Courseware for Learning

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Courseware for Learning by Mind Map: Courseware for Learning

1. Beginnings of Educational Programming

1.1. Based on Behaviorism

1.1.1. Very restricted learning

2. Affordable microcomputers

2.1. Brought Courseware to the classroom

2.1.1. IBM,PCs, APPLE, IIEs

3. Macintosh Computer (1980s)

3.1. Began to bring multimedia into the classroom

4. 4 Phases of Instruction

4.1. Introduce and present information

4.1.1. i.e. content and/or skills

4.2. Guide the learner in using the content/skills

4.3. Practice the content and/or skills

4.4. Assess learning

4.4.1. test, performances, etc.

5. Methodologies for Facilitating Instruction with Educational Technology

5.1. Tutorials

5.2. Hypermedia

5.3. Drills

5.4. Simulations

5.5. Educational Games

5.6. Tools and Open-ended Learning Environments

6. Tutorials

6.1. Information is presented or skills are molded

6.2. The learner is guided through the initial use of information or skills

7. Hypermedia

7.1. Collection of texts, images, audio files, videos, and various combinations that focus on a topic or a related set of topics

7.1.1. Encyclopedias/reference sources

7.1.2. Student projects in which students create their hypermedia/multimedia products

7.1.2.1. WebQuests, Wikis, Hypercompostions

7.1.3. Case studies

7.1.4. Virtual museums

7.1.5. Virtual field trips

8. Drills

8.1. Created to provide practice

8.1.1. Incorporate multimedia and game-like features to be more appealing

9. Simulations

9.1. Model a phenomenon or activity that users learn about through interaction with the simulation

9.1.1. Saftey

9.1.1.1. "If a mistake is made during a simulated landing of a jet, no one is killed!"

9.1.2. Modification of time frames

9.1.2.1. Speeding or slowing time: evolution, climate change, the behavior of an atom

9.1.3. Making rare events more common

9.1.3.1. Large asteroid striking the earth

9.1.4. Controlling the complexity of a phenomenon

9.1.4.1. Being able to focus on individual aspects of the behavior of a bacterium in the bloodstream

9.1.5. Enhancement of motivation to learn

9.1.5.1. Students tend to enjoy activities that are close to "real life" experiences

9.1.6. Transfer of learning

9.1.6.1. The closer a simulation is to reality, the more likely there is to be strong transfer of learning

10. Educational Games

10.1. Examples of games

10.1.1. Adventure games

10.1.2. Role Playing games

10.1.3. Logic and puzzle games

10.1.4. Word games

10.2. Factors in games

10.2.1. Goals

10.2.2. Rules

10.2.3. Players

10.2.4. Directions

10.2.5. Constraints

10.2.6. Penalties

10.2.7. Scenarios

10.2.8. Choices

10.3. Potential Advantages of Games

10.3.1. Motivation to learn

10.3.2. Students tend to invest a lot of cognitive effort when playing games

10.3.3. Develop knowledge and skills

10.3.4. Can develop collaborative skills

10.4. Potential Pitfalls of Games

10.4.1. Some games can instigate debilitating levels of competition

10.4.2. Some games rely too much on change instead of knowledge or skills

10.4.3. It can be difficult for game designers to strike a balance between educational goals and the various characteristics of games

11. Tools and Open-Ended Learning Environments

11.1. Emphasize learning by discovery and exploration, problem solving, and by teaching things to the computer or other students

11.1.1. Examples

11.1.1.1. LOGO

11.1.1.2. Scratch

11.1.1.3. Google Sites

11.1.1.4. Inspiration

11.1.1.5. Mind Meister

11.1.1.6. The Adventures of Jasper Woodbury

11.1.2. Potential Advantages of Tools and Open-Ended Learning Environments

11.1.2.1. Deep learning and transfer

11.1.2.2. Collaborative learning

11.1.2.3. Motivation

11.1.2.4. Cross-curricular learning

11.1.3. Potential Pitfalls

11.1.3.1. Not sutiable for all learners

11.1.3.2. Some teachers are unable to adapt to new roles

11.1.3.3. Assessment and evaluation of learning can be difficult

11.1.3.4. Large investment of instructor and student time