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The Study on Training of CBI Using Multimedia Personal
Computer for In-service Teachers in Asian Countries
Tatsuhiko AKAMATSU: Kansai Jogakuin Women 's College, Japan
Tokuji HAYASHI: Kyoto University of Education, Japan
Naomasa SASAK1: Moriyama-kita Junior High School
Keywords: International Cooperation, Computer Based Instruction
Abstract

This workshop was held in a Third Country Program on Computer Based Instructional Materials Development, which was one of the main activities of Colombo Plan Staff College (CPSC), organization for training in-service technicians. The focus of the workshop was "How to Use Multimedia in Education" to improve knowledge and skills of multimedia and to develop instructional materials. We had participated in cooperation with JICA (Japan International Cooperation Agency) of CPSC in October, l995 and November 1996. We had 17 technicians in 1995 and 12 technicians in 1996 from the countries of Colombo Plan Regions.
 
1. Introduction
It has been pointed out that seminars and/or workshops on teaching materials development with use of multimedia personal computers (MMPC) tend to focus on only how to use MMPC; there are few, if any, workshops where the participants design teaching materials by themselves to actually deal with teaching materials development.
We believe, however, that workshops should provide the participants with the opportunities where they take it into consideration how to use the teaching materials they design. In other words, workshops need to be organized in such a way that the participants can create their teaching materials suitable for their needs. In this paper, we will discuss the workshop on computer based instructional materials development that we organized at CPSC.
 
2. What is CPSC?
The use of computers for instructional purposes has been introduced by CPSC in 1986, since then, the concept of instructional use of computers has spread in all the member countries, and the participants have been showing an increasingly high level of awareness and enthusiasm for this area of study. The increasingly use of computers in the Technical and Vocational Education (TVE) systems in various countries has given impetus to the efforts of the teachers in developing instructional materials through the use of computers and to the development of Computer Assisted Learning. Various developmental efforts concerning this area and taking place in different countries of the region show considerable maturity and sophistication keeping in view the aspirations of the TVE institutions in the member countries, the potential offered by the computers and the fast changing nature of technology, the Colombo Plan Staff College for Technician Education (CPSC) and the Japan International Cooperation Agency (JICA) have agreed to cooperate and to undertake a five-year training program training a pool of key personnel from the member countries in the use of computers in Technical/Vocational Education and Training (TVET). It is expected that these trained personnel will initiate further development programs in their countries. CPSC will support these efforts through in-country programs. A total number of 69 (i.e., four to five senior-level trainers per participating country) have been trained in the development of instructional materials, using computers during the five-year period, 1991 to l995. These trained personnel are actively involved in the extension of similar programs ill their respective countries. The present Third Country Training Program on Computer-Based Instructional Materials Development is now on its extended phase of implementation for three more years. The course will train a core group of personnel who are or who will be responsible for the development of instructional materials with computer in their respective countries.
 
3. Training Program of CPSC
The training program of CPSC is organized to help the participants become capable of (a) designing computer-based conventional and multimedia-based instructional materials and lessons, (b) designing appropriate display screens using and authoring system, (c) integrating individual screens into complete lessons, (d) understanding various issues involved in the design arid use of computer-based instructional materials in education, and (e) being aware of the current trends in CAI.
In order to reflect the current practices in educational technology and to focus the attention on the state-of-the-art techniques of producing CBI materials, this course introduces the basic concepts of multimedia CAI along with an in-depth study of conventional computer-based instructional materials development. The course is also designed to help the participants focus on various issues in the design and the utilization of computer-based instructional materials in the fast charging hardware and software environment.
The program consists of a 4-week course, which focuses on (1) Feminization with CBI, (2) Instructional Materials Design & Utilization, (3) Screen Design, (4) Authoring Language, (5) Multimedia, and (6) Development skills.
The applications of the course are required to hold a bachelors and/or masters degree or secondary diploma that is certified by recognized teaching organizations in the field of engineering, technical education, technical teacher education, computer, business, education technology and/or any field related to technician education. They are also expected to have working experience in an area related to instructional technology, instructional or curriculum design, or engaged in the development of computer-based instructional or curriculum materials, as well as at least 3-year experience in teaching and/or in the design or development of instructional materials using computer.
The primary instructional strategy of the course is provision of effective hands-on experience to all the participants. It is effectively expected and required that all participants have access to a computer and this access will be directed towards the specific purpose of producing a CBI lesson using various techniques arid styles.
Accordingly, several aspects of the course have been deliberately designed to suit this approach. The instructional strategy adopted for the course is that of directed experience followed by practice, presentations, demonstration, and individual project work. The participants are expected to develop computer-based instructional materials appropriate to their areas of study during the project sessions and to present them to the faculty members and the other participants in CPSC at the end of the course. The participants who successfully complete the course are awarded a Certificate of Achievement; Evaluation is done through structured questionnaires, and formal and informal feedback.
Fig. 1 shows the curriculum outline of CPSC.
We had 17 technicians h 1995 and l2 technicians in l996 from the countries of Colombo Plan Regions. In l995, we had 17 technicians from l6 countries (Bangladesh, Bhutan, Fiji, India, Indonesia, Iran, Korea, Malaysia, Myanmar, Nepal, Pakistan, Papua New Guinea, Philippines, Singapore, Sri Lanka, and Thailand). In 1996, there were l2 technicians from 12 countries (Bangladesh, Bhutan, Fiji, Indonesia, Malaysia, Nepal, Pakistan, Papua New Guinea, Sri Lanka, and Thailand).
The computers used for the program were IBM PC-AT (CPU INTEL486 DX 55 MHz), 16 sets of Hard Disk Memories (250 MB) RAM Memories (8 MB) 3.5' FD Drive (I.44 MB), and Super VGA Card with Windows Accelerator Board CD-ROM Video Blaster Card for Capturing Video, The mainly used operating system was MS-Windows ver. 3.1; the used software was Multimedia Authoring Software: Authorware Professional (Macro Mind Ltd.).
 
