ERIC Number: ED421139
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Using ADDIE To Design a Web-Based Training Interface.
Modeling the functions of a teacher in a computer interface is not a new practice; most computer applications employ electronic performance support systems (EPSS) such as online help, wizards, coaches, and even some forms of artificial intelligence. This paper presents easy-to-implement strategies for increasing learner autonomy by embedding teacher functions within the World Wide Web-based graphical user interface (GUI). The embedded teacher (ET) model proposed in this paper is similar to the butler model, which describes a good interface as performing many of the roles of a good butler (e.g., helping a person enter, exit, and move from room to room). The ET model combines the butler model with core and complementary information zones by recommending that four overall teacher functions be embedded into a GUI: (1) orienting the learner; (2) providing navigational assistance; (3) providing instructional strategies; and (4) providing interactive feedback. Altogether these four elements work to perform the essential tasks of a live teacher. Anticipated questions for each of the four teacher functions are listed. A description is then provided of how each stage of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was used to address the ET when creating a GUI for a university computer course. (AEF)
Descriptors: Computer Assisted Instruction, Computer Interfaces, Computer System Design, Educational Environment, Elementary Secondary Education, Higher Education, Instructional Design, Learner Controlled Instruction, Models, Navigation (Information Systems), Screen Design (Computers), Teacher Role, Web Based Instruction, World Wide Web
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Graphical User Interfaces; Performance Support Systems
Note: In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. Figures are illegible.