project

分組計畫名稱
Students/Projects

Project
Guidelines

技術
Technology

CAI課體設計流程CAI Courseware
Design Procedure

Students/Projects:

Go to Message Board(請至留言版討論)

Fu-Jen Side	Project Topics
1. 黃怡潔 E-mail	Easy Learning TOEFL
2. 林擇惟 E-mail	How to learn English in the lyrics of songs?
3. 張為明 E-mail	餐廳英語
4. 王隸蒂E-mail	如何用適當的形容詞來形容人的個性特質
5. 陳雅如E-mail	英文老歌園地
6. 黎美思E-mail	The English Discovery
7. 樊愛華E-mail
8. 王欣堯E-mail	Shakespear's work
9. 許艾苓E-mail	簡單旅遊會話
10. 鄢如宇E-mail	環遊英語童話世界
11. 陳凱貞E-mail	Jack's Zoo Adventure
12. 施雅萍E-mail	從ABC開始快快樂樂的學習
13. 曾鈺婷E-mail	Happy Halloween
14. 袁千惠E-mail	Have fun with 26 letters
15. 林楷均E-mail	Teaching Baseball Vocabulary
16. 呂怡德E -mail	如何聽懂 ICRT
17. 汪益如E-mail	移民土豆村- 入境隨俗學英語 (IMMIGRATING TO PENUTS' VILLAGE)
18. 彭信澤E-mail	Gerund and Present Participle
19. 林依嫻E-mail	遊戲式教學(Instructional games) 練習式教學(Drill and practice)
20. 黃元慧E-mail	小櫻日記<寵物篇>
21. 張楷欣E-mail	To teach children english
22. 郭婉玲E-mail	迪士尼雙語故事聽力練習
23. 陳鈺婷E-mail	哈雷與派翠克學ABC

Project Guildelines:

Preliminary Design

Design Specifications

Flowchart and Storyboards

Final Project Demonstration

Project I. Preliminary Description:

First phase of the design procedure
It's a descriptive overview of the intended project in the form of a proposal
It should address each of the following:

        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
                    Provides the opportunity for repetitive work on skills or concepts that have been
                    previously introduced.

        b. Tutorials
                    Provides information, generally new information, to the learner in much the same
                    manner that a human teacher or tutor might.

        c. Simulations
                    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
Usually employed to increase learners' motivation.

        e. Problem-solving software
                    Designed to give students experience with a variety of problem and solution
                    approaches.

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Project II. Design

Second phase of the design procedure
It's critical to the effectiveness of the lesson.
It should address each of the following:

1. Analyze and outline all the content and skills you want to teach.

2. Instructional strategies.

3. Design feedbacks and responses. (See Appendix A to view some factors.)

4. Interface design.

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Project III. Flowchart and Storyboards

Based on your second project: Design.
Create a flowchart to depict your CAI lesson.
Level of flowchart: depending on the complexity of your lesson.
Create your storyboards.

Copy your flowchart and storyboards. (One for your programmers, one for the instructor.)

Based on your second project: Design.
Create a flowchart to depict your CAI lesson.
Level of flowchart: depending on the complexity of your lesson.
Create your storyboards.

Copy your flowchart and storyboards. (One for your programmers, one for the instructor.)

Back

Project IV. Final Project Demonstration

Create a page called Final Project and link it to your homepage.
Include following elements into this page:

Project topic
Designers
Preliminary Description
Design Specifications
Final Program
Relevant web sites about the topic you teach

Technology

WWW Instructions

How to upload your web page

Making an HTML files

Scanning your own images

Design Procedure:
(From Chapter 7 of: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.)

	Activities	Explanations	Designer
1	*Determine needs and goals*	* Determine what the student should know or be able to do after completing the lesson.	Fu-Jen
2	*Collect resources*	* Relevant to subject matter, instructional development, and delivery system. * In this course they refer to things such as textbooks, reference books, original source materials, films, audio tapes, etc.	Fu-Jen
3	*Learn the content*	* The designer must be very familiar with the content. * Ex. interviewing the expert, reading texts and other instructional materials. etc.	Fu-Jen
4	*Generate ideas*	* Do brainstorming to generate creative ideas.	Fu-Jen
5	*Design instruction*	* Performing concept and task analyses on the content. * Preliminary choices about instructional methodologies and factors.	Fu-Jen
6	*Flowchart the lesson*	* Depicts the sequence and decisions of a lesson. * The visual representation of decisions and events is the best way to depict the interactions between computer & learners.	Fu-Jen
7	*Storyboard displays on paper*	* Depicts the content and presentations. * The process of preparing textual and pictorial displays so they will fit within the display limitations of your computer. * Include information presentations, questions, feedback, directions, prompts, pictures, and animations.	Fu-Jen & CHU
8	Program the lesson	* Translate what you have on paper into a series of instructions understandable to the computer.	CHU
9	Produce supporting materials		Fu-Jen & CHU
10	*Evaluate and revise*		Fu-Jen & CHU

Features of the procedure:

It is empirically based: based on a cycle of draft, evaluate, and revise until the product works.
It is driven by principles of cognitive psychology. (See chapter 1 for more information.)
It is an emphasis on creativity.
It is the progression from discussion to paper ideas to implementation on a computer.
It is a team-oriented approach. Courseware is always better when several people collavorate.

(1) More skills and knowledge are involved in a development effort than one person tytpically has.
(2) Several people working together raise the expected standard of acceptable quality.
(3) An individual is not good at criticizing his/her own ideas or work.

Project of Spring 1999

輔仁大學英語系
課名：電腦輔助教學
By 葉修文老師