4. Problems of the previous workshops and the features of the training Program of CPSC
The following are the weaknesses of the previous workshops on teaching materials development using computers:
(1) There are differences in knowledge of computers and skills among the participants.
(2) The workshops tend to emphasize how to use computers and software, resulting in little time spent for the educational applications of computers.
(3) The workshops are not necessarily geared towards the development of the teaching materials, which the participants need to create.
(4) The participants need to spend a lot of time for making teaching materials because there are not enough basic materials such as pictures.
Taking the problems above into consideration, we decided to include lessons where the participants learn basic skills for designing teaching materials using OHP films. These lessons, which were based on a software-interface perspective, focused on basic knowledge about designing (e.g., letter size, color, background, and layout) and that of how much information should be included in a screen. OHP films were used because the participants were expected to be able to focus on designing teaching materials using OHP films more easily than using computers. The results were, as we had expected, that the participants enjoyed designing teaching materials and asked questions regarding teaching materials development. Fig. 2 shows an example picture of the Screen Design practice.

Fig.1 CPSC Curriculum Outline
 

Fig. 2 Example picture of Screen Design Practice
 
Each participant was encouraged to make a 3-minute presentation of the teaching material he or she created; each presenter received suggestions and advice from the instructor.
Fig. 3 Show an example picture of 3-minute presentation.

Fig. 3 Example Picture of 3-minute Presentation
 
To minimize the time for making teaching materials, we provided all the participants with a collection of resource materials such as pictures and background photos (i.e., a booklet with a CD-ROM). Because the booklet contained the same visual information as the CD-ROM, the participants could easily choose appropriate pictures without using computers. This helped the participants save time and understand how to design easily.
In summary, the use of OHP films in the lessons for designing teaching materials helped each participant learn how to create teaching materials, which are suitable for the participants needs. Utilizing the OHP films also saved time so that the participants could spend enough time for course design, resulting in a more successful teaching materials development.
 
5. Conclusion
Workshops on teaching materials development using computers should place a more emphasis on creating teaching. In other words, the workshops should focus on ﾒhow to design teaching materials'' rather than ﾒhow to use computers and software.ﾓ It is also important that, before the participants are allowed to design teaching materials on their own, they should be provided with basic practices in order to acquire fundamental knowledge for designing teaching materials. Furthermore, resource for teaching materials such as pictures need to be available in computers as database, so that each participant do not need to spend a lot of time for creating basic materials for teaching materials development. It should be mentioned that when preparing resource for teaching materials, we do not infringe copyright. Utilizing copyright free software is recommended.
Through this workshop, we felt that we should improve the programs geared towards skill-specific technical training to more broad and flexible training programs. In order to establish the evaluation method in this course, we will continue our research on how to use educational materials, how to use media, and how to develop computer based instructional materials.
 
•Acknowledgements
We would like to express our deepest appreciation Prof. Toshio Kajikawa (JICA expert and the faculty member of CPSC), Prof. M.Radhakrishna, Prof. Meena Kumari, and Mr. Ronald M.Malig (programs officer of CPSC).