1. COMPUTER MANAGED INSTRUCTION A Brief Tour

2. OUTLINE The definition of CMI Brief history of CMI Function of CMI Why CMI? Theoretical perspectives on CMI

3. DEFINITIONS Definition I A system which can provide administrative support to instructors for managing instructional materials and activities. Definition II The use of computers and software to manage the instructional process. Definition III CMI is the answer to education’s difficulties with individualisation.

4. DEFINITIONS Definition IV (Radley, 1986 ) Computer should be used for enabling teachers to manage a learning environment in which learning is tailored to fit each student’s needs and progress is based upon prescribed levels of achievement. Definition V The computer performs various management functions, such as testing, record keeping, prescribing, and reporting

5. WHY CMI? CMI implementation can reduce instructor work loads by automating tedious and routine functions such as grading, scheduling, and keeping track of resources. CMI can be introduced in phases and adapted to meet the needs and concerns of any particular instructor or group of instructors. CMI can be done with just one computer. CMI provides an excellent way to organize and integrate both CBI and traditional (off-line) instructional materials. CMI helps instructors and curriculum planners determine curriculum needs. CMI may be used for either individualized or group instruction. CMI provides a basis for evaluation of both students and instruction. CMI can solve some problems posed by incompatible software and hardware.

6. FUNCTIONS of CMI CMI implementation can reduce instructor work loads by automating tedious and routine functions such as grading, scheduling, and keeping track of resources. CMI can be introduced in phases and adapted to meet the needs and concerns of any particular instructor or group of instructors. CMI can be done with just one computer. CMI provides an excellent way to organize and integrate both CBI and traditional (off-line) instructional materials. CMI helps instructors and curriculum planners determine curriculum needs. CMI may be used for either individualized or group instruction. CMI provides a basis for evaluation of both students and instruction. CMI can solve some problems posed by incompatible software and hardware.

7. HOW IS CMI USED? Tracking student performance over a period of time Providing information concerning performance trends Recording individual and group performance data Scheduling training Providing support for other training management functions

8. How CMI IS Used? Input and storage of student data (primarily test scores and activities completed) Input and storage of curricular data (generally objectives, test items linked to objectives, and instructional materials or activities linked to objectives) Retrieval and analysis of the data relating student scores and activity to the curriculum data Generation of various reports showing individual or group progress and current status

9. THEORETICAL PERSPECTIVES Implication of operant learning principles for CMI instructor role: The materials should be designed to present the subject matter in small bits or steps to the student. The materials should require the student to actively respond to the subject matter by constructing or selecting answers to questions over each step. The student should receive immediate feedback (or reinforcement) in the form of information about the quality of this response. The student should continue at his/her own rate or pace through the instruction program

10. THEORETICAL PERSPECTIVES THEORETICAL PERSPECTIVES The extended of operant learning principles for CMI instructor role (Keller, 1966, 1968) Telling the student what they are expected to learn by a statement of course and unit objectives. Requiring restudy and repeated testing until the student achieve unit mastery. Criterion-referenced evaluation of accomplishments. Using student proctors as tutor to enhance the personal-social aspects of education. Using lectures and demonstrations as vehicles of motivation rather than as sources of critical information

11. THEORETICAL PERSPECTIVES THEORETICAL PERSPECTIVES The functions of the CMI instructor’s role – from operant learning perspectives Decision-making about appropriate instructional activities and reinforcement contingence. Monitoring students performance and progress, supplying appropriate individual performance feedback. Engaging in individual student tutoring and guidance when learning problem arise Advising students about subject-matter related sources of information not available in the curriculum, in both individual and group sessions

12. THEORETICAL PERSPECTIVES THEORETICAL PERSPECTIVES The functions of the CMI instructor’s role – from operant learning perspectives Counselling and advising students about appropriate strategies for attending to new information and for constructing meaning from it. Diagnosing internal sources of students’ learning problems, including their use of appropriate cognitive process, learning strategies, motivational process, and self-statement. Decision-making about appropriate remediation activities, strategies, and resources that are matched to students’ learning needs. Modelling the practical use of new information and skills and the concept of personal responsibility through individual and group tutorial sessions. Modifying, as necessary, students’ inappropriate attributions and perceptions about locus of responsibility for learning.

13. Theoretical perspectives on CMI Student’s role in CMI Students are expected to be attentive and motivated. Students are expected to make learning meaningful by the appropriate use of learning strategies and skills. Students are expected to practice personal responsibility skills required for self-initiated learning, self-directed learning and self-paced learning. Students are expected to interact effectively with both their peers and their instructors.

14. ACKNOWLEDGEMENT Some Content in this presentation is extracted from a PPP by Dr. Jian-hua Zhao The University of South China Normal School of Information Technology in Education on 12 March 2008