Transcript “Education in Cyberspace” - Blackboard Learn

“Education in Cyberspace”
Chuck Payne
M.Ed. Candidate - Educational Technology
Medicine Hat College,
Medicine Hat, Alberta
Canada
“Education in Cyberspace”
Online Learning Environments
The paper on which this presentation is based can be found at:
http://www2.mhc.ab.ca/users/cpayne/portfolio
The Life of an Educational Technology
Student:
Cyberspace
 Connotations of science fiction
 Coined by the author William Gibson in his
1984 novel "Neuromancer", referring to a
conception of an incredibly complex space
where technology and minds meet.

In computer jargon it refers to "the
community of networked computers and
the culture that has developed among
users of these computers"

For my purposes I defined cyberspace as
those environments created by people
using computer-mediated communication
technologies, mostly employing the
Internet, which are being used for
educational purposes.
Three Generalized Stages of
Technological Innovation
1. Non threatening use ‘for fun’
2. Enhancement of old jobs ‘nothing new’
3. Technology leads to something new
technology as innovation
Three Generalized Stages of Faculty
Technology Integration
1. Faculty assisted to use the hardware and
software - ‘How do I work this?’
2. Faculty assisted in using the technology to
improve courses - ‘Can I use e-mail to
communicate better with students?’
3. Technology alters teaching / learning. –
“How do I manage an online course?’
Technology as ‘Problem Solver”
Communication Technologies
 Some communication technologies used in
education are specifically designed for that
purpose; most, while not purposefully
designed for education, can easily be adapted
for use in a learning environment.
 Computer mediated communications can
essentially be categorized into two types,
asynchronous and synchronous
communication environments.
Asynchronous
 Asynchronous computer mediated
communication is that which occurs free of
time restrictions.
 People communicating with each other do
not have to be online at the same time;
rather they post information in an online
environment for others to access at a time in
the future.
 e.g. e-mail, bulletin boards
Asynchronous
 Internet courseware products such as WebCT and
BlackBoard contain within each personal e-mail
and threaded discussion areas for students.
 Indeed, many courseware products such as
WebCT, Blackboard, and FirstClass (essentially an
organized e-mail environment) are designed to be
mostly asynchronous environments.
Synchronous
 Using computers to communicate with
others who receive the message at the same
time as it is created and sent.
 An example of non-computer mediated
synchronous communication is speech in a
conversation.
Synchronous
 Internet Relay Chat (IRC) has been around for
years.
 AOL's "Instant Messenger" and Microsoft's
"Windows Messenger" are commonly used
examples of an IRC like technology.
Future Trends
 As networks can handle greater bandwidth,
greater possibilities exist for what can be
included in these synchronous messages.
 Products such as Microsoft's "Net-Meeting"
are attempts to use the Internet to have
synchronous computer mediated
communication include voice and images.
 Greater bandwidth – more ‘stuff’, more
quickly over the Internet
The Virtual Classroom?
 Products such as Centra Symposium are aiming
for the creation of 'real-time' meeting spaces,
'virtual' classrooms connecting people at remote
computers using voice, chat, document sharing,
shared whiteboards, and even real-time video.
 Presently implemented on corporate “Intranet”
environments
 Attempting to recreate a ‘real time’ classroom
or seminar type of environment in cyberspace.
Technology Dehumanizing ?
 Concerns that the technology can be
dehumanizing and lead people toward more
disconnected lives have often been voiced.
 The power of online communities to connect
people who wish to learn and exchange ideas
freely can be captured in an online learning
environment.
 The technology itself is not inherently
dehumanizing, rather it is the way that it is
employed that must be considered.
Constructivism
 A relatively new theoretical perspective on
human cognition and learning that is
“consistent with a lot of current philosophical
and neurophysiological views of brain
function” (e.g., Anderson , 1992; Arseneau & Rodenburg,
1998)
 A theory that the learner constructs their own
knowledge through active interaction with the
subject matter.
Constructivism - 4 Central Tenets
1) Knowledge depends on past constructions
2) Constructions come about through systems of
assimilation and accommodation
3) Learning is an organic process of invention,
rather than a mechanical process of accumulation
4) Meaningful learning occurs through reflection
and resolution of cognitive conflict, negating
earlier, incomplete levels of understanding
Norton and Wiburg - Teaching with Technology
Application to Online Teaching and
Learning
 Provide opportunity for students to reflect upon
their learning
 Activities and time to integrate the new subject
matter into their present mental schema
