Transcript Computer Assisted Learning essentials

Computer Assisted Learning
The Essentials
Shlomi Codish
Computer Assisted Learning unit
Ben Gurion University of the Negev
Outline
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The rationale for CAL
The implementation of CAL
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Hardware infrastructure
Manpower
Computer literacy
Software
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Location and purchase Vs development
Implementation
Evaluation
Demonstration of software for physiology
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SimBioSys
Synapse
The rationale for CAL - pro
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Multimedia capabilities
Consistent educational content
Interactive learning
Self paced learning
Relatively pressure free
High accessibility
Motivational
Different learning methods available
Non linear presentation of data
Computer managed learning (e.g. HighLearn)
The Rationale for CAL - con
Expensive
 Dependent on technology
 Time consuming
 Computerphobia
 Lack of adequate compensation
 Fear of redundancy
 Does CAL work?
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Does CAL work?
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~200 studies (software/medschool)
12 prospective randomized studies
Most show “as good as” results
Some show CAL is better:
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Takes less time
Better test scores
Better diagnostic abilities (same test scores)
Better scores but only for 1 year
“Burden of proof” not yet met
Need to utilize other CAL benefits
Implementation
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Hardware
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Manpower
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The basics: computer lab, server, network
Accessibility – best is 24/7, the more the better
Computer lab personnel
CAL unit personnel (or equivalent)
Specific support for CAL activities
Educational design and evaluation
Computer literacy
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Faculty, students
Implementation - software
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Location of software
Internet
 Catalogs
 Marketing
 Academic activities (conferences, journals,
etc.)
 Word of mouth
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Implementation - software
Implementation - software
Purchasing Vs Development
 Consortia development
 Factors to consider when purchasing
software
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Adaptability
 Cost and type of license
 Internet connectivity
 Interface
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Implementation - software
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Types of licensing
Site license – software
 Site license – network only
 Site license – internet access
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IP limited
 Password protected
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Limited number – software copies
 Limited number – internet access
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Implementation - software
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It is not enough to give the software to the
students!
 Need to create structured approach
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Define what you want to achieve
Adapt software as needed
Create “lab books” for students
Dedicate time in the frame of the course
Constantly evaluate and fine tune the use of the
software
Formal assessment of effectiveness in achieving
goals
Evaluation
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Methodology has been flawed
Control group use problematic
Statistical power/small group sizes
Selection bias – multiple confounders
Durability of effect unclear
Various effects need to be evaluated –
knowledge, manual skills, other (i.e.
auscultatory) skills
 Enthusiastic student acceptance does not
necessarily match objective outcome data
Demonstration
SimBioSys
 Synapse
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