STEP 1---DETERMINE GOALS AND NEEDS
STEP 2---COLLECT RESOURCE MATERIALS
STEP 3---LEARN THE CONTENT
STEP 4---GENERATE IDEAS
 
Reference:
 
Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction:
Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
 

• Sometimes you need to switch the order of the steps.
• Progression through the sequence of steps is not linear. Go back and redo part or all of a previous step.
• Lesson production is cyclic and empirical.

1. Definitions and Issues Goals---Determing what you want your students to know or be able to do at the end of your lesson.
• The designer produce only general goals at this point, leaving specific objectives in the fifth step, design.
• Creativity is very important in this step.
• Needs---Charting out the characteristics, current competencies, and needs of the expected students.
• Purpose: (1) Clarifying the appropriate content and methofology of your lesson.    (2) Giving the designer a sense of the student abilities.

1. Procedures

• First activity: Stating a general goal and the subject area you want your students to learn.
• Second Activity: Stating a more refined goal (the particular aspect of the subject) you intend to teach.
• Go to Step 2---Collecting resource materials immediately if you have difficulty defining your goal/purpose in this way.

• Activity 1: Collecting and charting out information about your intended students (e.g., age, educational level, reading proficiency, motivation, competencies, limitations, fimiliarity with the subject area, computer experience).
• Activity 2: Describing student characteristics by Low, Middle, and High.
• Activity 3: State the general student characteristics in a paragraph.

• Activity 1: Add terminal goal(s) to the bottom of the chart.
• Activity 2: Fill in all the columns for the goal(s).
• Activity 3: For each range of students, indicate whether they can attain the foal without further instruction.
• Activity 4: Estimate the time it will take to teach the students you have defined.
• Activity 5: Estimate how difficult the students will find the topic.

• Include every essential source material.
• Three kinds of resource materials.

• Include any item that contains information about the subject
• Include textbooks, other computer-based instruction programs, original sources, reference materials, technical manuals, films, TV programs, takes, slides

• Include texts and manuals about instructional design
• Computer software to aid in the design
• Accessible people fimiliar with the design and evelopment of instructional materials

• Computer itself, its operation manuals/references, software
• Accessible people experienced with computer and software

• The designer should learn the content well to prevent a lesson with a surface level understanding of the content.
• Usually accomplished by methods: interviewing, reading textbooks, reading references, etc.
• The designer must always have the design of a lesson in mind.

 
(1) Five domains: information, intellectual skills, motor skills, attitudes, cognitive strategies (Hannum 1988)
(2) Structures to represent knowledge:
• Knowledge of information domain: semantic network (web, hierarchy, classification matrix, etc.)
• Knowledge of motor skills: procedure structure (e.g., flowchart)
• intellectual skills: prerequisite structureWeb

• It's the step to decide "how" to teach the lesson.
• Purpose: To generate good, creative ideas about instructional content and methodology.
• Procedure to be used: brainstorming.
• Brainstorming: A process in which a number of people work as a group to rapidly procude as many ideas as possible in a non-evaluative way.
• Ideas include: problems, potential solutions, etc.
• Underlying principle: In the early design steps, "the more ideas the better"

(1) Generate ideas about what information to teach, using the defined goals and subject matter resources from steps 1 and 2.
(2) Generate ideas about how to teach information, using the lists of instructional methodologies and their respective instructional factors as discussed in Part 1 and Appendix A.

1. What is your topic?
2. What are the instructional needs? Explain them in a paragraph.
3. What are the overall project goals? Explain them in a paragraph.
4. What are the subject matter of your CAI program?
    Analyze them in a paragraph.
5. What are your possible resources? (e.g., video, audio, text, animation,
    pictures, etc.)
6. What type of CAI do you employ? Explain them in a paragraph.

     a. Drill and practice(¤ÏÂнm²ß¦¡)
Provides the opportunity for repetitive work on skills or concepts that have been previously introduced.

     b. Tutorials (±Ð¾Ç¦¡)
Provides information, generally new information, to the learner in much the same manner that a human teacher or tutor might.
 
     c. Simulations (¼ÒÀÀ¦¡)
Imitations of real of in some cases imaginary systems or phenomena. In most cases, they are simplified representations of the real things.
 
     d. Instructional games (¹CÀ¸¦¡)
Usually employed to increase learners' motivation.
 
     e. Problem-solving software (°ÝÃD¸Ñ¨M¦¡)
Designed to give students experience with a variety of problem and solution approaches.