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

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Using Multimedia to support mentors Simon Walker University of Greenwich United Kingdom This poster session will demonstrate the work in progress of an interactive multimedia learning environment (IMLE) for training mentors of student teachers in Post Compulsory Education & Training. The system combines interactive multimedia with an On-Line campus linked to the University of Greenwich’s home page with dedicated mentor conference areas. A functional, minimalist approach is used for the structure and interface. The main navigational device is a timeline which links content with hints of when to best learn processes and perform activities. This functional device also permits the mentor to catch up on missed information and to better manage their mentor tasks. The content has been informed by local research with mentors and student teachers. Although the roots of mentoring lie in the notion of apprenticeship, its origin is located in Greek mythology. This provides a useful visual metaphor for the interface. Topics for discussion may focus on: - the transferability and adaptation of ‘interactive modules’ to capitalize on economies of scale - the development of virtual communities - user-friendliness
An Investigation into Faculty Attitudes Regarding Distance Learning Instruction Dr. Gail West, College of Education, University of Central Florida, gwest@pegasus.cc.ucf.edu Carol S. Halfhill, Department of Management, College of Business, University of Central Florida, USA, halfhill@mail.ucf.edu This research, conducted by Gail West and Carol Halfhill, investigated the affects of faculty attitudes concerning distance learning instruction. Previous research indicated there are significant negative faculty perceptions of and attitudes toward distance learning which may be a barrier to its implementation. The purpose of this study was to investigate how the Theory of Planned Behavior could be used to predict which faculty might be encouraged to participate successfully in instruction using distance learning technology. Specifically this research studied faculty attitudes, the perceived attitudes of peers, as well as faculty beliefs in their ability to be successful with instruction via distance learning technology. The investigation was modeled after Icek Ajzen’s Theory of Planned Behavior, a well documented intention model that has successfully predicted and explained behavior in a wide number of behavior-related areas. The theory suggests that attitudes regarding a behavior as well as motivation to perform the behavior can be measured and this measurement can be used as a predictor of actual behavior. A quantitative and qualitative study was conducted to determine if the theory successfully predicted a faculty member’s intention to instruct a course using distance learning technology. A survey of faculty in the Florida State University System, which is comprised of ten accredited public universities within Florida, was conducted. A stratified random sampling of faculty chosen by a random number generator method was obtained from the 1997-98 faculty lists in the college catalogs from each of the ten universities. Selections from each institution were adjusted proportionally to insure each institution was properly represented. In an attempt to insure that the survey would include faculty who have experience with distance learning technology, efforts were made to add faculty to the survey mailing list who had taught a variety of courses via distance learning using either interactive television or the World Wide Web. Faculty members were questioned regarding their intention to instruct a course via distance learning during the 1998-1999 academic year as well as their attitudes regarding distance instruction. They were also surveyed on their perceptions of their peers' attitudes regarding distance learning. Finally, faculty were asked items to determine how successful they expected they would be if they taught a course via distance learning. The three constructs, faculty members' personal attitudes, the attitudes of their peers, and the strength of their belief in success form the foundation of Ajzen's theory. Survey items were constructed to measure the power of each construct. Personal attitudes, peer attitudes, and belief in success were combined mathematically according to Ajzen's model to measure intention. Qualitative interviews were also conducted to further explore the survey results. Faculty returned 345 usable survey instruments representing a 60 percent return rate. Of those responding, 73 percent were male with 27 percent female. Mean age was 50 years. Of those who indicated, 68.2 percent were tenured, 15.2 percent were on a tenure track and 15.2 percent were non-tenured. Instructional experience ranged from none to 51 years with a mean of 17.8 years. Past distance experience was limited among the respondents: 65 percent of the respondents had no previous distance instruction experience. Of those with pervious experience, most had taught between one and five courses. The majority did not intend to instruct using distance learning technology: 67.3 percent described themselves as very unlikely or unlikely to instruct using distance learning technology. Findings revealed that the Theory of Planned Behavior could predict correctly a faculty member’s intention to instruct a distance learning course 83 percent of the time. The theory predicted with great accuracy those faculty who do not intend to instruct via distance learning (93.9 percent). It had less success predicting faculty who do intend to instruct (56.6 percent).
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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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is to monitor the status of learner
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the capability grant G13 as Not Set
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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
Page 141 and 142: The prototype under development is
Page 143 and 144: make an hypermedia educational envi
Page 145 and 146: accreditation or standing in countr
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 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 and 166: Merseth, K.K. (1996). Cases and cas
Page 167 and 168: Using Multimedia to support mentors
Page 169: Conclusion The project is still und
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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