A Theory of Effective Computer-Based Instruction

Keisy Fajardo
Mind Map by Keisy Fajardo, updated more than 1 year ago
Keisy Fajardo
Created by Keisy Fajardo over 6 years ago
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Description

It is about the technology which teachers uses in their class. The technology is important and essential because it has a lot of benefits.

Resource summary

A Theory of Effective Computer-Based Instruction
  1. It reinforces and provides an extra practice of activities learnt in a previous attendance student class.
    1. Special Websites
      1. Platforms
        1. They allow teachers to submit students to have quizes and full evaluations of all units already customized.
          1. Teachers are able to monitor and scored students' advances through the automatic checking system of the platform.
            1. Advantages for students
              1. Caters listening comprehension as if students were having a dialog with a native English speaker.
                1. Caters reading comprehension
                  1. Brings writing skills application based on typing each word.
                  2. Disadvantages for students
                    1. Lack of oral interactive practice with teacher and students.
                      1. Slow adquisition of desired and multiple answers that might come.
                        1. Lack of personalized correction of mispronouncing or word order structure.
                      2. Serves
                      3. Process Units of Theory
                        1. What is an input?
                          1. An input is something put into a system or expended in its operation to achieve output or a result
                          2. Self-Directed Learning
                            1. A process in which individual take initiative, with or without the help of other to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies and evaluate learning outcomes.
                              1. Principles
                                1. SDL should be concerned with all aspects of a full life.
                                  1. SDL activities should be conducted in settings suited to their development.
                                    1. It should employ a full range of human capabilities, including senses, emotions, and actions as well as intellects.
                                      1. SDL should be congruent with life long, natural, and individual learning drives.
                                        1. SDL should be adapted to the maduration, transformations, and transitions experienced by the learners.
                                        2. Process
                                          1. Ownership of Learning
                                            1. Articulate learning gaps
                                              1. Set learning goals and identify learning tasks to achieve the goals
                                              2. Extension of Own Learning
                                                1. Learn beyond the curriculum
                                                  1. Apply learning in new contexts.
                                                  2. Management and Monitoring of Own Learning
                                                    1. Explore alternatives and make sound decisions
                                                      1. Formulate questions and generate own inquiries.
                                                    2. The Process of Knowles
                                                      1. Diagnosing learning needs
                                                        1. Formulating learning objectives
                                                          1. Identifying resources for learning
                                                            1. Choosing and implementing strategies
                                                              1. Evaluating learning outcomes
                                                              2. Learning Steps
                                                                1. Reflect
                                                                  1. Show what you know
                                                                    1. Set goal
                                                                      1. Plan
                                                                        1. Learn
                                                                        2. Comparison with traditional method
                                                                    2. System States
                                                                      1. System states indicates the complexity of the real word that the theory is presumed to represent and the different conditions under which the theory operates.
                                                                        1. Effective system state
                                                                          1. An align of the upper support half and the lower design half of the model result in effective CBI
                                                                          2. Ineffective system state
                                                                            1. This happen when the support and the design are not aligned.
                                                                            2. Moderately Effective system state
                                                                              1. When this happen the support configuration does not ensure that the program will be effective.
                                                                            3. Computer Self Efficacy
                                                                              1. TSE is the belief in one's ability to successfully to perform a technologically sophisticated new task. This is a specific application of the broader and more generl construct of self-efficacy.
                                                                                1. Importance
                                                                                  1. Today's modern society is completely embedded within a technological context, which makes the understanding and evaluation of technological self efficacy critical.
                                                                                  2. Level Learning Goals
                                                                                    1. Program-level learning goals can guide the assessment of learning by providing feedback on the extent to which the program is reaching its publicly stated goals.
                                                                                  3. Laws of Interaction
                                                                                    1. It is a statement by the researcher-theorist of the relationship between units and shows how the units of the theory are linked.
                                                                                      1. Self-Directedness and CBI Design
                                                                                        1. It is expected to influence the components of instructional control and instructional support of the unit domain of CBI design.
                                                                                        2. Computer Self-Efficacy and CBI Desighn
                                                                                          1. It is expected to influence the components of instructional control and instructional support of the unit domain of CBI design.
                                                                                          2. Self-Directedness and External Support
                                                                                            1. Self-directedness is expected to influence the unit of external support.
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