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

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Building Online learning Communities for Teaching and Learning,which integrate Online Multi Media. Tony van der Kuyl University of Edinburgh Scotland James O'Brien University of Edinburgh Scotland Introduction Those who teach must espouse and exemplify in all their activities those values which will underpin professional life, given International, National and local technology initiatives(see Appendix 1 for Scottish initiatives) which in the next 36 months will rapidly develop the role of ICT in all areas of the profession and learning and teaching, it is essential that the teachers and their institutions develop strategies which begin to build on-line staff and student learning communities. These initiatives will enhance the quality of teaching and learning in class and lecture rooms, and provide a teaching environment where many of the new competencies required by new millenia educators in the use of ICT can be exemplified through their own teaching and learning process.
Using Multimedia to support mentors Simon Walker University of Greenwich United Kingdom Abstract: This paper reports on the development of a new system for training mentors of student teachers in Post Compulsory Education & Training (PCET) by a team of educational practitioners at the University of Greenwich with little previous experience in multimedia development. It's rationale is discussed in the light of the difficulties of providing training and support. A solution is proposed with regard to Dearing's National Committee of Inquiry (1997) into Higher Education in the UK, which states that, in cases where other methods have failed, improvements in motivation and understanding may occur through the use of new technology. The system combines the development of an Interactive Multimedia Learning Environment (IMLE) with an On-Line campus. The prototype is discussed and issues of design heuristics are raised. Context The Post Graduate Certificate of Education programme for pre-service full-time students is taught jointly by staff at the University of Greenwich and by staff in their own institutions throughout the student teacher's work experience. The programme is delivered over a single academic year. Between 250 - 350 students each year are taken on and are trained to be teachers in a variety of academic and vocational subjects. Each student teacher is supported by a subject mentor in a range of culturally and geographically diverse PCET institutions. The mentor has two basic generic tasks encompassing a range of subsidiary roles that need to be performed. Firstly, the mentor organises appropriate teaching experiences and secondly, the mentor supports the student teacher's professional development in teaching their subject areas. The mentor's ability to respond to the student teacher's professional development hinges on their own understanding of the relationship between the knowledge, skills and processes of mentoring and the support provided by the University for them in this role. Following research conducted by questionnaire with 10 university tutors and 117 student teachers, a number of factors were identified as affecting the quality of mentor training. (a) Diminishing resources resulted in a lack of time for any sustained level of support for training the mentors. (b) The difficulty of arranging F2F meetings because of issues of physical distance and/or clashes with timetables. Research was also conducted with 36 subject mentors to confirm the acceptability and content of using an ITC system for supporting them in this role. A proposal to develop interactive multimedia using hybrid CD ROM technology was supported jointly by the School of PCET and Academic Development Group at the University of Greenwich. It was seen as a possible solution to the above problems for a number of reasons: • interactive multimedia environments may extend the setting and amplify opportunities for learning in a dynamic way • CD-ROM technology is relatively inexpensive and allows the storage of large amounts of (non-editable) interactive support material • by using the potential of hybrid CD-ROM, the integration of web browsers with embedded links makes communication with an On-Line Campus with dedicated sites for supporting mentors possible. Design heuristics Learning how to develop and produce interactive multimedia involved a significant learning curve. For many of us, the greatest educational technological development over the last fifty years has been the Overhead Projector. Unless
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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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exchange information with other cla
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whether compiled or interpreted. So
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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
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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 and 160: In 1978, the University formalized
Page 161 and 162: comparisons to conventional instruc
Page 163 and 164: Multimedia Cases in Teacher Educati
Page 165: Merseth, K.K. (1996). Cases and cas
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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ED-MEDIA 1999 Proceedings Book - Association for the ...

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