Considerations for Creating Computer-Based Instructional Objects

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!