IFETS-DISCUSSION Digest - 12 May 2003 to 13 May 2003 (#2003-16)

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Subject: IFETS-DISCUSSION Digest - 12 May 2003 to 13 May 2003 (#2003-16)
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Date: Tue, 13 May 2003 02:00:00 -0400 From: Automatic digest processor <LISTSERV@COMPUTER.ORG> Subject: IFETS-DISCUSSION Digest - 12 May 2003 to 13 May 2003 (#2003-16)

There are 5 messages totalling 311 lines in this issue.

Topics of the day:

  1. IFETS-DISCUSSION Digest - 10 May 2003 to 11 May 2003 (#2003-1 4)
  2. Changing the way we learn
  3. Symbolic info processing in kids
  4. IFETS-DISCUSSION Digest - 10 May 2003 to 11 May 2003 (#2003-14)
  5. tutoring systems

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Date: Mon, 12 May 2003 08:16:47 -0400
From: "Nelson, Dennis" <Dennis.Nelson@NY.NGB.ARMY.MIL>
Subject: Re: IFETS-DISCUSSION Digest - 10 May 2003 to 11 May 2003 (#2003-1 4)

> I believe the birth of learning science is as certain as a cloned human.
> I am just not sure about where it would take us. If Intelligent Tutor
> could replace teachers, why would not replace
> students?
>
>
>
> My question is how do we keep the balance between science and humanity?
>
>
> Li Zhou
> Indiana University of Pennsylvania
>
>
We restore the balance between science and humanity by role modeling A World
Reborn.

A World Reborn focuses on truth, ethics and value. Each proposed
expenditure of resources is holistically measured against human costs, human
impacts over an eternity, rather than against quarterly monetary balance
sheets. Each human is perceived as equally important and no human worth 100
or 10,000 times as much as another by any measure, dollars or otherwise. We
recognize that our wealth is in the moment to moment quality of our
interactions with others, not the accumulation of things or people, or
perceived control.

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Date: Mon, 12 May 2003 08:15:13 -0500
From: Muhammad Betz <mbetz@SOSU.EDU>
Subject: Changing the way we learn

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The question has been asked: Will technology change the way we learn? My
first retort is to echo a question that a colleague asked of a student
recently? What in the world do you mean by the word, technology? My reply
to this question, as the backdrop for an answer to first question, is:
computer-mediated learning, and particulalry, Internet-mediated learning.

I wrote a small essay for this society's Learning Technology Newsletter,
called, "The Instructional Plan for Learning and Curriculum Alignment (Betz,
2001), " in which I call for the use of the Information Processing Model of
Learning, as a premise to understanding how contemporary learning takes
place, particularly in a setting like that of a school or university.
Learning is equated with information retrieval and data processing. I
believe that deep learning is much less important now than just a few
decades ago. Facilitators not gurus arrange or provide scaffolding for
learners on their individualized learning treks.

Consider the Otto Peters' theory of distance education (Simonson, 2000), in
which he compares learning in DE to an industrial model of production. As a
faculty member of a large online university, I have noted that the
industrial model is applied throughout the organization and matriculation of
this university experience.

a. Betz, M. (April, 2001) The instructional plan for learning and
curriculum alignment: The IPLCA. Learning Technology, 3(4),
http://lttf.ieee.org/learn_tech/issues/april2001/index.html
<http://lttf.ieee.org/learn_tech/issues/april2001/index.html> .
b. Simonson, M., et al. (2000) Teaching and learning at a distance:
Foundations of distance education. Merrill.

Muhammad Betz, Ph.D.
Professor & M.Ed. Coordinator
Department of Educational Instruction & Leadership
Southeastern Oklahoma State University
(580)745-2262
fax: (580)745-7508
mbetz@sosu.edu <mailto:mbetz@sosu.edu>
muhammadbetz@hotmail.com <mailto:muhammadbetz@hotmail.com> (alternate)

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<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 3.2//EN">
Changing the way we learn

The question has been asked: Will = technology change the way we learn? My first retort is to echo a = question that a colleague asked of a student recently? What in = the world do you mean by the word, technology? My reply to this = question, as the backdrop for an answer to first question, is: = computer-mediated learning, and particulalry, Internet-mediated = learning.

