Levels of discourse taxonomy for student/computer interaction (L0, L1, L2)¶

Theory · All theories
Evidence · no claims cited

Description¶

The report models communication between a student and a machine as occurring at three levels of discourse. At L0 the student enters responses and control choices on request within author-sequenced displays; at L1 the student commands the system in a gross manner (logon, logoff, calculation) and may gain control over strategy; at L2 the student asks questions and seeks advice about general and strategic control, with data on how the student is doing used to advise on improving strategy and tactics. The taxonomy is used to specify what delivery system software must contain, and strategy-control at L1 is divided into survey, learning, evaluation, and review tactics, illustrated with the TICCIT system's Rule, Example, Practice, Easy, Hard, Help, Map, Objective, GO, and Advice commands.

Design Implications¶

Context¶

Requirements¶

• Delivery system software must contain functions at the L0 level of discourse, with L1 and L2 functions built upon the lower levels

Constraints¶

• The highest L2 level described (student control over general parameters of strategy) is described as not yet implemented

Target Learners¶

• Army soldiers in videodisc-based training

Target Learning Objectives¶

• Learner control over sequencing, learning tactics, and strategy in interactive instruction

Claims¶

Related Theories¶

Examples¶

• Build L1 commands for survey and learning tactics into delivery system software, with an L2 advisor when strategy is involved

Key Sources¶

• Bunderson, C. Victor; Campbell, J. Olin; Farr, Beatrice J. (1980). Instructional Systems Development Model for Interactive Videodisc Training Delivery Systems. Volume I: Hardware, Software and Procedures. Army Research Institute Technical Report 511. https://eric.ed.gov/?id=ED220071