UPDATED> May/June Issue of The Technology Source
- From: Gleason Sackmann <gleason@xxxxxxxxxxxxxxx>
- To: NetHappenings <nethappenings@xxxxxxxxxxxxx>
- Date: Fri, 02 May 2003 08:00:00 -0500
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Net Happenings - From Educational CyberPlayGround
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Date: Thu, 1 May 2003 19:48:19 -0400
From: EDTECH Editor-Eiffert <edadmin5@xxxxxxxxxxxxxxxxxx>
Subject: May/June Issue of The Technology Source
To: EDTECH@xxxxxxxxxxxxx
From: "James L. Morrison" <morrison@xxxxxxx>
Below is a description of the May/June 2003 issue of The Technology
Source, a free, refereed e-journal published as a public service by the
Michigan Virtual University at http://ts.mivu.org
Please forward this announcement to colleagues who are interested in using
information technology tools more effectively in their work. Also, please
encourage your organizational librarians to add The Technology Source to
their e-journal collections.
As always, we seek illuminating articles that will assist educators as
they face the challenge of using information technology tools in teaching
and in managing educational organizations. Please review our call for
manuscripts at http://ts.mivu.org/default.asp?show=call and send me a note
if you would like to contribute an article.
Many thanks.
Jim
--
James L. Morrison
Editor-in-Chief
The Technology Source
http://ts.mivu.org
Home Page: http://horizon.unc.edu
INSIDE THE TECHNOLOGY SOURCE
Badrul Khan directs an educational technology leadership program at George
Washington University and does research on e-learning environments. In an
interview with Editor James Morrison, Khan identifies the factors critical to
e-learning success, describes a framework for the creation of customized online
courses, and touts the remarkable potential of the new worldwide
communications.
(See http://ts.mivu.org/default.asp?show=article&id=1019 )
Mark Kassop has taught for 31 years on a traditional college campus and offered
more than 50 courses online. He draws upon his experiences in both learning
environments to discuss 10 ways in which online education excels. (See
http://ts.mivu.org/default.asp?show=article&id=1059 )
A cultural divide exists between Information Age students and the older, less
technologically savvy generation in charge of their instruction. Does it
reflect
a fundamental difference in the way our youth learn? If so, what are the
implications for current pedagogical practice? In a fascinating debate, two
educators address these questions from different viewpoints. Timothy VanSlyke
argues that an overhaul of established pedagogy is not needed to engage
students
born in the digital era. He supports a selective infusion of technology to aid
knowledge construction, but warns against the complete sacrifice of traditional
mechanisms of teaching and learning. In a rebuttal commentary, Marc Prensky
maintains that the current gap between students and teachers is truly
unprecedented. He explains why educators can ill-afford to ignore or reject the
technological developments--among them instant messaging, massive multiplayer
online games, and alternate realities--embraced by the new !
generation. The dialogue between VanSlyke and Prensky is sure to reverberate
beyond TS pages. (See http://ts.mivu.org/default.asp?show=article&id=1011 and
http://ts.mivu.org/default.asp?show=article&id=2013 )
Quizzing and grading functions within course management systems can seem like a
godsend to instructors. Unfortunately, the promising technology of computerized
testing has its share of practical problems. Thomas Brothen and Cathrine
Wambach
suggest ways to cope with these problems and minimize frustration for students
and faculty members alike. (See
http://ts.mivu.org/default.asp?show=article&id=1024 )
As an instructional technologist at a New Jersey community college, Cheryl
Knowles-Harrigan helped support more than 90 Web-based course sections each
semester. In the process, she found that students needed an online orientation
to the institutional course management system--so she created one herself.
Knowles-Harrigan describes the development of her tutorial from the planning
stages to completion of the beta version. (See
http://ts.mivu.org/default.asp?show=article&id=936 )
For an online course in instructional design, David Cillay created synchronous
and asynchronous learning environments, used both audio and video components to
enhance lessons, and offered content in both graphic and text form to reach
students with a wide range of learning styles and technical expertise. Cillay
describes his "multi-modal" approach and offers tips to instructors interested
in such rich course delivery. (See
http://ts.mivu.org/default.asp?show=article&id=1000 )
Wireless networking frees users from traditional academic spaces and enables
them to work anywhere, anytime. To investigate the potential advantages of such
flexibility for group projects, Susana M. Sotillo enlisted the help of five
graduate students working on theses or dissertations. Over 16 weeks, they met
online to collaboratively critique and revise each other's writing. Sotillo
shares the successes of this project with TS readers. (See
http://ts.mivu.org/default.asp?show=article&id=950 )
At the University of Delaware, a sustainable model for educational reform has
emerged from two sources working in tandem. Janet de Vry and George Watson
describe the dynamic partnership of a faculty-led institute that promotes
problem-based learning and a technology support center that connects course
goals to custom design. Their combined work impacts not just the local campus,
but a global community. (See
http://ts.mivu.org/default.asp?show=article&id=1018)
Reduced library budgets, as well as general frustration with the proprietary
nature of academic publishing, have prompted many educational institutions to
consider developing their own digital archives of scholarly research. In
acknowledgement of this movement, Stephen Downes profiles the Open Archives
Initiative: an organization dedicated to the effective dissemination of
academic
content. (See http://ts.mivu.org/default.asp?show=article&id=2005 )
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