Assessing the Costs and Benefits of Telelearning: A Case Study ...
Assessing the Costs and Benefits of Telelearning: A Case Study ...
Assessing the Costs and Benefits of Telelearning: A Case Study ...
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least 4Mb <strong>of</strong> RAM (6-10Mb if o<strong>the</strong>r programs will be used along with CSILE), at least a<br />
40Mb disk (80Mb or more if QuickTime movies might be stored on <strong>the</strong> local disk which<br />
will eventually be supported in MacCSILE), <strong>and</strong> an E<strong>the</strong>rnet interface.<br />
S<strong>of</strong>tware recommendations for all clients:<br />
• At Ease (version 2 Apple s<strong>of</strong>tware).<br />
• Typing Tutor (Kriya Systems, Inc.)<br />
Hardware & Installation Recommendations<br />
• One client machine for <strong>the</strong> teacher <strong>and</strong> one for every three or four students.<br />
• A printer per class, preferably a LaserWriter for direct attachment to <strong>the</strong> E<strong>the</strong>rnet, or,<br />
• A LocalTalk-based printer is possible with a printer bridge (e.g. E<strong>the</strong>rPrint from<br />
Dayna) or an internet router to connect it to <strong>the</strong> E<strong>the</strong>rnet network.<br />
• The Macs can be installed by someone with a basic knowledge <strong>of</strong> <strong>the</strong> machines. The<br />
network should be pr<strong>of</strong>essionally installed by someone who can be an ongoing<br />
provider <strong>of</strong> network troubleshooting. Use high quality E<strong>the</strong>rnet cables <strong>and</strong><br />
connectors making sure <strong>the</strong>y are not vulnerable to attack.<br />
The s<strong>of</strong>tware authors have indicated a willingness to review specific equipment lists.<br />
Considerations On Use: 10<br />
This section will include pedagogical links, ease <strong>of</strong> use, accessibility, security<br />
features, <strong>and</strong> availability <strong>of</strong> technical support.<br />
Pedagogical Links: This section will include suitability for a variety <strong>of</strong><br />
presentational requirements, suitability for creating appropriate learning environments,<br />
<strong>and</strong> availability <strong>of</strong> pedagogical support.<br />
• Suitability for a variety <strong>of</strong> presentational requirements <strong>of</strong> <strong>the</strong> subject. Based on<br />
presentations describing <strong>the</strong> s<strong>of</strong>tware use, it would appear to have been successfully<br />
introduced in various subjects including science <strong>and</strong> writing. The s<strong>of</strong>tware's early use<br />
was exclusively with students in mid-range K-12 programs. In recent years its use<br />
has been extended to include both undergraduate <strong>and</strong> graduate students at <strong>the</strong><br />
university level. In <strong>the</strong>se contexts <strong>the</strong> s<strong>of</strong>tware has been used by some as a basic<br />
database without focusing on <strong>the</strong> pedagogy <strong>of</strong> collaborative research <strong>and</strong> it has also<br />
been used closely with <strong>the</strong> pedagogy.<br />
• Suitability for creating appropriate learning environments. This is a "pedagogydriven"<br />
s<strong>of</strong>tware. The intention is to foster a particular kind <strong>of</strong> learning environment<br />
--a collaborative approach to research <strong>the</strong>reby forming a knowledge building<br />
community. Both learning <strong>the</strong> content <strong>and</strong> concurrently underst<strong>and</strong>ing <strong>the</strong>ir research<br />
process are intended goals for students. The tools provided to foster this learning<br />
10 Elements for Considerations on Use <strong>of</strong> S<strong>of</strong>tware are drawn from several sources including:<br />
• Kelly McCollum's article, Colleges Sort Through Vast Store <strong>of</strong> Tools for Designing Web Course, The<br />
Chronicle <strong>of</strong> Higher Education http://chronicle.com/data/internet.dir/itdata/1997/10t97102101.htm,<br />
• Bruce L<strong>and</strong>on's comparative research, Online Educational Delivery Applications: A Web Tool for<br />
Comparative Analysis, c1998 C2T2, http://www.ctt.bc.ca/l<strong>and</strong>online/, <strong>and</strong><br />
• Tony Bates' ACTIONS model for measuring <strong>the</strong> costs <strong>and</strong> benefits <strong>of</strong> teaching technologies in,<br />
Technology, Open Learning <strong>and</strong> Distance Education (1995).<br />
•<br />
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