ED-MEDIA 1999 Proceedings Book - Association for the ...

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How do we deal with conveying expert's knowledge via ADF A particular problem we face is that most of our IT faculty have lived through the days of CBI and have a wealth of experience and scars to show for it. Can we convey that experience in ADF Conveying experience is important but not the only factor. Focussing on early approaches to Computer Based Instruction, for example, can detract from the differences and emphasis in the new work on computer based learning environments, constructivism, situated learning, and so forth. Furthermore, what design should be chosen There is the issue of student choice over knowledge of essential content, as judged by the connisseur professor. How are the disagreements within the group about what essential content should be handled How do students obtain access to the resources needed to complete the courses A course which requires only reading material has a slight advantage over IT courses, which require that students have access to some of the latest, most powerful and expensive hardware and software, such as Authorware, NT Servers, and so forth. How is this equipment to be provided in ADF This raises issues related to the choice of technologies, such as WWW, synchronous audio or videoconferencing, mailed CD- ROMS, videotape, and fax. What data should be tracked and how will it be tracked Performance and communication data can be delivered easily on the WWW but systems to track and make use of that data are still somewhat primitive and difficult or time-consuming to construct in terms of programming, database access, and so forth. What should be tracked is an interesting question particularly if assignments are made where assessment by judgements made on analysis and writing are deemed important. What issues arise from building a non-conventional degree in a conventional, research-oriented university Promotion, tenure, and the occasional deafening lack of interest are but many of the issues to be faced in this category. As members of the Education Faculty, we are privileged that our research and course development activities can coincide. What has been the experience of some of our colleagues and what changes seem to be in the future What is the reaction of students, who are by and large majoring in instructional technology Student involvement in building ADF-courses and their reaction are always important issues. They are particularly crucial when the students are studying IT as opposed to studying other content domains using IT. How does one build an infrastructure to promote ADF courses and degrees ADF courses imply a certain infrastructure to develop and maintain. These include not only hardware, software and telecommunications, but support, encouragement, and active participation by administration. There is also the issue of providing an example to other departments and faculties, such as Adult and Higher Education, Library, and the creation of a generic M.Ed. program. What is the role of face to face (F2F) instruction in ADF Is F2F instruction required in all situations Where can it be optimized and where can it be dispensed with Is there a body of evidence that argues for or against effectiveness, efficiency and optimality of learning with or without F2F Does it take more work to teach a course with significant group and Computer Mediated Communication components A related issue is the conflict with the potential of ADF and the mental models held by many current university instructors. Communication difficulties tend to be amplified and take longer to resolve, particularly where asynchronous communication is involved. This may be a trade off for the inability of an instructor to address individual questions in a large class of more than 25 students. What is the return on investment on course development for ADF Most educational institutions view ADF as a cost, and an add-on cost at that, without considering either the return on the investment or the cost of not implementing ADF. There are often to erroneous cost 3
comparisons to conventional instruction where not all the costs are considered or calculated properly. The presenters will provide data on development in one of the current courses in the M.Ed. What skills are crucial to successful development What is the role of a design team A sampling of skills would include instructional design, experience with ADF in its wide ranging formats, knowledge of strengths and weaknesses of interactive instructional media, project management, evaluation, content and political astuteness. Large scale efforts require a team of individuals who can execute these skills and solve disagreements without resorting to fist fights! Other issues How do students learn the needed skills for ADF which they do not possess How does one handle the purchase and distribution of books, software and other learning resources What minimum system configuration is required and what are the implications for course design How good is good enough related to costs of development What is the price of effectiveness over efficiency How does one resolve myriad infrastructure issues when implementing ADF in an institution which has been designed for on campus and F-2-F learning What are some of the issues in moving to global deliver, such as telecommunications, acceptance of foreign credentials for admission and differences in culture, language and educational systems Forum Presenters The forum organizer, Professor Michael Szabo, has been centrally involved in ADFs since 1970 and designed the original Masters degree in IT at the University of Alberta. Discussants include Professor Craig Montgomerie, Professor of Educational Psychology and Policy Studies, Professor David Mappin, Professor of Educational Psychology and Policy Studies. Michael, David and Craig have been involved in the field of IT since the 1960s'; have authored hundreds of papers and articles in the field; directed major CBI research, development and evaluation projects; worked on mainframe, mini and micro CBI systems; and consulted internationally. Annette Fuchs, Research Assistant has been involved in the development and validation of many of the courses. She completed the Masters in IT in 1998 and is now pursuing the Ph.D. degree. Relevant Links The courses under discussion can be examined through this link: http://www.quasar.ualberta.ca/IT/ A short list of publications by members of the forum can be examined at: http://www.quasar.ualberta.ca/IT/research/ 4
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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instructional designs while introdu
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Global Educational Multimedia Serve
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Assured Access/Mobile Computing Ini
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The University has set up a secure
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* Changes in educational paradigms
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Using Computer Imagery and Visualis
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Publishing an imej Journal for Comp
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In summary, we offer the following
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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3. RESEARCH METHODOLOGY A 10-day ex
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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International Collaborative Learnin
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Facilitation frameworks Bostrom et
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From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
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A Reporting Simulation Using Toolbo
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environment — it is impossible to
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Actually, when a particular author
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Any instance of this type is an HC
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Figure 5: Saving an Educational App
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To address this problem Webfuse dra
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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Charlottesville, VA., 691-696. Muly
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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Page 113 and 114: A web site system for instructors t
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Page 119 and 120: Slavin R.(1994), Small group method
Page 121 and 122: tutor. Support offered in the form
Page 123 and 124: Apart from utilising the functional
Page 125 and 126: Rogoff, B., & Lave, J. (Ed.). (1984
Page 127 and 128: Java can significantly increase the
Page 129 and 130: The modules are designed for a vari
Page 131 and 132: adapted tests to assess the student
Page 133 and 134: Architecture of HEZINET The system
Page 135 and 136: Berners-Lee, T. & R. Cailliau, (198
Page 137 and 138: The ParlEuNet system will provide a
Page 139 and 140: 3. Students use a dedicated HTML co
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Page 147 and 148: A government designates a certain a
Page 149 and 150: will be involved - either in partne
Page 151 and 152: Streaming 7000 films... Uwe Sander
Page 153 and 154: and how to innovate will be paramou
Page 155 and 156: Toward a framework for instruction
Page 157 and 158: A knowledge integration approach to
Page 159: In 1978, the University formalized
Page 163 and 164: Multimedia Cases in Teacher Educati
Page 165 and 166: Merseth, K.K. (1996). Cases and cas
Page 167 and 168: Using Multimedia to support mentors
Page 169 and 170: Conclusion The project is still und
Page 171 and 172: An Investigation into Faculty Attit
Page 173 and 174: Web-Based Testing in Distance Educa
Page 175 and 176: Selecting Internet Technologies to
Page 177 and 178: Designing and Implementing Web-Base
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