Tutorial

• for whom are you making the tutorial (you've spent enough time with your class that this one should be easy): keep in mind what they like, their ages, attention spans, backgrounds and prerequisite skills;

• what do you want them to be able to do: your goals, objectives and all those good things you've learned about in inservice training

• how you are going to accomplish the instruction: the materials, activities, etc.

• did it work and how are you going to determine if it did: the efficacy of the instruction, can they indeed do what you wanted them to be able to do (for real, not just on a contrived test!)

Designing the tutorial is simple once you have clearly answered those questions. I use Gagne's; (1985) nine events of instructions as a guide when creating CAI as it is a good sequential model. I use humor in all the steps when possible because it not only keeps students' attention but helps them to recall information (to say nothing of encouraging them to stay on task instead of dismantling the computer or seeing what they can stick into it).

• Steps 1 and 2. Gain attention and state the objective: this can be accomplished by creating the first page with either graphics, a video showing them what they will be doing, or audio that includes a statement of the objective. Motivate the students by showing them how it will help them in performing a task.

• Step 3. Recall prerequisite skills: if you used memory aids such as charts, equations, time lines etc. in previous lessons, display them on this page and establish links back to those lessons for review if needed. Let the student know what skills will be needed to learn the concept.

• Step 4. Present the concept: remember Dale's Cone of Experience--they're only going to remember 10% of information they read in straight text form so aim for multimedia experiences and interactive learning. Clearly state the rule and demonstrate it with video or graphics. Meaningful icons help to establish memory links and can be used in future lessons.

• Step 5. Guide learning by providing memory aids in the form of charts, illustrations, etc. Show how the concept fits in with other knowledge--provide context and relevance. This can be accomplished by having links to sites which utilize the concept. Give examples and nonexamples to develop discrimination skills. One of the greatest assets of hypermedia is the student controls the learning situation by determining how much instruction, review and practice is needed. Place buttons on each page to provide options for more or next, review concept, or practice problems.

• Steps 6 and 7. Elicit performance and give feedback by providing an opportunity for the student to demonstrate the use of the concept--have practice problems or simulations. Multiple choice or true/false is ideal to use on Mosaic as you can provide both positive and negative feedback for each possible response.

• Step 8. Assess learning with allowance for test retakes if necessary. Forms on Mosaic is one option for testing, however other media might be more suitable. Misconceptions can be corrected on the spot if the student receives immediate feedback on each response. This can be better accomplished with other computer applications (i.e. Toolbook or Authorware) or with an authentic testing situation.

• Step 9. Provide opportunity for transfer and generalization: have the student find instances where the concept is being used at various sites around the world and create a demonstration page illustrating its applicability to various tasks. This can also be a fun group project.

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