Presenting Strategies On Ropes+Model For CBI Lesson Design[English]

Year 2009, Volume: 9 Issue: 1, 115 - 125, 15.03.2016

İsmail İpek

Abstract

Computer-based instruction (CBI) has strong historical roots in behavioral psychology.
Recent advances in CBI have changed instructional environment for CBI design. In addition, CBI
designs have been influenced by technological improvements and human factors. The purpose of
the study is to examine of the effects of presenting strategies on ROPES+ Model for CBI lesson
design from an integrated perspective. ROPES- Model is not a CBI model; it is a meta-model that
provides requirements of instruction for CBI models. These requirements arc Retrieving,
Orienting, Presenting, Encoding, Sequencing, and additionally Contextual (+) factors. The
effectiveness of components is discussed with presenting phase to create effective computer
screen design for CBI lessons. The processes are classified as psychological, instructional, and
technological dimensions for screen design based on ROPES+ model. In addition, cognitive
structure of instruction based on ROPES+ Model was developed to provide effective strategies for
adaptation of instruction in CBI. As a result, directions for the next Web-based instruction (WBI)
or CBI lessons by screen design research and theory findings were presented with the
contributions of ROPES+ Model in this study. Thus, cognitive structure of instruction on
ROPES+ Model can be used in the future classes for creating high quality interactive designs as
well as creating traditional CBI lesson designs. 

Keywords

Presenting lesson, screen design, visual effects in learning, computer-based instruction

Presenting Strategies On Ropes+Model For CBI Lesson Design[English]

Abstract

Bilgisayarla öğretim davranış psikolojisinde çok güçlü tarihsel köklere sahiptir. Son
zamanlardaki gelişmeler bilgisayarla öğretimin tasarımı için öğretim ortamını değiştirmiştir.
Bunun yanında, bilgisayarla öğretim tasarımları teknolojik ilerlemeler ve insan faktörlerinden
etkilenmiştir. Bu çalışmanın amacı, bilgisayarla öğretimde derslerin tasarımını birleştirilmiş
yaklaşımlara göre ROPES+ modeli olarak bilinen bir yaklaşımda ele almaktır. Bu model bir
bilgisayarla öğretim modeli olmayıp, bilgisayarla öğretim için öğretimin gereklerini içeren ve
bilgiler sunan bir çerçevedir. Buradaki öğretim sunusunda gereklilikler, bilgileri geriye getirme
(Retrieve), oryantasyon (Orienting), sunuş (Presenting), bilgileri açığa çıkarma, transfer etme
(Encoding), sıralama (Sequencing) ve diğer bilgiler (Contextual (+) gibi faktörleri içerir. Bu
çalışma bu faktörlerden sunu (presentasyon) stratejilerini bilgisayar ekranı tasarımı ve bilgisayarla
öğretim derslerinin tasarımı bakımından sınıflandırmıştır. Ek olarak, bilişsel öğretim süreci
ROPES+ modeline dayalı olarak bilgisayarla öğretimin adaptasyonunda etkili stratejiler sağlamak
için geliştirilmiştir. Sonuç olarak, gelecekte WEB ile öğretim ya da ekran tasarımı araştırma ve
teorisindeki bulgulara göre oluşan bilgisayarla öğretim derslerine ilişkin yönergeler ROPES+
modelinin katkıları ile çalışmada sunulmuştur. Bunun için, ROPES+ modeli üzerinde oluşan
öğretimin bilişsel süreci gelecekte bilgisayarla öğretimdeki derslerin tasarımında olduğu kadar
yüksek kalitede etkileşimli tasarımların yaratılmasında kullanılabilir.

Keywords

Bilgisayar, öğretim davranış, tarihsel kök

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