Deciding on what CBL to use

	LEARNING TECHNOLOGY DISSEMINATION INITIATIVE
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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

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

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

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?

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

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

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Publications