Interactive computer lab tutorials: the use of worked examples with formative and summative assessment

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Blayney, P. (2008). Interactive computer lab tutorials: the use of worked examples with formative and summative assessment. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5135-5147). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29087.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Author

Paul Blayney, University of Sydney, Australia

Abstract

Cognitive load theory (CLT) is an instructional theory that uses our knowledge of human cognitive architecture to devise effective instructional procedures. The use of worked examples is one such process that CLT research has shown to be an effective means of learning in certain circumstances. Concurrent with this finding is widespread recognition of both formative and summative assessment as critical components of virtually all learning experiences. This research will describe computer lab tutorials that incorporate the use of worked examples with formative and summative assessment. The computer tutorials described provide students with a partially structured, interactive learning environment as students interact with the system on an independent basis and receive tailored feedback. However the tutorial session is structured with regards to student progression through its three stages; (1) formative assessment, (2) worked examples and problem completion and (3) summative assessment.

Keywords

• Assessment
• Students
• Cognition
• Interaction
• Computers

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