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19 Oct 09
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Nonetheless, the dominant strategy of the business interests that underwrite the development of CBE has been and continues to be investing much more money in marketing CBE than in evaluating it.
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evaluations must be communicated in formats that are accessible to as wide an audience as possible.
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evaluations of CBE may be that evaluators often rely upon traditional empirical evaluation methods that compare an instructional innovation with another approach
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Constructivist epistemology calls for a multiplicity of perspectives so that learners have a full range of options from which to construct their own knowledge.
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CBE based on instructivist pedagogy generally treats learners as empty vessels to be filled with learning.
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A major goal in constructivist pedagogy is to ensure that the learning environment is as rich as possible.
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Instead of an empty vessel, the learner is regarded as an individual replete with pre-existing knowledge, aptitudes, motivations, and other characteristics that are difficult to assess, much less accommodate. Constructivists often argue for replacing direct instruction with self-directed exploration and discovery learning.
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Cognitive psychologists recognize that a wide variety of learning strategies may have to be employed in any given instructional setting depending upon the type of knowledge to be constructed. Learning strategies include memorization, direct instruction, drill-and-practice, deduction, and induction
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Whereas an ILS may provide adequate opportunities for direct instruction and drill-and-practice, some sort of mindtool or microworld may be required to support deductive and inductive learning strategies.
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There is ample evidence that students who are quite adept at "regurgitating" memorized information rarely retrieve that same information when confronted with novel conditions that warrant its application
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"anchored instruction"
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there is a danger that teachers using ILS may be so occupied with making sure the ILS are functioning properly and troubleshooting any problems, that they might not be able to conduct the one-to-one and small group teaching that the systems were supposed to allow teachers to conduct.
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Alternatively, other forms of CBE exist in which teachers have considerable leeway to modify program activities.
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A new video created by ATandT as its vision of the future portrays students sitting in front of individual terminals interacting with computer-generated teachers while an adult stands nearby, seemingly in the role of monitoring their behavior (ATandT, 1993).
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Forms of CBE must be designed to walk the fine line between being so "teacher-proof" that they do not allow local adaptation (and may even encourage sabotage) and being so open or unstructured that they do not provide sufficient guidance and support for valid implementation.
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Interactive multimedia is the latest type of interactive learning system that is supposed to motivate learners automatically, simply because of the integration of music, voice, still pictures, text, animation, motion video, and a friendly interface on a computer screen.
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20 Jul 09
Toppy PettigrewThis paper describes fourteen pedagogical dimensions of computer-based education (CBE), each based on some aspect of learning theory or learning concept, that can be used as criteria for evaluating different forms of CBE.
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15 Jul 08
François GeorgesThis paper describes fourteen pedagogical dimensions of computer-based education (CBE), each based on some aspect of learning theory or learning concept, that can be used as criteria for evaluating different forms of CBE.
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18 May 08
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