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

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the classroom. The project will be evaluated in several ways. First, a standard instrument for evaluating the graduate and undergraduate courses will be applied. However, in addition to this standard evaluation, feedback with respect to specific components of a course or workshop will be solicited from the students. Furthermore, the instructors will use a self evaluation form following each lesson in order to determine from their perspective what was effective in the lesson and what was not. The in-service teachers will be required to complete similar self evaluations following each workshop. The views and recommendations of in-service teachers cooperating with the undergraduate students= field experience will also be sought.. These evaluations should provide, at minimum, indirect evidence with respect to the effectiveness of the project and its effect upon students in the partnering K-12 classrooms. Part of our estimation of success of the project will be evaluated according to the feedback received from the pre-service and in-service teachers. Since all the courses are part of the academic program, the pre-service teachers will be evaluated according to the performance and planning of their technology related lessons. The undergraduate course is a professional development course and students are required to plan and present mini lessons. Rubrics that address the use of technology have already been developed for a graduate course for in-service teachers. These rubrics can easily be adapted for the evaluation of the undergraduate students. In addition with regard to the field experience, feedback will be sought with respect to the preservice teachers= technological abilities in a classroom environment. This feedback will be considered in conjunction with performance in the university classroom. This project has received initial funding from the State of Pennsylvania as a pilot program attempting to facilitate pre-service and in-service interactions with respect to the classroom use of technology. Questions and suggestions with respect to the project will be entertained from the attendees to this presentation. Acknowledgements: This project is supported in part by funds from the Commonwealth of Pennsylvania’s Link to Learn Project.
How the Construction & Analysis of Digital Movies Support Theory-Building Ricki Goldman-Segall, Associate Professor & Director MERLin (Multimedia Ethnographic Research Laboratory) Department of Curriculum Studies University of British Columbia, Canada http: www.merlin.ubc.ca Maggie Beers, Doctoral Candidate MERLin (Multimedia Ethnographic Research Laboratory) Department of Language Education University of British Columbia, Canada http: www.merlin.ubc.ca Suzanne de Castell, Professor Faculty of Education Simon Fraser University, Burnaby, Canada http://www.educ.sfu.ca/gentech/index.htm Mary Bryson, Associate Professor Department of Educational Psychology and Special Education University of British Columbia, Canada http://www.educ.sfu.ca/gentech/index.htm Brian Reilly, Assistant Professor Educational Technology Leadership Program School of Education and Allied Studies California State University Hayward Hayward, CA, USA http://aeon.csuhayward.edu/~breilly Introduction Ricki Goldman-Segall We are at a time in the development of new tools when we can choose to design digital media authoring and annotation tools to promote the representation of many perspectives and identities. In this panel, researchers who have used digital media extensively over the last decade will address how “participants” in studies using digital media become collaborators and co-authors of rich-media texts. We will address
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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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Page 57 and 58: From table 2 it can be seen that te
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Page 93 and 94: To address this problem Webfuse dra
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Java can significantly increase the
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The modules are designed for a vari
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adapted tests to assess the student
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Architecture of HEZINET The system
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Berners-Lee, T. & R. Cailliau, (198
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The ParlEuNet system will provide a
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3. Students use a dedicated HTML co
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The prototype under development is
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make an hypermedia educational envi
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accreditation or standing in countr
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A government designates a certain a
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will be involved - either in partne
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Streaming 7000 films... Uwe Sander
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and how to innovate will be paramou
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Toward a framework for instruction
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A knowledge integration approach to
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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