Subject: [IFETS-DISCUSSION:1006] 3rd & Final Summary
From: Brent Muirhead (bmuirhead@email.uophx.edu)
Date: Tue 30 Jan 2001 - 04:48:42 MET
From: "Brent Muirhead" <bmuirhead@email.uophx.edu> Subject: [IFETS-DISCUSSION:1006] 3rd & Final Summary Date: Mon, 29 Jan 2001 22:48:42 -0500
Greetings Colleagues!
I am thankful for your relevant and thought provoking comments shared during
my discussion on "Practical Strategies for Teaching Computer-Mediated
Classes." I am still digesting the enormous amount of valuable information
that has been genereated since January 15th. I have enclosed a 3rd summary
of our discussion. I will be editing the entire discussion this week for
publication in our next issue of Educational Technology & Society. Thanks
again for a good dialog!
Brent Muirhead D.Min., Ph.D.
Faculty, University of Phoenix Online
bmuirhead@email.uophx.edu
January 25, 2001
The online dialog has taken on a new focus involving two questions posed by
Brent Muirhead:
What landmark technologies might alter the future of computer-mediated
education?
What additional skills will future online teachers need with the advent of
major changes in the technological landscape?
Joan Cushin discusses the promise and challenges of future online
technologies "I think the most exciting potential for on-line education is
the use of the on-line technologies to find the best pedagogoical learning
for all students., The solution will be different for different students
depending on access, distance, the skills or discipline being learnt and the
learning style of that particular learner. On-line education can
provide many solutions, but what the teachers need is enough knowledge and
confidence to use the technologies to provide a range of educationally sound
solutions for all learners."
Joan believes that a highly interactive online curriculum will provide
excellent learning opportunities but still not meet the educational needs of
some students. For instance, students who need face-to-face assistance and
are not as intentional about meeting their learning needs.
Art Recesso related that "one of the technologies that will change the face
of online learning is the multiconferencing unit (MCU). Using this
server-based system, you are able to interact 'live' with multiple people
through video and audio. The system is multi-conferencing and supports
multi-points-of-presence. Multiple people in multiple remote locations are
able to interact synchronously. The technology allows us to come
full-circle, enabling synchronous-learning. While the technology does show
promise, we have found several issues to be limiting the widespread use of
MCU for online learning." Art related that cost, bandwidth and firewalls are
three issues that are currently limiting MCU. Yet, his optimistic that "as
the technology matures we will overcome many of these issues."
Muhammad Betz's had stated that "projects like VISION are the first efforts
to construct highly interactive, multimedia oriented, curriculum content,
that could prove to be independent of instructor intervention and which
suggests putting the entire public school curriculum on-line." Don Smith
responded to Muhammad's remarks by asking a relevant question, it "sounds
like you are advocating public education without teachers. Is that so?"
Tom Cantu affirms Muhammad's technological perspective on technological
projects (ex. VISION), Tom observes that good virtual education courses will
enhance interaction that makes them unique from correspondence courses.
Tom outlines an instructional vision that must face the problem of
"distributing high end multimedia instruction over the web. There is so much
more one can do to immerse students in learning by using the multimedia
capabilities of CBT. Imagine if you could combine the features of multimedia
CBT with virtual reality with the best of Electronic Performance Support
Systems. Augmented Reality is one name for it. Here is an example: Imagine a
virtual reality wizard that can coach a learner through a lab experiment
with the same level of guidance an instructor could provide."
Dennis Nelson addresses the issue raised by Brent Muirhead that "ultimately,
the public could become disillusioned with online education if they fail to
deliver their promises for quality and personalized instruction. Dennis
discusses how computer-mediated education (CME) is already gaining ground on
ensuring universal access. Currently, CME work being done by the military
will eventually influence American society."
Dennis highlights the skills that future online teachers will need as
follows: "skills include: handling multiple projects, concise communication,
internet research, extensive networking, extrapolation, empathy,
self-discipline. As with the technological issue, the better teachers
already have been highly skilled in these areas. The better teachers just
lacked the internet as a stimulus / tool to become better in those skills or
accomplish the tasks, experiences associated with that skill development."
