What are "computer-based instructional objects"?
Computer-based instructional objects (CBIOs)are modules created to engage students in the learning process through digital means. Some examples of computer-based instructional objects are stand-alone instructional resources (stAIR projects) and WebQuests. Each module is designed to accomplish specific learning goals. WebQuests are a good way to used an inquiry-based approach to learning content in any discipline, while stAIR projects may use elements of inquiry, but are better suited for teaching specific information using a combination of deductive and inductive instructional approaches. Although these instructional objects usually take on different forms from one another, both are intended for students to operate and learn from independently.
Some Considerations for Creating Computer-Based Instructional Objects so Students Can Use them Independently:
1. Reading level. A CBIO may indicate a particular grade-level, however, since all learners do not read at grade-level, a teacher should identify the reading level of the module and make sure to make a good match between student reading ability and appropriate reading level of the module.
2. Accessibility. A CBIO should be accessible to all learners. Pictures and graphics should contain a description to help the visually impaired.
3. Differentiation through appropriate support. Some students will need more support in order to use a CBIO. Webquests with a variety of websites to use as resources will allow for differentiation based upon reading ability, learning style, and computer literacy skills. stAIRs should have re-teaching methods built in to simplify information and perhaps teach it using a different approach if the feedback to the student is they got a question incorrect.
4. Minimize noise. Good CBIOs will be designed with the least amount of noise (page clutter, animation) possible. This is good for all learners, especially those who are easily distracted.
5. Opportunity for success. CBIOs should be designed so all learners can experience success. Students will not want to work independently on a task they do not feel successful at, or something they feel is too overwhelming to try to succeed at. Sequencing tasks in small steps and providing frequent affirming feedback, even if it's in the form of "good try" if a student gets an item wrong, will help students feel successful and motivated to complete the task, thus working independently - longer!
I like that you brought up "opportunity for success" as a consideration when creating computer based instruction. It is sometimes difficult to incorporate all levels of students without boring some and being too challenging for others. I feel that computer based instruction is a great way to incorporate all student levels. By starting out with the basics, students can move at their own pace. Students who are advanced can move quickly through the basics and into the more challenging aspects of the assignment, while lower level students will benefit from the basic.
ReplyDeleteYou addressed some good points, especially the reading level, which I would take one step farther to include ESOL students. I left my teaching job in northern Virginia where there was a HUGE population of ESOL students, which was probably something that I wouldn't have experienced so much in Michigan. I was thankful for that experience and I had to consider so much on a day-to-day basis with my lessons, even on the spot when some of my students did not understand some of my language usage. It was also sad when I knew how intelligent my ESOL students really where, when they were really grasping a concept, but failed the written test...the county tests that we had to give did not take into account our limited English readers! So ALL reading abilities...YES!!
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