Subject: First Summary: C & I & the Internet
From: Muhammad Betz (mbetz@sosu.edu)
Date: Thu 20 Jan 2000 - 21:34:23 MET
From: "Muhammad Betz" <mbetz@sosu.edu> Subject: First Summary: C & I & the Internet Date: Fri, 21 Jan 2000 09:34:23 +1300
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Details of current discussion: http://ifets.ieee.org/discussions/discuss.html
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Dear IFETS,
The following is the First Summary of contributions to the discussion on,
"Curriculum, Instruction & the Internet." The discussion is related to a
paper of the same title at, http://ifets.ieee.org/discussions/discuss.html
<http://ifets.ieee.org/discussions/discuss.html> . The discussion if
focused on the following questions:
1. How can teachers and trainers use the existing Internet to provide
and enhance curriculum outside of the practice of web courses and
Telematics?
2. What specific strategies can teachers and trainers use with the
Internet to provide and enhance instruction, in addition to the few such
strategies already in existence?
3. What are textbook publishers now doing to promote the use of the
Internet and what more could they do?
4. Is there a rationale for the Internet to provide and enhance
curriculum and instruction for classroom and training environments?
5. In a theoretical sense, how should the Internet be used to promote
and enhance curriculum and instruction?
1-14-00
Andrew McNeil, M.A., Scotland. Andrew asserts that the rationale and theory
of Internet Based Learning is determined by the interplay of specific
instructional strategies and ever-changing curriculum with the need to
maximize economic output. As he states, "Much is still rooted
to good educational practice and competencies therefore the same dynamics of
group interaction, of differentiation, and of evaluation of resources by the
(still, mostly, trusted) class teacher will entail-perhaps, the integration
of this meta-tool." His main point is that openness of Internet for C&I is
dependent on economic factors, but that by raising professional standards,
economic difficulties could be mitigated.
1-15-00
Parker Rossman, author of Emerging Worldwide Electronic University, USA.
Parker envisions electronic textbooks continually revised based on feedback
from students and a Internet encyclopedia likewise undergoing continuing
revision. He sees students developing personal databases to evidence and
foster their learning.
Andrew Seaton. Australia. Andrew addresses the fourth question related to
a rationale for Internet use and witnesses the beginnings of such a
rationale. Teachers in Australia are encouraged to not only use the
Internet to improve existing practices but to create new practices.
Andrew notes that several writers have addressed the issue of a fundamental
incompatibility of communication technologies and traditional school culture
(e.g., S. Hodas, L. Cuban). He quotes Hodas' view that educational
technologies are incongruent with the hierarchy and competitive
individualization of schools. He also criticizes the traditional view of
curriculum espoused by Muhammad, of subject matter content, that clashes
with constructivist notions of curriculum as well as the ethical/political
values of the post-modern era, which focus on individual difference,
autonomy and choice.
To the fifth question, Andrew refers to Xiadong and The Cognition and
Technology Group at Vanderbilt University that has identified five key
principles:
constructivist learning communities. Such communities would provide students
opportunities to:
1. plan, organize, monitor, and revise their own research and problem
solving
2. work collaboratively and take advantage of distributed expertise
from the community to allow diversity, creativity, and flexibility in
learning
3. learn self-selected topics and identify their own issues that are
related to the problem-based anchors and then identify relevant resources
4. use various technologies to build their own knowledge rather than
using the technologies as "knowledge tellers", and
5. make students' thinking visible so that they can revise their own
thoughts, assumptions, and arguments. (Xiaodong, et.al., 'Instructional
design and development of learning communities: An invitation to a
dialogue'. Educational technology. September-October. 1995:59)
Andrew observes that the examples cited in Muhammad's paper are also
too subject-by-subject oriented and that the Internet should serve as a
"door to the real world." In the activities promoted by Judi Harris there
is indication of more constructivist approaches to learning, but often the
implementation of such activities do not reflect a substantial shift to
constructivist principles. He refers to Savey and Duffy (1995) who question
the goals of such activities.
Lastly, Andrew addresses Muhammad's second question related to
specific strategies that teachers can use with the Internet. He answers
that problem-based learning activities provide a meaningful, experiential
basis for studies and activities in a wide variety of curriculum areas, and
have the potential to fulfill the demands of student-centeredness, while at
the same time satisfying the need for appropriate assessment and
accountability. He suggests the site: KidSolutions as an example.
1-16-00
Bill Ellis. Author. (In Creating Learning Communities) Bill states
that Muhammad's paper brings up the issue of Chaos, Complexity, and Gaian
Theories. He suggests that learning is a series of feedback loops that
first introduce and then reinforce and enlarge concepts stored in the brain.
"Linear learning is based on the idea that by reading a book or by following
a planned curricula one can learn. Nonlinear learning is based on feed back
loops."
Bill asserts that our schools are premised on linear learning, but
that current brain research finds that learning is nonlinear and relates to
interrelations of feedback loops in a holonistic total. He expresses
excitement that the Internet can make nonlinear learning much easier than
textbook/traditional curricula
Manny Halpern. Ph.D., CPE. USA. Manny reflects on the relevance of
constructivist pedagogy to adult education and training and the difference
between education and training. Asserting a distinction between the two
terms is useful for understanding the role of the Internet and designing the
content, which it delivers. He states, "Assuming that educational programs
address the acquisition of knowledge while training focuses skill
acquisition, the role of the Internet (and the classroom) can better be
defined." The Internet functions to deliver knowledge more than as a door
to the real world. The Internet might not be the best place to learn
skills.
Manny would like to see discussion related to constructivism and
ways that adults can learn skills over the Internet. Do we need all 7
attributes of life-long learning? Can we apply the principles suggested by
The Cognition and Technology Group to on-line training?
Muhammad Betz, Ph.D.
Associate Professor in Educational Instruction & Leadership
Southeastern Oklahoma State University
(580)924-0121 x2326
fax:(580)920-7508
mbetz@sosu.edu
www.sosu.edu/ebs/eil/betz
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