Subject: [IFETS-Discuss] The DINOSAUR REPORT
mharrsch@oregon.uoregon.edu
Date: Mon 12 Jun 2000 - 00:14:54 MEST
From: mharrsch@oregon.uoregon.edu Subject: [IFETS-Discuss] The DINOSAUR REPORT Date: Sun, 11 Jun 2000 15:14:54 -0700
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Although Paul makes some valid points in his assessment of online learning
environment products like Blackboard, WebCT, and BSCW, I must take issue
with some of his statements. Although it is true there have been security
issues with the Windows and Unix file systems, Linux is based upon open
standards developed from Unix and, with increased usage, will soon draw the
attention of hackers out to make a name for themselves by disrupting large
computing environments. These hackers have not focussed on either Linux or
MacIntosh environments because they do not represent a large enough
percentage of the installed base to create the desired significant impact if
they are disrupted. Unfortunately, however, it is only a matter of time and
market share before this occurs so advocating a wholesale shift to Linux
systems is not a panacea.
Paul also points out that products like Dreamweaver/Shockwave, Real Audio,
etc. can produce online environments at a fraction of the cost of commercial
environments. However, this approach ignores the cost in salaries for
development time. Dreamweaver/Shockwave, for example, has a fairly steep
learning curve. Although Astound's basic features are intuitive, the more
advanced capabilities like manipulating animations through the timeline
feature requires much more investment in skill development. If your
institution has trained media developers on staff to assist all of your
faculty with the production of their online course materials this may not be
a problem. However, many institutions expect faculty to produce their own
course materials with only occasional assistance from technical staff. Most
faculty I have dealt with want to spend the majority of their time teaching
content within their discipline - not becoming skilled web designers,
digital video producers or sound engineers. A product like Blackboard
enables even faculty with modest technology skills to organize and post
their course materials, develop class discussion forums, and customize class
e-mail lists with little, if any, assistance from a technology specialist.
Although it is true that Blackboard in its current form does not offer
built-in text to speech, most visually impaired students have already
invested in screen readers which function within the Blackboard environment
because the user interface is web-based. As for incorporating multimedia
elements within the learning environment, an instructor can link to most
common file types including Powerpoint presentations, Quicktime movies, or
other web pages containing these file types.
By centralizing course components and providing the ability to set various
access levels to different course elements, Blackboard can also serve as a
valuable recruiting aid, offering potential students the ability to preview
course documents and scheduled activities - much more effective than
providing a short paragraph in a course catalogue. This aspect of the
environment can be especially effective if it is linked directly to your
online registration system.
And no, I don't get any commissions from Blackboard. I only support faculty
that use it.
Mary Harrsch
Network & Information Systems Manager
College of Education
University of Oregon
Eugene, OR 97403
(541) 346-3554
http://darkwing.uoregon.edu/~mharrsch/
Commentary Section Editor
The Technology Source
http://horizon.unc.edu/ts/
A free refereed web periodical that features
articles on methods and efforts to infuse technology
into educational organizations.
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