IFETS-DISCUSSION Digest - 7 May 2003 to 8 May 2003 (#2003-11)

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Subject: IFETS-DISCUSSION Digest - 7 May 2003 to 8 May 2003 (#2003-11)
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Date: Thu, 8 May 2003 02:00:00 -0400 From: Automatic digest processor <LISTSERV@COMPUTER.ORG> Subject: IFETS-DISCUSSION Digest - 7 May 2003 to 8 May 2003 (#2003-11)

There are 6 messages totalling 249 lines in this issue.

Topics of the day:

  1. IFETS-DISCUSSION Digest - 6 May 2003 to 7 May 2003 (#2003-10) (2)
  2. Computer literacy education in a tertiary institution
  3. Assessment
  4. Call for Chapters for Technology Book
  5. Ed tech books

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Date: Wed, 7 May 2003 08:22:50 +0100
From: paul lefrere <lefrere@MAC.COM>
Subject: Re: IFETS-DISCUSSION Digest - 6 May 2003 to 7 May 2003 (#2003-10)

On Wednesday, May 7, 2003, at 07:00 AM, ifets-discussion wrote:
>
> Some of the basic readings we require of our graduate students in
> Educational Technology are: ...

... a number of those sources were drawn upon in my 2003 book with Don
Norris and Jon Mason, "Transforming e-Knowledge". It is available as a
free download from www.transformingeknowledge.info

Paul Lefrere

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Date: Wed, 7 May 2003 10:30:48 +0200
From: Thomson Mark <mark@PETECH.AC.ZA>
Subject: Computer literacy education in a tertiary institution

I am currently involved in computer literacy education at a tertiary =
institution in South Africa and am keen to research ways of improving =
the offering of these courses and then obviously implement the findings.

The institution where I lecture requires all students from various =
disciplines to attend a computer literacy course. The problem is =
obviously the large number of students as well as the fact that some =
arrive with extensive computer knowledge whilst others are totally =
computer illiterate, depending on the quality of schooling they had =
access to.

I would like to design some sort of course, utilising educational =
technology, which would cater for all different levels of student. Those =
that have the ability can be evaluated and only be required to complete =
certain portions of work, whilst those with no knowledge can go through =
the entire course. Everyone on the scale between these two extremes =
would also be catered for. Technology would have to play a major part as =
the administration and offering of such a course would be extremely time =
consuming to be done manually.

The end result of such a course would ultimately be that advanced =
students would not be bored with the work that they already know, and =
they could complete the course earlier and then have time to concentrate =
on other subject areas. The lecturer would then also be able to have =
more time to concentrate on the weaker student and get them up to the =
required level a lot quicker.

I also believe that as computer literacy levels improve, such a course =
could be moved down to the schools level, as they would then start =
experiencing the same problems that we currently have at the tertiary =
level.

My concerns are:
Has someone already done such a study?
Is this a technologically viable project, and if so, would it be =
relatively inexpensive?
Am I aiming to achieve something that is doomed to failure (should I =
narrow the scope down)?

I would welcome any suggestions, concerns, or constructive criticism.

Thank you

Mark Thomson

Senior Lecturer: Faculty of Computer Studies
Port Elizabeth Technikon
Private Bag X6011
Port Elizabeth=20
South Africa

Tel: +27 41 5043826
Fax: +27 41 5043313
e-mail: mark@petech.ac.za

------------------------------

Date: Wed, 7 May 2003 13:45:17 +0400
From: lynn nicks mccaleb <lynn.nicks-mccaleb@HCT.AC.AE>
Subject: Assessment

Good afternoon:

I wonder if anyone out there knows of any studies/articles/books etc.,
which address the subject of the mismatch between current high-tech
delivery in the ESL classroom and the traditional pencil and paper
assessments that most institutions are bound to.

Please let me know if you can suggest any reading matter.

