of learners’ performance.
b. Branching tutorials is more sophisticated in that it allows faster learners to
progress more rapidly. Learners work at levels suited to their needs. Additional
features such as data collection and progress reports, can make it more teacher
friendly.
3. COMMENT ON THE READING LEVEL OF THE USER OF A TUTORIAL
Good reading skills is a prerequisite for understanding tutorials as it is stand alone
computer instruction and therefore it is more suitable for older learners or adults.
However, graphics and audio directions can assist younger learners whose reading
is at a fairly good level.
4. DISCUSS SIX CRITERIA FOR EFFECTIVE TUTORIAL SOFTWARE
a. Extensive interactivity – Learners should not just be required to read, but should
be required to give feedback e.g. answering questions.
b. Thorough user control – Learners should have control of the pace at which text
appears on the screen and have control as to when to progress to the next screen. It
should also allow for revision for slower learners or progression for faster learners.
Learners should be able to exit the programme at will.
c. Appropriate pedagogy – It should compare favourably to an expert teachers
presentation of the topic. Scaffolding of concepts and content should take place.
d. Adequate feedback and answer-judging capabilities – It must be able to judge
answers in natural language and allow for variations in the answers. Appropriate,
corrective feedback should be given after only a few tries as to not frustrate learners.
e. Appropriate graphics – Graphics should not interfere with learning.
f. Adequate recordkeeping – Teachers should have access to progress reports
when necessary.
5. OUTLINE TWO ADVANTAGES OF TUTORIALS IN AN EDUCATIONAL
CONTEXT
a. Learners receive immediate feedback. Wrong conceptions are not admitted to long
term memory.
b. It is self-paced and learners can therefore learners can revise when necessary or
advance quicker.
6. DISCUSS THREE LIMITATIONS OF TUTORIAL PROGRAMS
a. Directed instruction – Tutorials deliver directed instructions and learners do not
generate their own knowledge.
b. Lack of good products – Tutorials are expensive and difficult to design and
develop as extensive research into the topic is required in order to know what the
required learning tasks have to be, the best sequence to follow, what errors learners
will be prone to make and how to give appropriate feedback.
c. Reflect only one instructional approach – Tutorials do not always cover the
topic in the way that a specific teacher prefers.
7. SUPPLY GUIDELINES FOR INTEGRATING TUTORIALS IN THE CLASSROOM
a. Assign individually – It is designed for use by individuals and not by groups.
b. Use learning stations or individual checkout – Learners must have access to
the tutorials in the classroom or must be able to take it out from the media centre in
order to work at home. While a learner is busy at a work station, the teacher is free to
work with other learners.

LEARNING OBJECT 5: SIMULATION SOFTWARE FUNCTIONS

1. DEFINE THE TERM SIMULATION
Simulation software mimics real or imagined systems in order to teach how the
system works. It can model physical phenomena such as growth cycle of a butterfly,
procedures such as dissections, and hypothetical situations, such as investing
money on the stock market.
2. DISTINGUISH BETWEEN SIMULATIONS THAT
A.TEACH ABOUT
B. TEACH HOW TO
3. SUB-DIVIDE THE TWO TYPES
3.1 SIMULATIONS THAT TEACH ABOUT SOMETHING
a. Physical simulations allow learners to manipulate things or processes represented
on the screen. Chemicals can be combined to see the results on screen.
b. Interative simulations allow learners to experiment with natural processes, such as
genetics simulations where animals with given characteristics are paired and the
offspring can be viewed.
3.2 SIMULATIONS THAT TEACH HOW TO DO SOMETHING
a. Procedural simulations teach the correct steps needed to perform certain
procedures. e.g. flight simulators that mimics the piloting of an aeroplane.
b. Situational simulations give learners a hypothetical problem to solve related to real
life situations such as investing in the stock market or operating a business.
4. WHY DO EDUCATIONAL SIMULATIONS OFTEN REQUIRE EXTENSIVE
DOCUMENTATION?
The teacher needs clear directions on how to use the program so that students can
use it quickly and easily. There is often no set sequence of steps.
5. OUTLINE 6 ADVANTAGES OF EDUCATIONAL SIMULATIONS
a. Simulations compress time or slow down processes: What normally takes months
or longer can be made to happen in seconds, e.g. movement of glaciers. Processes
that are invisible to the human eye, because they happen too quickly can be slowed
down, e.g. a simulated throw of a ball.
b. They get learners involved: They should be made to interact with the program by
asking questions such as “What would you do?”
c. Experimentations can safely take place: Physical injuries can be avoided by
learning how to drive a vehicle using simulations.
d. The impossible is made possible: Learners can see what it would be like to walk
on the moon or see cell mutating.
e. Simulations save money and other resources: Dissecting simulated frogs are
much cheaper than the real deal.
f. Complex processes can be observed: Parts of processes can be isolated and
background noises can be controlled. This helps to eliminate confusion when all the
parts come together in an actual activity, e.g. stock market.
6. OUTLINE TWO DISADVANTAGES OF SIMULATIONS
a. Accuracy of models – Learners get the impression that complex systems are quite
simple and therefore simulations should be followed by real experiences that involves
all the senses, e.g. driving a car.
b. Misuse of simulations – The simulation must not encourage counterproductive
behaviour, such as succeeding by “trial-and-error.” The simulation must suit the
activity and offer problem solving strategies that learners should apply when doing a
systematic analysis of the available information.
7. GUIDELINES FOR INTEGRAtING SIMULATIONS IN THE CLASSROOM
1. The program must fit in with the purpose of the lesson and the learners’
needs.
2. Consider when the real systems are time consuming, dangerous or
expensive.
• In place of or as supplements to lab experiments – Use simulations
when adequate lab materials are not available or prepare students for
the actual use of the lab. Experiments that might prove too dangerous
can also be simulated or follow-up variations to the experiment can be
done without using costly chemicals.
• In place of or as supplements to role playing - Learners are not
embarrassed or out of control as can be the case in actual role-plays.
• In place of or as supplements to field trips – When real locations are
not within reach, simulations offer a valuable experience.
• Introducing or clarifying a new topic – Learners’ initial interest in a
topic can be stimulated in a non-threatening way. They are introduced
to the topic in a graphic, hands-on manner that makes them want to
learn more.
• Fostering process learning – Content-free problem-solving software
allows learners to develop problem-solving strategies.
• Encouraging group work – When learners’ attention and interest have
been stimulated, they might working together on a topic of mutual
interest.
3. Simulations work exceptionally well with pairs or small groups, because they
instigate discussion and co-operative work. Lessons can also be introduced
to a whole class using simulations and problems then given to groups or
individuals to solve.