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For example, the presentation is not designed to replace the
instructor. Prior planning and rehearsal will help determine
the important points and concepts that should be stressed,
either during the presentation or as part of a summary.
Instructors should also try to prepare students for viewing
CD/DVD programs by telling them what to watch carefully,
what is important or, possibly, what is incorrect. In addition,
instructors should be available to summarize the presentation
and answer any questions students may have regarding
content.
Interactive CDs and DVDs
“Interactive” refers broadly to computer software that
responds quickly to certain choices and commands by
the user. A typical system consists of a CD or DVD and
4-28
Figure 4-19. In a computer-assisted learning environment, the
instructor must still ensure that learning objectives are being
achieved.
a computer. A major advantage of CDs and DVDs is the
capability to store enormous amounts of information. As
an example, a single CD or DVD may contain all pertinent
aviation regulations, plus the complete AIM. With searchand-find features incorporated, a CD or DVD is a powerful
information source. The software may include additional
features such as image banks with full color photos and
graphics, as well as questions or directions which are
programmed to create interactivity for students as they
progress through the course.
The questions or directions are programmed using a branching
technique, which provides several possible courses of action
for the user to choose in order to move from one sequence
to another. For example, a program may indicate, “That was
incorrect. Go back to … and try again.”
Interactive CDs and DVDs solve one of the main problems of
passive video in that it increases involvement of the student
in the learning process. Well-designed interactive video,
when properly used, is highly effective as an instructional
aid. Each student essentially receives a customized learning
experience.
Computer-Assisted Learning (CAL)
As mentioned earlier, CAL has become a popular training
delivery method. In its basic form, CAL is a combination
of more than one instructional media, such as audio, text,
graphics, and video (or film) usually shown on a PC.
With CAL, the roles of both student and instructor change.
Students become more involved in their own learning, and
instructors may no longer occupy a center-stage position
in a typical classroom setting. Instead, instructors become
supportive facilitators. As such, they serve as guides or
resource experts and circulate among students who are
working individually or in small groups. This results in
considerable one-on-one instructor-student interaction. Thus,
the instructor provides assistance, reinforcement, and answers
for those who need it most.
In this situation, the CAL should still be considered as an
add-on instructional aid to improve traditional classroom
instruction. The instructor, although no longer the center of
attention, must continue to maintain complete control over
the learning environment to ensure learning objectives are
being achieved. [Figure 4-19]
A more advanced application of computer-based training may
involve less instructor control. For example, a laboratorytype environment may be configured with separate study
areas for each student. With this setup, the physical facility
is usually referred to as a learning center or training center.
Students in these centers are often monitored by a teacher’s
aide or other trained personnel who can provide guidance,
answer questions, and act as a conduit to the instructor who
is responsible for the training. In this case, the responsible
instructor needs to establish procedures to make sure the
required training is accomplished, since he or she must certify
student competency at the end of the course.
Models, Mock-ups, and Cut-Aways
Models, mock-ups, and cut-aways are additional instructional
aids. A model is a copy of a real object. It can be an
enlargement, a reduction, or the same size as the original.
The scale model represents an exact reproduction of the
original, while simplified models do not represent reality in
all details. Some models are solid and show only the outline
of the object they portray, while others can be manipulated
or operated.
Although a model may not be a realistic copy of an actual
piece of equipment, it can be used effectively in explaining
operating principles of various types of equipment. Models
are especially adaptable to small group discussions in which
　
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