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LEARNING TECHNOLOGY DISSEMINATION INITIATIVE |
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Deciding on what CBL you are going to use... |


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'There's a lot out there, so choose carefully'
A few characteristics of good CBL materials to look for (most
packages have a number of these):
- it should be well-designed and presented with a consistent
look and feel
- it should be relatively quick to learn and easy to use
- the software should be navigable - users should never feel
'lost' when using it
- the software should be tailorable - easily if so advertised
- the software should make best use of the computer's strengths
- calculations, graphics and interactions - and not carry too
much text
- the software should be easy to set up
- the software should carry relevant and usable help facilities
- the software should be accompanied by relevant and usable
documentation
Where can I obtain software from?
- Teaching and Learning Technology (TLTP) projects
- commercial sources
- public domain sources
- Information Technology Training InitiativeITTI
- sources within your institution or various private individuals
- DIY
Where can I obtain advice on using and implementing CBL?
- your institution's IT Officer, Teaching and Learning Service,
Computer Services or Staff Development Service
- the 22 Computers in Teaching Initiative (CTI) Centres
- the Computers in Teaching Initiative Support Service (CTISS)
- the Learning Technology Dissemination Initiative (LTDI)
- the TLTP projects
- the TLTP regional centres
- Various World Wide Web (WWW) sites
Types of integration of software into courses
- use the CBL materials in a laboratory or computer room (either
supervised or unsupervised) as a tutorial substitute
- use the CBL materials in a laboratory or computer room (either
supervised or unsupervised) as a (partial or complete) lecture
substitute
- use the CBL materials to substitute for practical work
- encourage students to make use of CBL in their own time -
self-study access for remedial help or revision
- use CBL as a tool/forum to prompt discussion in seminars
- use CBL as a (information) resource for group or project work
- use CBL as an analytical or diagnostic tool
- use CBL primarily for assessment
- use parts of CBL materials for demonstrations in lectures
- use CBL as a running game or simulation over several weeks
or modules
Some broad issues of course re-design to consider
- full integration of CBL into the course is vital
- know and plan for the genuine level of computer literacy of
your students
- test the materials on a small group of students in the first
year
- prepare dedicated handouts or worksheets to encourage CBL
usage
- add computer references to reading lists
- is what you are planning pedagogically desirable, and planned
into the rest of the curriculum?
A few practical aspects to consider
- try the software on the machines to be used with students,
not just the one on your desk
- be prepared for problems to occur
- is what you are planning technically feasible?
- try to obtain some departmental control over CBL facilities
A few initial assumptions to avoid
- that colleagues will share your enthusiasm - but do offer
to share your experiences with them
- that students in the computer game era are computer literate
and confident
- that your colleagues are computer literate and keen
- that CBL will be used because it is there - it must be properly
planned into the course
- that CBL will replace you or lectures - it cannot
To contact the maintainers - mail (ltdi@icbl.hw.ac.uk)
HTML by Phil Barker
© LTDI All rights reserved.
Last modified: 27 January 1998.