Many thanks,

Lynnh

------------------------------

Date: Wed, 7 May 2003 10:58:54 -0400
From: thiru@FIU.EDU
Subject: Call for Chapters for Technology Book

CALL FOR BOOK CHAPTERS AND PROPOSALS FOR CHAPTERS

Chapters and proposals for chapters are being invited for consideration for inclusion in a refereed book entitled "Integrating Technology in Higher Education." Edited by M.O. Thirunarayanan (University Graduate School at Florida International University) and Aixa Perez-Prado (College of Education at Florida International University), the book will provide experience-based, interesting, and innovative ideas for integrating technologies in diverse disciplines in colleges and universities.

Book chapters will present practical and realistic ideas that can be used by others who wish to integrate technologies into their teaching. Examples from different disciplines such as anthropology, biology, business, chemistry, economics, education, English, ESOL, geography, linguistics, mathematics, nursing, physics, political science, psychology, sociology, statistics, and zoology, to name a few disciplines, will be included in the peer-reviewed book.

Proposals and chapters that are submitted for consideration for publication could include, but need not be limited to, the following information (However, please do not let the following suggestions constrain your writing style in any way – write the paper the way you think it should be written):

        ---Description or overview of the course and course content
        ---What technology is being (or was) integrated
        ---How technology is being (or was) integrated
        ---Issues and problems related to technology integration
        ---How such issues and problems were dealt with
        ---Students' reactions if available
        ---Author's thoughts, reactions, and reflections regarding technology integration
        ---Future plans to modify or enhance technology integration
        ---Suggestions for others who wish to integrate technology into similar courses
        ---Other information, ideas, thoughts, etc. that the author wishes to include

The chapters and chapter proposals should be about 15 to 25 double-spaced pages in length, including any necessary black and white diagrams, figures, photographs, and references. Authors are expected to adhere to the APA format while preparing their chapter proposals and chapters.

Book chapters and proposals for book chapters should initially be submitted electronically to M.O. Thirunarayanan (e-mail: thiru@fiu.edu) or Aixa Perez-Prado (e-mail: pereza@fiu.edu) as word processed files. The deadline for submission of proposals is July 30, 2003. The book is expected to be published in July 2004. Questions regarding submission of proposals and complete chapters should be directed to either M.O. Thirunarayanan or to Aixa Perez-Prado.

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Date: Thu, 8 May 2003 12:35:42 +1200
From: Woody Wang <woody@COMET.UCAR.EDU>
Subject: Re: IFETS-DISCUSSION Digest - 6 May 2003 to 7 May 2003 (#2003-10)

> I've got a question concerning how much time have to be spent on
> design and creation 1h of on-line course (average). I read an article:
> K. Islam, "E-learning the Six Sigma Way", E-learningmag, 26 March 2003
> where the author cited ASTD benchmark says 1h of on-line course 'cost'
> 200h of work...

## I believe that the ASTD benchmark relates to creating computer-based
instruction requiring no instructor. That is one benchmark we consider
when building learning modules for the Web. CBT development includes
objective writing, task analysis, curriculum and user interface design,
material gathering, development, quality assurance, implementation, and
evaluation (of the learning outcomes and the effectiveness of the product).

E-learning encompasses a wide range of activities, from conference calling
to self-study materials, to asynchronous models with faculty evaluation,
etc. There are too many variables to say how long an hour of instruction
takes (teacher contact time, materials development time, students using IRC
or threaded discussion groups, etc.) without more specifics.

*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*
+ Dr. Sherwood Wang Phone 303-497-8347 +
+ Instructional Designer II Fax 303-497-8491 +
+ Multimedia-Based Distance Learning E-mail woody@ucar.edu +
+ UCAR-COMET PO BOX 3000 Boulder CO 80307-3000 +
*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*

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Date: Thu, 8 May 2003 12:36:43 +1200
From: Woody Wang <woody@COMET.UCAR.EDU>
Subject: Ed tech books

I would add a reference on Systems Design for Education by David Banathy and
at least one book on classroom life and culture. The old references that I
use are Looking in Classrooms and Life in Classrooms, but there must be more
recent ones than that. I feel that educational technologists need to be in
touch with the actual environments where their materials will be used. Too
many great innovations have failed because the designers did not know how
their materials would be used "in the field."

Regards

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