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| Evidence-Based Educational Methods I: Computer Applications |
| Sunday, May 30, 2004 |
| 1:30 PM–2:50 PM |
| Berkeley |
| Area: EDC/TBA; Domain: Applied Research |
| Chair: Mohammad I. Al-Attrash (Howe Developmental Center) |
| Discussant: Carl V. Binder (Binder Riha Associates) |
| Abstract: . |
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| Behaviorally Based Adaptive Computerized Educational Systems: A Status Report |
| ROGER D. RAY (Rollins College) |
| Abstract: A complex and highly integrated software system for internet-delivered adaptive instruction based on fundamental behavioral principles represented via artificial intelligence algorithms is reviewed. Models of each student's developing stimulus equivalence networks of verbal associates are compared to an expert reference network to deliver individualized tutorials and adaptive mastery certification testing. Progress in answering variously formatted questions determines level of difficulty and adapts both amounts of presented content and degrees of associates prompting. All individual progress and use data are stored on internet servers as an integrated database organized around other course parameters, thereby allowing sophisticated instructor-side course management via custom instructor browsers. The individualized database also enables delivery of the personalized adaptive instructional tutorial and certification services via customized student browsers. Other specialized internet tools designed for instructors and researchers add very large-scale research and program evaluation capabilities. Research to date demonstrates a range of program effectiveness directly related to variations in instructor utilization of alternative settings for such system features as bonus points for elective tutoring. Other features effecting student performance include instructor use of limited numbers of mastery tests followed by required tutoring on topics determined by adaptive diagnostics when performance is below minimal standards. |
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| Making the Most of PSI with Computer Technology |
| JOSEPH J. PEAR (University of Manitoba), Toby L. Martin (University of Manitoba) |
| Abstract: Direct applications of computer technology in higher education have largely been devoted to importing standard classroom activities into a web environment. These applications, however, do little to address problems that exist in many standard classroom activities. Computer-aided personalized system of instruction (CAPSI) marries the proven effectiveness of Keller's personalized system of instruction with the power of computer technology. In CAPSI students proceed at their own pace through study units. After a student demonstrates mastery of a unit (defined as correctly answering all questions on the unit assignment or test), he or she may serve as a peer reviewer for that unit. The program is is currently being used successfully in a number of undergraduate psychology courses taught at the University of Manitoba. It has been used to teach distance education courses as well as on-campus courses. In addition, collaboration with another university merged two courses on the same topic at the two institutions. The method takes full advantage of the computer's information processing, data-storage, and communications capabilities. Results indicate that students receive and give large quantities of accurate and high-quality feedback. In this teaching method students write much more and receive far more feedback than would typically be possible in a traditional course. Data also indicate that answers improve in ways consistent with the specific content of the feedback. |
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| Redefining PSI for the 21st Century |
| ERIC J. FOX (Arizona State University) |
| Abstract: Developed in the 1960s as an alternative to lecture-based instruction, the Personalized System of Instruction offered educators a self-paced, mastery-based model for course development based firmly on behavioral theory. Interest in using and researching the model grew quickly, and PSI soon became distinguished by its flexibility and strong empirical support base. Although interest in PSI peaked in the 1970s and has decreased sharply in the decade since, it remains an attractive model for educators concerned with improving the quality of their instruction. Advances in information technology and telecommunications have the potential to greatly improve certain aspects of PSI courses and alleviate some of the factors that have contributed to its decline. Further, PSI seems well suited for the development of distance education courses, an area of education experiencing phenomenal growth. For these reasons, it seems worthwhile to revisit the core structure of PSI and to refine our understanding and description of its core components to reflect our current knowledge and technological capabilities. An updated listing of PSI’s core components will be presented and compared to the original listing, its relation to relevant empirical findings outlined, and the impact of modern information technology discussed. |
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