Subject: [IFETS-DISCUSSION:570] Re: IFETS-DISCUSSION digest 74
From: Arthur M. Recesso (amrecess@valdosta.edu)
Date: Thu 02 Nov 2000 - 20:06:08 MET
Date: Thu, 02 Nov 2000 14:06:08 -0500 From: "Arthur M. Recesso" <amrecess@valdosta.edu> Subject: [IFETS-DISCUSSION:570] Re: IFETS-DISCUSSION digest 74
And back to Deirdre...the loaded question of....how could "Working with an instructional designer familiar with both technology and instruction" improve both the ability of the instructor and the application of the technology?
Deirdre also said:"Good teachers start with goals/objectives/outcomes and use those to create appropriate activities no matter what medium they are working in." Can anyone direct us towards work being done where objectives or instructional strategies are matched with applications of technology?
Corrie Bergeron said: "The point is this - Don't waste time trying to develop a "simple-to-use" authoring tool"
I don't believe we need another authoring tool, we have plenty (Authorware, Toolbook, Flash, etc...). But there is untapped potential in the arena or immersive and non-immersive technology that engages the learner in active manipulation of content instead of being a receiver. Lurking on the VRML listerv you are able to see a vast array of people "creating" and we in the educational arena are capturing very little of this work and this energy. With a focus on the interactive and "borrowing" time from those already in the development mode, aren't we able to forge a community devoting time to creating the highly interactive (whether immersive or not) learning environments? This may stress the need for better relationship between content expert, developer, instructional designer, etc...?
Muhammad Betz said "I disagree that about the separation of roles as Corrie has suggested. That
motif reminds me of the often-tried "team teaching" approach."
Should our teacher training programs be preparing future educators to be fluent across the content and technologies? If so, to what level should they be trained to have these skills? Or should each beginning teacher have a fundamental 'awareness' and know how to connect with other resources to design what they need to support their instructional strategies using technology?
Thanks
Art
IFETS Discussion List wrote:
> IFETS-DISCUSSION Digest 74
>
> Topics covered in this issue include:
>
> 1) Teaching strategies
> by "Bonnycastle, Deirdre" <BONNYCASTLE@siast.sk.ca>
> 2) Cogito De Prosum Doctum Retiarius Fabrilis
> by "Corrie Bergeron" <corrie@itasca.net>
> 3) The dubious prospects of collaboration
> by "Muhammad Betz, Ph.D." <mbetz@sosu.edu>
> 4) Re: IFETS-DISCUSSION digest 70
> by "Joan barnet" <barnetj@Groupwise.Douglas.BC.CA>
>
> ----------------------------------------------------------------------
> Message-ID: <027f01c042b3$3a10c290$58607b82@IT001816>
> From: "Bonnycastle, Deirdre" <BONNYCASTLE@siast.sk.ca>
> To: "IFETS-Discussion" <ifets-discussion@catfish.valdosta.edu>
> Subject: [IFETS-DISCUSSION:552] Teaching strategies
> Date: Tue, 31 Oct 2000 09:51:20 +1300
> MIME-Version: 1.0
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>
> Good teachers start with goals/objectives/outcomes and use those to create
> appropriate activities no matter what medium they are working in. On-line
> teaching offers many advantages when it comes to meeting the needs of
> students with different learning styles but many teachers are unaware of how
> to develop content for new media.
> Ken Meyers asked "But don't teachers need to progress through the stages of
> awareness, integration, and then contextualization in order to implement
> highly interactive uses of technology?" I think that may be the key. I'll
> start with "Awareness" Many people are using PowerPoint because they have
> had some exposure to it, for example. I think there needs to be an awareness
> on the part of Universities/colleges that on-line instructors need training
> in the teaching strategies as well as the technology. So if you are training
> people in WebCT chat rooms, for instance, you also need to know how, when
> and where etc. you could use that technology effectively. Working with an
> instructional designer familiar with both technology and instruction is
> another option that I recommend highly. (Smile)
>
> Deirdre
> ________________________________________________________
> Deirdre Bonnycastle
> Instructional Designer
> Saskatchewan Institute of Applied Science and Technology
> Saskatoon, Saskatchewan
> (306) 933-8366
> bonnycastle@siast.sk.ca
>
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> ------------------------------
> From: "Corrie Bergeron" <corrie@itasca.net>
> To: <ifets-discussion@catfish.valdosta.edu>
> Subject: [IFETS-DISCUSSION:553] Cogito De Prosum Doctum Retiarius Fabrilis
> Date: Mon, 30 Oct 2000 16:30:22 -0600
> Message-ID: <000d01c042c0$fd8b6920$348062d1@default>
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>
> (IOW, "Thinking About Useful Teaching With Tools." That's what I was trying
> for anyway. Laugh if you want to.)
