Modern Design Tools For Instructional
Technologists
As implied in the previous section, one of the most
challenging problems for Instructional Technologists is being able to
incorporate new technological innovations into the the learning
materials (MC models) we design for our learners. I would like to
elaborate on courseware authoring and perhaps see where they might
take us as new innovations are seemlessly incorporated into their
structures. (See the Multimedia Authoring Systems FAQ for more
complete information -
http://www.tiac.net/users/jasiglar/MMASFAQ.HTML)
There has been a great deal of research into the design of
courseware authoring tools. One of the greatest problems identified
to date is the way in which the vast majority of these systems remove
the Ôlocus of controlÕ from the learner. Traditional ID models (Dyck
and Carry; Leshin, Pollock & Reigeluth; et al) follow a rigid,
structured approach that ensures the system (whether man or machine)
maintains complete control of the learner - what they learn, how they
learn it, how the system should evaluate this learning and so on. In
terms of the practical application of these methods most courseware
authoring tools have been structured physically to provide a
framework which ties authors to just these constraints. And if
authors want to go beyond these constraints they have to invest a
great deal more time and effort for what appears to be little gain.
If we accept the view that learners construct their own
realities and learn from them
(Constructivism)
then we may have to rethink the entire paradigmatic approach of
courseware authoring systems. In describing courseware authoring
tools Mayes states:
ÒWhile the problem solving approach of ITS does place the learner
in an active,task-oriented, role it is also true that the locus of
control stays with the system. Probably the best way for the
learner to understand how to solve problems is to try teaching the
elements of skill to other learners. This will not often be of
great benefit to the recipients of the teaching but will serve to
deepen the learner's own understanding to an extent rarely
achieved through instruction. The learner will seek principles in
order to achieve understanding, rather than acquiring 'mastery' in
the solving of particular problems.Ó In describing
StrathTutor he goes on to state - ÒSimply by changing roles
- by placing the learner in the role of author - we realised that
we had created a cognitive tool for learning.Ó
(http://www.icbl.hw.ac.uk/ctl/mayes/paper12.html)
If such an approach could be designed into an advanced
Metacognitive Cybernetic authoring system we could have learners
attempting to ÔteachÕ the system and the system could ÔlearnÕ from
the student and adjust its lessons accordingly. Since these systems
would be infinitely patient we wouldnÕt be concerned with wasting
other humans time. More time could then be spent concentrating on the
learnerÕs own megacognitive stratagies and modifying the MC authoring
system accordingly.
MacromediaÕs Authorware™ is one of the most powerful
multimedia authoring tools available today, yet its structure is
primarily rigid, linear and has no built-in tools to adapt or change
its structure internally to the changing needs of the learner. But
the tool is growing in its capabilites. The lastest version (for a
more complete description link to
http://www-1.macromedia.com/software/authorware/features.html).
is capable of tying to powerful databases locally or online,
integrating speech synthesis, linking to external applications and
web sites automatically and much more. Unfortunately, the cost of
these innovations has meant the tool is not one recommended for the
beginning courseware author. This state of affairs is,
unfortunately, fairly widespread among most courseware authoring
tools as those that are simple to use provide little more than
Ôslide-showÕ models and those that are complex become difficult or
impossible to use by many Instructional Technologists. We can see
some light at the end of the tunnel though. Mayes states, ÒInstead,
we can think of a software environment which supports a wide range of
activities for creating, editing, linking, capturing, storing,
retrieving, structuring and otherwise actively manipulating
information. Such an environment would provide generic support for
the roles both of author and learner, and would very much favour a
blurring of the distinction between them, as encouraged by a
constructivist approach.Ó
(http://www.icbl.hw.ac.uk/ctl/mayes/paper12.html)
One of the simplest and most comprehesive courseware authoring
tools follows this approach rather nicely, I think. And that is the
internet itself. It can be used independantly by the learner to build
or ÔconstructÕ a vast array of information to which that learner will
hold a deep and personal interest. At this point in time it lacks an
external evaluative component but few can argue its subjective value
to each and every individual accessing it.
Pick a different
paper