Deirdre Bonnycastle shared two highly relevant learning ideas that are too
expensive for schools but might hold promise for future curriculum
development.
1. Roger Schank's Goal Based Scenario's
http://www.ils.nwu.edu/~e_for_e/nodes/NODE-291-pg.html I would be creating
this type of content now if we could afford it.
2. Interactive Children's software such as Jumpstart
https://store.knowledgeadventure.com/ObjectBuilder/ObjectBuilder.iwx?Process
http://www.sierrastudios.com/games/pharaoh/
Deirde stressed that it is important that instruction increases "the
student's ability to actively use all their senses while learning will
improve learning for all people." Deirde closes with a quote from S.
Ehrmann:
"what matters most is not the moment when the student uses the technology
but how that use promotes improvement in that student's education."
Brent Muirhead discussed the need for distance educators "to freely
experiment with different technologies that have the potential to increase
student online interactivity. Also, they need administrators who are willing
to invest money into relevant teacher training programs. Finally, virtual
educators have a unique opportunity to be visionary leaders in higher
education by taking risks to promote meaningful adult learning.
Alejandro Pisanty discussed the near revolution that has occurred in
videoconferencing and MCU due to major increases in bandwidth. Also, the
need for educators to have a vision beyond our current PC/Web model. Pisanty
states that "even without wireless services, portable devices such as PDAs,
WAP enabled mobile phones, and the fusions and convergences we will see in
the market in the coming years, are fast becoming a useful and appreciated
possession for students (yes, even in Mexico...). Designing for these
devices requires new insights and also affords interesting new approaches."
January 26, 2001
Muhammad Betz, responded to Smith's questions about Project VISION and the
role of teachers. Muhammad states that "the intention of the State of
Oklahoma is to equalize educational opportunity by means of the VISION
effort. Oklahoma is a big state in land size, but has such a small human The
Internet curriculum would provide isolated students higher quality
instruction in all areas of the curriculum. Interactive Educational
Television is currently used throughout the state at the high school level.
One such project makes use of a rare Spanish teacher at one locale who
broadcasts his Spanish class to several remote locations, in interactive
manner."
Muhammad believes that Internet-based curriculum will not replace teachers
but their roles will change.
"I do envision that an on-line curriculum would lead to more home schooling,
which is a phenomenon that is popular in this region. And...should it not?
What is all this technology for, if it does not have an anthropological
payoff for our society? What is that payoff (?): perhaps a significant
reduction of the need for physically traveling to and fro to work, learn,
and live."
January 27, 2001
Martin Owen tackles questions about technology using a sociological
perspective. Own states that "this has resonances for me for the work I have
been doing looking at the post Vygotsyan and post Batesonian ways of looking
at the socio cultural formulation of our use of technology. The use of the
device is extremely interesting.
a) it is a major tool for coordination for sub communities, they facilitate
the formulation of communities of practice
b) it is a tool they use for instant counselling and problem solving
c) Text messaging is as popular as voice, thus as the range/capability of
devices increases I imagine so will the styles of usage.
Martin does reflect on change in the 21st century. "our old structures will
not be able to cope with this istantaneousness, especially as we (certainly
in the UK) have had layers of managerialism and spurious quality control
mechanisms placed upon us. By the time the documentation and bureaucracy is
in place, the game has moved on. And this game thrives on lack of extrinsic
control."
Brent Muirhead shared an article found in January 2001 issue on The
Futurist, a book reviewed by Lane Jennings called The University in
Transformation: Global Perspectives on the Futures of the University edited
by Sohail Inayatullah and Jennifer Gidley. Bergin & Garvey, 2000. 280 pages
Lane (2001) relates that the authors outline "some 20 highly varied outlooks
on tomorrow's universities by writers representing both Western and
non-Western perspectives (p. 58)."
Lane (2001) states that author's concerns that "the Internet University
poses dangers, too. For example, a line of franchised courseware, produced
by a few superstar teachers, marketed under the brand name of a famous
institution, and heavily advertised, might eventually come to dominate the
global education market, warns sociology professor Peter Manicas of the
University of Hawaii at Manoa. Besides enforcing a rigidly standardized
curriculum, such a `college education in a box' could undersell the
offerings of many traditional brick and mortar institutions, effectively
driving them out of business, and throwing thousands of career academics out
of work, note Australian communications professors David Rooney and Greg
Hearn (p. 58)."