>
> As a mentor of mine puts it, "It's only in the most fundamental sense that
> we don't know what we're doing."
>
> The drive to create a "simple technology tool" for teachers makes the
> assumption that teachers are also technologists. In many cases that is
> true - some instructional technology (i.e. overhead projector, chalkboard)
> are relatively transparent - that is, it's clear and obvious how to use
> them, although using them well takes effort and creativity. However, we can
> all cite examples of teachers who do not use even those simple tools very
> well. Digital media technology is not transparent. Just watch a first-time
> computer user struggling with a "file save" task, never mind the cognitive
> gymnastics that must be used to sort out the relationship between modem,
> hard drive, ISP, website, content, browser, and plugin.
>
> We must discriminate between content expertise, designing and developing the
> content for presentation, and facilitating the learning experience. In
> times past the teacher had to play all three roles (and in much of the world
> still does). Today we can separate those roles. A content expert need only
> be a source of information - preferably, one who is patient with the
> novice's questions posed by the developer. The designer/developer must
> understand the learning process and have the capability to bridge the gap
> between the novice and expert by using media production tools. The
> classroom facilitator need not be an expert in the subject matter, nor know
> how to manipulate pixels. What is absolutely required is a passion for
> seeing the light dawn behind the students' eyes.
>
> I liken the current situation to that of a few hundred years ago, after
> Gutenberg's press became commonplace. Did every teacher need to be able to
> compose type, ink a platen, and bind books? Of course not! Teachers did
> need to be able to read, however, and the good ones figured out effective
> ways to use the technical innovations - table of contents, page numbers,
> index - to advantage. But the current focus on "technology education for
> teachers" assumes that every teacher will be the digital equivalent of a
> typesetter and engraver! When I was teaching undergrads in a teacher-prep
> program in the late 1980's, we taught them how to program in BASIC - about
> as useful as teaching them Latin IMO. (And if you actually know Latin,
> you'll probably howl at the butchered grammar in subject line.)
>
> The point is this - Don't waste time trying to develop a "simple-to-use"
> authoring tool. It's the wrong approach. Focus on creating - and
> incenting - partnerships between professional designer/developers and
> classroom professionals.
>
> Corrie Bergeron, Jr.
> "An educated mind is useless without a focused will,
> and dangerous without a loving heart." - W.M. Deijmann
> corrie@itasca.net
> www.itasca.net/~corrie
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> ------------------------------
> From: "Muhammad Betz, Ph.D." <mbetz@sosu.edu>
> To: "Ifets-Discussion \(E-mail\)" <ifets-discussion@catfish.valdosta.edu>
> Subject: [IFETS-DISCUSSION:554] The dubious prospects of collaboration
> Date: Mon, 30 Oct 2000 17:12:01 -0600
> Message-ID: <000001c042c6$d03361c0$b67c3aa4@MBETZOFFICE>
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> "In times past the teacher had to play all three roles... [i.e., content
> expertise, designing and developing the
> content for presentation, and facilitating the learning experience] Today
> we can separate those roles." C. Bergeron
>
> I disagree that about the separation of roles as Corrie has suggested. That
> motif reminds me of the often-tried "team teaching" approach. The rationale
> for team teaching involves subject matter experts from different disciplines
> combining their efforts in thematic curriculum units. The team teaching
> approach has been tried for several decades. What happens? The logistics of
> requiring different people to work together soon overcome the good
> intentions of integrated projects.
>
> The onus still, in the main, rests with the individual, in my opinion. Chen
> (1999) describes a continuum of technology expertise that individual
> practitioners matriculate, as it were, on the road to extended competence.
> Individuals must take the matter of developing competence, a time-consuming
> ordeal, upon themselves. There can be mentoring by leaders in the field of
> educational technology, but lay teachers/instructors' competence with
> technology is the main criterion for progress. Only infrequently will time
> and money allow the tripartite approach to university or public school
> instruction.
>
> The question: Should efforts be made to develop a specialist-oriented
> approach to Multimedia/Web type instruction or should efforts be made to
> develop everyone's competencies. Obviously a mixture of both methods will
> transpire in practice: no unilateral solution will prevail.
>
> Regards,
> MB
>
> Muhammad Betz, Ph.D.
