Definitions and Issues
   Procedures

1. Level-1 Flowchart---One stage overview of lesson
2. Level-2 Flowchart---Adds essential decisions & branching
3. Level-3 Flowchart---Adds all storyboard references, calculations, information management, learner control, etc.
4. Dry-Running the Flowchart

Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction:
Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.

• A flowchart is a chart of diagram of how the lesson progresses or flows.
• Flowcharts are tools to show the structure and sequence of the lesson. (Storyboards show the details.)
• Flowcharting and storyboarding may occur simultaneously because changes in one require modifications to the other.
• Simple lessons, such as tutorials, generally require only Level-1 and Level-2 flowcharts.
• Drills and tests usually require a Level-2 flowchart.
• Simulations usually require a Level-3 flowchart.
• Games vary from being moderately to very complex. Usually require Level-2 or Level-3 flowchart.
 

Drill and practice (¤ÏÂнm²ß¦¡)	Usually require Level-2 Flowchart.	Provides the opportunity for repetitive work on skills or concepts that have been previously introduced.	concept/rule learning
Tutorials (±Ð¾Ç¦¡)	Require Level-1 or Level-2 Flowchart.	Provides information, generally new information, to the learner in much the same manner that a human teacher or tutor might.	verbal learning
Simulations (¼ÒÀÀ¦¡)	Usually require Level-3 flowchart.	Imitations of real of in some cases imaginary systems or phenomena. In most cases, they are simplified representations of the real things.	skills and attitudes enhancing transfer of learning
Instructional games (¹CÀ¸¦¡)	Level-2 or Level-3 flowchart.	Usually employed to increase learners' motivation.	verbal learning enhancing student motivation
Problem-solving software  (°ÝÃD¸Ñ¨M¦¡)	Usually require Level-2 or Level-3 flowchart.	Designed to give students experience with a variety of problem and solution approaches.

1. Level-1 Flowchart---One stage overview of lesson
 

• A simple diagram of how the lesson will proceed.
• It contains no branches and no explicitly stated decisions.
• See Figure 9-1 for Basic flowchart symbols.
• See Figure 9-3 for an example.

• It should give a comprehensive overview of the structure of the lesson and include most of the pedagogical attributes.
• It should comtain major branches, such as what happens if a student passes or fails a test, and where major reviews occurs.
• It should contain detailed programming decisions.
• See Figure 9-4 for an example.

3. Level-3 Flowchart---Adds all storyboard references, calculations,
       information management, learner control, etc.
 

• Two stages:
• (1) augmenting the Level-2 flowchart with details
• (2) the creation of new subroutines used by the main flowchart
• See Figure 9-5, 9-6 for examples.

• The process whereby you pretend that you are the computer and follow the flow of the flowchart for a vieirty of different situations.
• Two broad categories of errors in flowcharts:
• (1) typographical errors: usually occur when connectors are misnumbered
• (3) logical errors: designer incorrectly conceived the flowchart.

• Storyboards(¸}¥»)are tools for you to depict the displays of your lesson.
• Storyboarding is the process of rewriting the information onto pieces of paper, with each piece corresponding to a separate computer screen display or part of one.
• More specific than the Flowchart.

1. Write and revise primary text.

• Refer to the text displays that contain the essential instructional content.
• Do not include directions, help messages, hints, or cues.

• Include directions, menus, transitions, prompts, hints, review material, help, score and progress information, entertainment messages, and lesson exit messages.
• Be complete, clear, accurate, and concise.

4. Check the fit of vierlaying displays.

5. Draw the revise graphic displays and plan other output.

6. Check graphics and simultaneous text for fit.

7. Review the flowcharts and storyboards.