I wrote a small essay for this = society's Learning Technology Newsletter, called, "The = Instructional Plan for Learning and Curriculum Alignment (Betz, 2001), = " in which I call for the use of the Information Processing Model = of Learning, as a premise to understanding how contemporary learning = takes place, particularly in a setting like that of a school or = university. Learning is equated with information retrieval and = data processing. I believe that deep learning is much less = important now than just a few decades ago. Facilitators not gurus = arrange or provide scaffolding for learners on their individualized = learning treks.

Consider the Otto Peters' theory of = distance education (Simonson, 2000), in which he compares learning in = DE to an industrial model of production. As a faculty member of a = large online university, I have noted that the industrial model is = applied throughout the organization and matriculation of this = university experience.

Betz, M. = (April, 2001) The instructional plan for learning and curriculum = alignment: The IPLCA. Learning Technology, 3(4), = = http://lttf.ieee.org/learn_tech/issues/april2001/index.html. =

Simonson, M., et al. = (2000) Teaching and = learning at a distance: Foundations of distance = education. Merrill.

Muhammad = Betz, Ph.D.

Professor = & M.Ed. Coordinator

Department of = Educational Instruction & Leadership

Southeastern = Oklahoma State University

(580)745-2262

fax: = (580)745-7508

mbetz@sosu.edu

= muhammadbetz@hotmail.com (alternate)

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Date: Mon, 12 May 2003 10:09:25 +0400
From: Georgia Smyrniou <smyrniou@UPRM.EDU>
Subject: Symbolic info processing in kids

Hello

I was wondering if there any methods to teach kids from a young age the
processing of symbolic information. Many discussions have taken place in
the forum on building Intelligent Systems for teaching kids. Does anybody
know of any that has been tried and proved successful? I have seen with
kids I am teaching a high ratio of intelligence in math (I work with
preschoolers). How can I make the most of their age and start teaching
them symbolic information processing?

Thank you

Georgia Smyrniou
-------------------------------------------------------------
    Antes ahora y siempre COLEGIO
    University of Puerto Rico at Mayaguez
    http://www.uprm.edu
-------------------------------------------------------------

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Date: Tue, 13 May 2003 12:55:10 +1200
From: Romesh Verma <romeshv@YAHOO.COM>
Subject: Re: IFETS-DISCUSSION Digest - 10 May 2003 to 11 May 2003 (#2003-14)

Dear learning group and friends,

form the above discussion it is evident that today we are searching alternatives
for a teacher by enhancing interactivitity in the teaching learning process and
tomorrow we will be searching an alternative for a student. In view of the
progress in De and the use of technology facilitating teaching learning process
and the increasing pressure of explosion of knowledge and economic constraints
it is hoped that the studenty of tomorrow will be the didatic learner learning
everywhere, every time, every thing. The student of tomorrow will be the tireredles
learner and continous earner.

Dr Romesh Verma,
Editor, Journal of Distance Education,
University of Jammu, Jammu, India .
E-mail: romeshv@yahoo.com

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Date: Tue, 13 May 2003 16:52:08 +1200
From: Alfred Bork <bork@UCI.EDU>
Subject: tutoring systems

I think that tutoring is a key approach for the future, but not in the
sense on intelligent tutoring today. Our methods do not involve AI
approaches, but intelligent designers of the learning material. Such
material can be highly adaptive to student needs, and can reach very
large numbers of students at reasonable costs.

I will be happy to send more about this, if you write to me at
bork@uci.edu. The book mentioned below has full details. We would like
to begin with the 'education for all' problem, as we think it is
solvable in twenty years for the world, lifelong.

Alfred Bork

School of Information and
Computer Science
University of California, Irvine
www.ics.uci.edu/~bork

book with Sigrun Gunnarsdottir
Tutorial Distance Learning - Kluwer

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