> M.Ed. Graduate Coordinator & Associate Professor
> Department of Educational Instruction & Leadership
> Southeastern Oklahoma State University
>
> Chen, L. (1999). The way to go: Integrating instructional initiatives into
> a new teacher education program. Society for Information Technology &
> Teacher Education Annual Meeting Proceedings. Ps. 18-21.
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> ------------------------------
> Message-Id: <s9ffe8ff.014@groupwise>
> Date: Wed, 01 Nov 2000 09:57:00 -0800
> From: "Joan barnet" <barnetj@Groupwise.Douglas.BC.CA>
> To: <ifets-discussion@catfish.valdosta.edu>
> Subject: [IFETS-DISCUSSION:558] Re: IFETS-DISCUSSION digest 70
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> RE: qualities of an onlline instructor
>
> Oh goody. I am presently doing a research project on how best to use the edtech technology in our present English as a Second Language learning lab; learning about adaptation in pedagogy rather than learning how to operate the technology. I have reviewed a lot of self access skill development software. It seems that the qualities of good software programs and good online programs have a lot in common.
>
> First of all, instructions need to be broken down into discrete steps, and written on a list, like a checklist. Key words rather than sentences, with lots of white space. This may seem a bit babyish, but people new to learning off a computer screen can get pretty panic stricken, and lose the ability to process language written in sentences. All steps, and steps within steps can be wrtten out, like an outline, and checked off as the students progress. This method gives the students both the "big picture" of the whole process, and yet they can see the components. I have learned that this method workds for myself. When I had to take the GRE for admission to grad school at the age of 44, I was confronted with math that I hadn't done since I was 17, so to pass the test, I really had to reteach myself. I did this entirely with self access programmed textbooks. When l working on problems, I had to make sure that I wrote down each and every step, even if it seemed "obvious"!
!
t!
> o me at the time, becuase when I was reviewing, I had to make sure I had followed each and every step in the correct order of operations. To me, this was what saved my life.
>
> Another point I have found helpful is to have the students work with text material from a printed page, but have the instructions, organized as above, on screen. Difficult text material, but with instructions written at the grade five reading level. Again, this may seem to be talking down to students, but it needn't be presented like that. Simple and clear sequential instructions with nothing left out are helpful to everyone.
>
> In my experience I have also found that the very best self access materials first tell the students what they will be learning, the purpose of the task at hand, and a "modelling" of what is to be done. After that, the opportunity for an interactive self test, with feedback on why answers are right or wrong (not just whether answers are right or wrong) gives students a chance to make sure they are on the right track. Then they can proceed to the actual task.
>
> In this initial phase, it is also helpful to present a list of vocabulary from the task,where students can point and click to hear the pronunciation. They can be assigned the vocabulary to learn and post findings on a bulletin board to share.
>
> Components of the unit can be set up as individual modules like this, and then the students can come together again to integrate the whole of the task, including a discussion of the learning process.
>
> Now that I have written all this, I would appreciate those of you who have been nodding your heads to point me to some examples of delivery packages that work, so I can access them, and learn futher from seeing how these examples work.
>
> Joan Oxendale Barnet BEd MA
> Instructor English as a Second Language, Academic Prep
> Douglas College, David Lam Campus
> Coquitlam BC Canada
> (
>
> Hello All,
>
> I've noticed that this topic seems to be dying for lack of input, so I'm
> going to throw out a question. What new skills does an on-line instructor
> need? One of the criticisms, we hear from students is that instructors are
> just dumping their lecture notes into HTML and are not using the powerful
> multimedia and interactive tools available. Any thoughts?
>
> ________________________________________________________
> Deirdre Bonnycastle
> Instructional Designer
> Saskatchewan Institute of Applied Science and Technology
> Saskatoon, Saskatchewan
> (306) 933-8366
> bonnycastle@siast.sk.ca
> ________________________________________________________
>
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-- ________________________________ Dr. Arthur M. Recesso Assistant Professor Curriculum & Instructional Technology. Valdosta State University Valdosta, GA 31698 (912)333-5640ph. (912)333-7167fax http://chiron.valdosta.edu/amrecess/amrecess.htm--------------------------------------------------------- List address to send message to everyone: ifets-discussion@catfish.valdosta.edu Details of current discussion: http://ifets.ieee.org/discussions/discuss.html Forum website: http://ifets.ieee.org/ Forum's contact person: kinshuk@massey.ac.nz Info on Join/Leave List: http://ifets.ieee.org/maillist.html ---------------------------------------------------------
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