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Designing CAI Frames

Designing CAI Frames. Dr. Ennis-Cole CECS 5130. Designing Lesson Frames. 1. Organize Effectively 2. Readily Interpreted 3. Clear Presentation. FRAMES. Single Contents of a Screen Types of Frames : 1.) Transitional 2.) Instructional 3.) Question. Transitional Frames. 1. Purposes:

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Designing CAI Frames

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  1. Designing CAI Frames Dr. Ennis-Cole CECS 5130

  2. Designing Lesson Frames 1. Organize Effectively 2. Readily Interpreted 3. Clear Presentation

  3. FRAMES Single Contents of a Screen Types of Frames: 1.) Transitional 2.) Instructional 3.) Question

  4. Transitional Frames 1. Purposes: +Support Lesson Flow +Assist with Procedural Details + Smoothly Connect Lesson -Don’t Teach or Evaluate

  5. Transitional Frames (Contextual /Procedural Support) + Orientation - objectives + Bridge - shifts in lesson

  6. Transitional Frames (Contextual /Procedural Support) + Feedback - informational + Directions - format, features + Performance - end of lesson

  7. Instructional Frames • 1. Instructional or Presentation Frames • introduce prior and current learning • present new instruction • support new instruction via examples, demonstrations, learner guidance • 2. Frequently Used Instructional Frames • Prerequisite, Definition • Example, and Rule

  8. Instructional Frames • 1. Prerequisite • identify explicit relationships between past and current learning • help learner integrate current information into a useful context • provide substantial instructional support

  9. Instructional Frames • 2. Definition • aids student learning - terminology focus • focuses learner attention to definitions • presents key terms phrases, important figures and other lesson information

  10. Instructional Frames • 3. Example • supports teaching and learning by clarifying concepts • illustrates applications • supports lesson content

  11. Instructional Frames • 4. Rule • emphasizes lesson information • focuses student attention • formulas, strategies, procedures = rule-based learning

  12. Question Frames • Criterion Frames • solicit user information and input • help individualize instruction • Types: True-False, Yes-No, Multiple Choice, Completion/Short Answer, Constructed or Open-Ended

  13. Question Frames • 1. True-False • Easy interpretation, simple responses • 2. Yes-No • Only two options, clearly stated • 3. Multiple Choice • Careful allocation of screen space for readability and question location • Question stem and answers

  14. Question Frames • 4. Completion/Short Answer • Require one to three word responses • Questions must be organized clearly and uncued • Additional Challenges - spelling, punctuation, capitalization

  15. Question Frames • 5. Constructed Response/Open-Ended • Most complicated CAI questions • Require sufficient guidance • Interrogation of simple phrases to several paragraphs • Must focus student attention and effort

  16. Variations on Frames • Copy Frames • Instructional Material + Question • Focus student attention on certain information • Useful for directing student attention, obtaining student responses, and emphasizing lesson content

  17. Variations on Frames • Prompt Frames • Explicit prompting • Designed for questions

  18. Variations on Frames • Hint Frames • Intermediate step to aid learning and help the student produce the correct response • Provides information that might elicit a correct response

  19. Variations on Frames • Interlaced Frames • Combine several types of frames • Useful for incorporating both a question and feedback information on the same frame • Facilitates learning by providing useful student information

  20. Protocol in Frame Design • Consistent Designation of Frame Zones • Functional Zones Consistent with the type of Frame being displayed • Directions - Bottom • Information - Center • Develop an expectation for reading and comprehension

  21. Procedural Protocol • Consistent Use of Lesson Procedures, Lesson Options, and Methods for obtaining Student Responses • Pacing Conventions • Response Formats • Changes in Lesson Pacing or Format should be announced before they occur

  22. The End • “That’s all folks...”

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