<copyright>1993 Computer Based Learning Unit, The University of Leeds</copyright>
<caption>IDC Sampler</caption>
<credits>Designed and produced by Kenneth Tait</credits>
<date>8th December 1993</date>
</header>
<body>
<f1 name=Menu>
Illustrative Interactive Documents
<o go=MCQ>Multiple-choice Questions</o>
<o go=Test-Teach>Test-Teach Exercises</o>
<o go=Presentation>Presentation</o>
<o go=Hyperbook>Hyperbook</o>
<o go=Linking>Linking</o>
</f1>
<f2 name=MCQ next=MCQ1>
<h1>Multiple-choice Questions</h1>
The following sequence of pages illustrates some possible styles of multiple-choice question. <p>As with all formats changes in colour, layout of the screen and details of the interaction could be changed to meet particular requirements.
</f2>
<f2 name=MCQ1 next="Simple MCQ">
<h2>A simple multiple-choice question</h2>
In this question the learner has only one chance to pick the correct answer. This results in either confirmation of the answer or the correct answer being displayed. In either case a short explanation is given.
<p>There is an active phrase in the explanation which when clicked gives further information. This active phrase could have been a link to another page, another document or another application.
<p>Notice that the menu bar is not displayed for these pages.
</f2>
<f3 name="Simple MCQ" image=graph next=MCQ2>
In any interval of time which of the following is represented by the total area between the curve and the time axis?
<o ans=y>distance travelled during the interval</o>
<o>distance from starting point</o>
<o>mean acceleration during the interval</o>
<o>average speed over the interval</o>
<o>maximum velocity reached during the interval</o>
<x>If velocity is in metres per second and time in seconds then a unit of area which is one second by 1 metre per second will represent <a go=area>one metre, that is distance</a>.</x>
</f3>
<fn name=area>One metre per second multipled by one second
gives one metre: so area represents distance. If the interval of time was zero then the area would be zero so the area must represent distance travelled in the interval.
</fn>
<f2 name=MCQ2 next=Pairs>
<h2>Matched Pairs</h2>
The next example requires the learner to match items from one list with another. In this case there are exactly the same number of items in each list. A variation of this format would allow extra items in the "answer" list.
<p>This particular example is based on an Italian exercise used with a system called LUISA developed atthe University of Leeds by Brian Richardson and his colleagues.
</f2>
<f4 name=Pairs next=MCQ3>
Combina la traduzione inglese con quella italiana
<i>the tail<a>la coda</a></i>
<i>the fur<a>il pelo</a></i>
<i>the lair<a>la tana</a></i>
<i>the trunk<a>la proboscide</a></i>
<i>the tusk<a>la zanna</a></i>
<i>the whisker<a>il baffo</a></i>
<i>the paw<a>la zampa</a></i>
<x>Notice the links with some English words: "pelt" meaning the skin of an animal; "proboscis" a fancy word for trunk or similar appendage; and "coda" is a musical term (from the Italian) for a short piece at the end of a longer work.</x>
</f4>
<f2 name=MCQ3 next="Stem and Branch">
<h2>Stem-and-branch Question</h2>
This style of MCQ is widely used in the biological sciences and medicine. The example you will see is taken from a large bank of such questions in Pharmacology which has been used at Leeds in various forms for more than ten years.
<p>A section of the bank is supplied with this IDC Sampler as a separate system.
</f2>
<f6 name="Stem and Branch" si=amphetamine next=Menu>
Possible biotransformation pathways for amphetamine include
<br ans=t>hydroxylation
</br>
<br ans=f>dehalogenation
</br>
<br ans=t>dealkylation
</br>
<br ans=f>deamination
</br>
<br ans=f>methylation
</br>
<x>MAO. No catechol groups thus COMT inactive. Look at functional groups.
Phenyl ring hydroxylated. Nitrogen is dealkylated.
<p>Note that deamination is very slow because of the alkyl group on the
alpha carbon of the sidechain.</x>
</f6>
<f2 name=Test-Teach next=Scotland>
<h1>Test-Teach</h1>
These are question-and-answer exercises which assume that the learner already has some knowledge, but is likely to make mistakes when answering questions.
<p>Exercises of this kind should be sufficiently difficult that some learners make mistakes. However, it is important that mistakes are recognised so that informational feedback can be given to help the learner recognise and overcome the error.
<p>First a simple exercise as an illustration...
</f2>
<f7 name=Scotland next=Again>
Which is the largest city in Scotland?
<cr>Glasgow</cr>
<ar allow=s>Glasgow<fb>I think you mean have the right city, but you failed to spell it correctly.</fb></ar>
<ar allow=sx>Glasgow<fb>I think you mentioned the the right city - just type it's name by itself.</fb></ar>
<ar allow=x>Edinburgh<fb>Edinburgh is the capital of Scotland, but not its largest city.</fb></ar>
<ar allow=sx>Edinburgh<fb>I think you mean Edinburgh. Edinburgh is the capital of Scotland, but not its largest city.</fb></ar>
<ar allow=sx>Aberdeen<fb>Although the centre of Scotland's oil industry it is not the largest city.</fb></ar>
<ca>The largest city in Scotland (in terms of population) is Glasgow.</ca>
<ht>The largest city in Scotland stands on the River Clyde and was once the centre of a large ship-building industry.</ht>
</f7>
<f2 name=Again next=Menu>
The Test-Teach format incorporates some simple matching algorithms which can tolerate different word order, allow extra words to be ignored and recognise an approximate spelling.
<p>The algorithms are not sophisticated, but could be improved if necessary.
<p>Although it cannot be tested with this example, the format will accept numerical answers within a specified range.
<p>If you would like to try the question again, click BACK...
</f2>
<f2 name=Presentation next=Introduction>
<h1>Presentation</h1>
What follows is a short presentation using a simple format. Such a presentation could be used in front of an audience with the screen image projected onto a large display.
</f2>
<f5 name=Introduction next=Leeds>
Getting Started with CBL
<pt>Off-the-shelf software</pt>
There is an abundance of CBL materials. The CTI Centres for particular disciplines maintain
catalogues of these materials. Will it adapt to you, or will you (and your students) have to
adapt to it?
<pt>Write it yourself</pt>
Authoring of CBL materials is a complex task. It requires understanding of the subject
matter, pedagogical insight, design expertise, an appreciation of the strengths and weakness
of the technology and the ability to think like a programmer. This remains true even when
using a powerful and sophisticated authoring system.
<pt>Buy in a programmer</pt>
May well get the materials produced, but will you be able to maintain them and develop them
as both educational requirements change and technology improves?
<pt>Collaborative development</pt>
Expertise and experience already exists. It exists in this university. Talk to people who have
learned important lessons.
<pt>Departmental project</pt>
In the end you will only be successful in using CBL materials if CBL is an integral part of your
department's plan.
</f5>
<f5 name=Leeds next=Developments>
What is happening at Leeds?
<pt>Biochemistry</pt>
The Biological Sciences require all their students to be familiar with word processing and the
use of spreadsheets. The CBL materials used in Biochemistry include simulations and
diagnostic case studies. Most of this has been developed at Leeds.
<pt>Languages</pt>
Both Russian and Italian have extensive software developed here at Leeds to support
language learning such as vocabulary and grammar exercises.
<pt>Pharmacology</pt>
For over ten years a bank of about 1500 interactive multiple-choice questions (MCQs) with
explanations has been made available to students of Dentistry and Medicine as well as those
