Computer-Based Instructional Objects

Well, somehow, I completely missed this assignment last week so I'm just now blogging on this topic.

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Session Two Blog – CEP811

Questions regarding computer based instructional objects (from the CEP811 Angel sessions):

1. "What additional considerations have to be made when creating computer-based instructional objects (e.g., StAIR projects, WebQuests) for students to use independently?"

     When creating computer-based instructional objects, the author must ensure that what is created will be usable in the classroom. Therefore, it is critical to consider the classroom situation and the teacher’s perspective when creating such lessons. In order for students to be successful when they work independently on computer based assignments, the most obvious requirement is often taken for granted. The students must have access to ALL of the technology required to complete the assignment. It cannot be assumed that today's students have all the computer technology required. With the incredibly fast pace of today’s technological advancements, it's almost impossible to keep up with the changes. When choosing a computer-based assignment, educators must verify that all students will have easy access to the technology required, especially high-speed internet if that is required for the assignment. Unfortunately, many of today’s school districts still do not have even the minimum technology required for students to participate in technology learning. In order to make the lesson accessible to the largest number of students and schools, authors of computer-based instructional objects must employ the mostly commonly used software and the most easily accessible technology, including shareware, freeware and internet-based resources.
     If the students do have access to the technology (computers, internet, and updated programs), teachers must ensure that students know how to use the tools given to them. When teaching with traditional books, blackboards, and overhead projectors, teachers do not have to worry about the students’ abilities to use these items (although reading comprehension and ability must be a consideration). Even if individual students are not at the same reading level as others in the class, they still know how to use the “equipment” given to them (textbooks, etc). Students who do not have access to technology at home (video games, computers, home electronics) may need additional instruction at school in order to successfully operate the technology provided to them. That means that teachers must be technologically savvy and must also double as technology teachers at times. Therefore, when creating a computer-based instructional object, the author should be careful to choose technology that will be user-friendly and as intuitive as possible so that the teacher will be able to focus on teaching the lesson rather than teaching the technology.
     Another item to take under consideration is the time it will take to complete the lesson. Time is also a consideration when using non-computer-based instructional objects but it seems that the time to complete a computer based lesson could end up being much more variable than a traditional lesson. There are additional variables beyond the teacher’s control that could greatly lengthen the time it takes to complete the computer based lesson, including technology failures or glitches, scheduling time to use the school’s computer facilities, and students’ varying levels of technological competence. Because of these additional considerations and variables, teachers must be even more flexible and must always have a “Plan B” for their day’s lesson. Authors of computer-based instructional objects should ensure that the lesson is not unnecessarily lengthy and that parts of the lesson include non-computer-based activities.
     Finally, one of the most important considerations when creating or teaching a computer-based lesson that is often overlooked is that of copyright permission. When a teacher has a textbook in the classroom, she or he does not have to worry about getting permission to use the book. With the logarithmically expanding volume of information that is available to us on the internet, teachers now have to consider whether or not they have permission to use the lessons in their classrooms. Some sites and resources openly list their policies on sharing to those who post to the site and to those who use the resources on the site. Other sites and resources are not so forthcoming with their sharing and copyright policies, so teachers must be especially diligent to ensure that no copyright permissions are violated when using computer-based or internet-based resources. In order to create a user-friendly and teacher-friendly lesson, authors should clearly state their policies on copyright permission, sharing and use of the lesson. In addition, authors can choose sites and online communities that best fit the lesson and the audience to whom the lesson is targeted in order to best publish and share their work.
     While there are some similar considerations in creating non-computer-based lessons and computer-based lessons, there are certainly several additional variables and items to consider when creating computer-based lessons. While technology provides us with a myriad of teaching and learning possibilities, these opportunities could easily be wasted if careful and thoughtful consideration is not employed in the creation of computer-based lessons and instructional objects.

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     One of my favorite WebQuests is “Blue Skies All the Way to Japan: A WebQuest for the Purpose of Experiencing a WebQuest”. You can find this WebQuest at the following site: http://www.emints.org/xmodres/addresources/japanwebquest/ . One of the characteristics I like best about this WebQuest is its simplicity. In my search to discover and experience WebQuests, I had a difficult time truly understanding just exactly what a WebQuest was. The “Blue Skies” WebQuest is specifically designed to teach the student about WebQuests. This is accomplished by not making the WebQuest unnecessarily complicated and by not overburdening it with more information than it needs. A complete review of this particular WebQuest can be found in one of my previous blog posts.
     Another good WebQuest I found was for adult learners, which is one of my areas of interest. This particular quest takes the learner through the steps of finding a job. What is interesting is that the quest starts the learner off by bringing them to a short online quiz that helps the learner determine their career interests. This seemed an especially good use of internet resources. After the quiz, the quest brings the learner through the actual steps of finding an employer, filling out and application, creating a resume and cover letter, interviewing, and finally, following up on the interview. What is great about this WebQuest is that it is thorough, useful and user-friendly. To try the career quiz and to see this WebQuest, follow this link: http://www.altn.org/webquests/ .