The problems associated w i t h the process of educational
software design are complex and need to be considered from a
number of different perspectives. In this study a number of
factors are identified as contributing to difficulties
generally experienced by software designers. It is
suggested, however, that the factor which underlies all
others is ineffective or inefficient communication. As the
design of Educational Software Systems is a complex, multidisciplined
process, the communication of primary interest
is that between between experts from different disciplines.
To help focus on such problems and processes most discussion
is in terms of two representative experts: a Teacher or
Educator, and a Computer Programmer or Systems Analyst.
In the first chapter the complexity of the task of
categorising and evaluating information about educational
software is discussed. A need is recognised for some form of
conceptual construct which would allow direction and
progress in software design to be determined. The concept of
a continuum between the "eComputer as Tool"e and the "eComputer
as Tutor"e is introduced as a logical basis for such a
construct.
In this and several other chapters the focus is on the
design of Intelligent Educational Software, while not
intending to imply that this is its only useful or
desirable form. If, however, the design of Intelligent
Educational Software is better understood, the designing of
less complex forms of software should become much easier,
and will make possible the teaching of Educational Software
Design as a topic for formal study.
The second chapter addresses the problem of interpersonal
communication between experts in different disciplines who
have no common technical language. The design of educational
software is made more difficult by the fact that teachers
find it difficult to describe "ewhat they do"e when they
teach. The concept of a language of accommodation is
introduced and discussed.
The general problem of software acquisition, design
management, and evaluation is addressed in chapter Three.
The interaction between the roles of Educator and System
Analyst is considered in relation to the types of software
available today. It is suggested that collaborative design
between experts from different fields can be described and
analysed as a set of complex learning behaviours. The
process of design is recognised as a learning process which,
if better understood, can be improved and taught.
Chapter four considers the problem of human/machine
interaction. An operational model, or designer's check list,
to aid in the design of a Student/Machine software interface
is discussed on the assumption that the student, the
computer, and the software interface, can be considered as
three independent, but interacting systems. By way of
illustration a model is developed which could be used to
design software for use in adult education.
Chapter Five is in two parts, each part dealing with
essentially the same concept - the transmission of knowledge
about the process of educational software design. Two major
strategies are considered. Firstly, the concept of a
Microfactor is introduced as a way in which practitioners in
the field of educational software design might communicate
about solutions to certain problems.
The chapter then proposes and discusses a unit of study for
teachers on the topic of Educational Software Design in
which practitioners communicate with beginners. The main
focus of this unit, to be called "eEducational Software
Design"e, is on (1) Need for problem solving skills in
educational Software Design; (2) Need for communication
skills to facilitate collaboration between experts; (3) Need
for a schema which will assist in the structuring of
knowledge about educational software design. It is modelled
on an existing unit in a BA(TAFE/ADULT) course which has
been running for several years. A detailed description of
this prototype unit and its design is given in appendix A
and B.
To conclude the study, Chapter Six considers some of the
possible attitudinal barriers which can severely restrict
the use of educational software. Even the most expertly
designed software will be of no benefit if it is not used.
| Identifer | oai:union.ndltd.org:ADTP/218785 |
| Date | January 1985 |
| Creators | Boland, Robert John, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Robert John Boland |
Page generated in 0.0023 seconds