June 1997 — Features

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The Future of Computers and Learning

Implementation

If the script is on paper, coders are required to translate the design into code, or to transfer the script to the computer. With the on-line script editor, however, it partially writes the program itself. Eventually we expect most of coding to be done automatically by the script editor.

Visual material must be created by professionals in such material, following the directions in the script. Note that teachers are not asked to function as professional designers.

EVALUATION OF COURSES

The third stage in the Irvine-Geneva system is evaluation. Formative evaluation is described in the next section. The aim is to find weak points in the material, places where it is not adequate for all students. Further design may be necessary, based on weaknesses.

Lack of good empirical information in learning has already been mentioned. For the future, it is critical to obtain good data about what kinds of learning materials are best for which students. This is seldom done, unfortunately. Peer reviews are common, but are inadequate for evaluation. Empirical studies, with large numbers of students, are essential. We want strategies so that all students can master learning. It is not acceptable that some students learn and some do not. All students should learn to the mastery level, possible with highly interactive learning material.

Many years ago, in considering the problems of evaluating learning material, Michael Scriven made the important distinction between formative evaluation and summative evaluation. Both are important in examining learning material. Seldom is either done, to the scale that is necessary to assure excellent learning materials.

With both types of evaluation, the computer can play a major role in gathering the data. Student responses, particularly when not analyzed by the learning program, can be stored and sorted for later analysis. Human evaluators may also be involved. For material available in several languages, which aims at a worldwide market, it is important to evaluate it in each of the countries involved.

Formative Evaluation

Formative evaluation is usually considered part of the development process, improving the learning units before they are released to widespread usage. The learning material must be nearly complete, and then tried with a sizable group of students.

During formative evaluation weak sections of the learning material can be identified, and improved with additional design. Alternate treatments may be suggested for certain students and, again, additional design may be important. Because of these and other improvements suggested by hands-on use by students, several cycles of formative evaluation and improvement will generally be useful.