Inayatullah and Gidley do admit that global connectivity could resist or
counter a variety of academic dangers such as excessive uniformity in course
content within the virtual higher education community.
The book discusses three new roles for university faculty members: brokers,
mentors and meaning-makers which will transform the teaching and learning
process in higher education.
Reference
Jennings, L. (2001). Alternative visions for the future university. The
Futurist, 58 (1), 58-59. Complete article is available at:
http://wfs.org/rev2371.htm
January 28, 2001
Sandra Bargery relates that "mobile phones won't be around for ever, but the
implication for a device that is
smaller, more portable and less likely to be anchored in a traditional
classroom should be seriously considered. Which then brings along a lot of
other interesting ideas of what really constitutes a 'classroom'?"
Bargery continues by raising the point of life long learning being flexible.
"I know its been done to death, but it hasn't actually impacted on those
institutions called schools! They use it in their school mottos and logos
but it hasn't actually crossed the classroom floor yet!"
Brent Muirhead comments that "it is interesting that traditional higher
education institutions have become more flexible due to market forces which
speaks volumes about the power of money to transform the educational
landscape."
Eric Flescher's remarks highlighted the need for students to be challenged
to monitor their thinking skills while learning online. "I think it is
really important for students to extend their metacognitive
thinking as they interact with simulations and internet etc. what would be
good is
(1) interactive separate windows or screens that pop to elicit information
from the students about where they are going, what they are doing and why.
(2) another console that takes their thoughts and stores them about what
they are doing."
Cameron Nichol offered insights on distance education that were based on
working developing online education in Victoria (Australia) involving the
Vocational Education and Training sector. Nichol noted that "in terms on
developing good content the importance of experienced Instructional
Designers in the central role cannot be over-emphasised. This is a
specialised skill and unfortunately being a damned good classroom teacher or
academic of high standing does not really equip you with the range of skills
required."
Nichol has observed that "many good classroom teachers with excellent face
to face skill seem to be seduced into developing `web sites' rather than
learning environments."
Nichol provides a series of questions I to help teachers adjust their
thinking for online instruction:
- How do you keep your class on track?
- How do you handle your class when a valuable question that is off the
specific current topic is asked?
- How you handle situations when a valuable side track discussion arises?
- What do you do to keep the student involved eg "ok, give me 5 reasons why
this might occur", "has anybody seem a different way to do this?", "that
reminds me of joke.."
- What homework do you give out?
- Now how are you going to do that online?"
Nichol has gleaned practical advice for future online learning innovators:
- In terms of explaining the relative virtues of online learning, refer to
flexible learning and learning strategies that increase options. If possible
try to avoid referring to online learning.
- Get in first with the limitations on online learning ("there are a lot
things you can't do on a computer."), then introduce the relative advantages
of your strategy eg hybrid classroom/online courses.
- Develop a good working knowledge of the existing organisational and
political culture. Align the "product" with the organisational goals (or
biases).
- Take a long term view. Consider from the outset what level of compromise
is acceptable.
- People want to see examples.
- 2 pages of pictures and arrows is worth more than a 10 page description
(and if done well will take you longer to do).
- The best project in the world is useless if your boss "doesn't get it".
Have an implementation / marketing plan for senior management.
- Be prepared to take advantage of "lucky breaks" ("the harder I work the
luckier I get")
- It's not the end of the world when your boss says "no, I don't like it"."
January 29, 2001
Ian Reid shared with the discussion forum an online evaluation system
developed by University of South Australia. Information about it is
available from
http://www.unisanet.unisa.edu.au/sei/evaluation/evaluatn.htm
Faculty members can create evaluation instruments that give teachers quick
student feedback with statistical data. Ian kindly offered to respond to any
further questions about the evaluation format.
Brent Muirhead D.Min; Ph.D.
Faculty, University of Phoenix Online
bmuirhead@email.uophx.edu
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