 Cyberspace learners are often physically
isolated from each other and the instructor it becomes extremely important for the
course designer to include strategies that
force students to actively engage with the
material and with each other.
 Purposefully use the technology, not simply
use the technology
Benefits of Online Learning
Environments
 Freedom from Time and Space Restrictions
 Promotion of Independent Learning
 Possibilities for Greater Interaction and
Expression
 Connection and Collaboration with Others
 Increased Comfort and Participation for
Introverted Students
Drawbacks of Online Learning
Environments
It is a new and different learning environment “A whole new set of physical, emotional, and
psychological issues along with the educational
issues”.
 Physical Problems (ergonomics)
 Psychological Factors (addiction, attention)
 Motivation – strongly motivated, good ‘learners’,
tend to do better
 Student / Teacher Technology Know How
 Support in Technology Use (support
services ‘crisis’)
 Technology Infrastructure and Reliability
 The Digital Divide
 Personality Factors - not an environment
for every student / teacher
Student Success
Successful ‘cyberspace’ students often share certain
characteristics:
1. Self-responsibility: The student is able to
select a course best suited to her course plan.
This learner knows what she wants from a
course.
Student Success
2. Self-awareness: A student who understands his
learning preferences is usually aware of how
he learns best and will be able to determine if
he can adjust to an instructor's teaching style
as well as figure out adaptive strategies.
The advantage of online courses is that often
multiple learning styles may be addressed.
Student Success
3. Technical ability: The ability to use a
computer allows the student to focus on the
course and not the technical functions of the
computer and access to the course.
4. Adaptability: The student has the ability to
deal with uncertainties that come up when
using technology or in a new online course.
(http://www.colorado.edu/cewww/Fac101/success2.htm)
Education in Cyberspace Essentials
In “Building Learning Communities in Cyberspace;
Effective Strategies for the Online Classroom”, Palloff
and Pratt emphasize six essential elements critical to the
success of distance learning:
•honesty,
•responsiveness,
•relevance,
•respect,
•openness,
•empowerment,
all incorporated into a “Learning Community”.
Logical Conclusions
Conclusions Regarding Education In
Cyberspace
 The use of computer mediated communications
combined with a sound implementation of
teaching theory makes cyberspace an excellent
environment to provide educational
opportunities to a wide student audience.
 The tools afforded to instructors on the Internet
and in Internet based courseware packages
provide for the development of diverse and
stimulating learning environments.
 Conducive to constructivist learning:
– promotes reflective learning
– teacher as learning coach rather than an
'information-guru’
– promote independence in students
 The Internet provides a wide range of
communities and opportunities for collaboration
and connecting, locally and globally.
Chuck's Do and Don't List For
Teaching in Cyberspace
In Preparation for the Course:
•Do take the time to become familiar with the
technologies that you will be using.
•Do design a sound course and consult an
instructional designer if one is available to you.
•Do consider employing strategies to get your
students reflecting on the course material and
thinking about their learning.
•Do plan to spend a good deal of time to prepare an
online course.
In Preparation:
•Do plan to spend time each week (maybe
even each day) of the course's duration
working on the course.
Facilitating online courses can be very
rewarding and can free you from set time
restrictions, but many teachers find that the
workload in such courses is greater than that
they would encounter in a similar face-toface course.
In Preparation:
•Don't assume that these online environments can be
mastered quickly.
•Don't take on a computer mediated distance course
if you are not comfortable using the technology.
•Don't design an online course in the same way you
would a face-to-face course. Generally, online
courses require more preparation at the outset to be
successful.
•Don't limit the instructional strategies that you
employ.
Just before the course begins:
•Do contact all of your students in the days prior
to the course.
•Do be prepared to provide instructions on how to
use the online environment that houses your
course. You want to try and avoid creating
anxiety and stress in your students due to the
technology.
•Do provide a detailed course syllabus.
•Do be patient with yourself and your students.
Let them know from the outset that there may be
technical difficulties and confusion caused by the
technology.
Just before the course begins:
•Don't assume that students will contact you if
they are encountering difficulties.
•Don't assume that the first few days of the
course will run smoothly.
I am always surprised regarding the hurdles that
technology can unexpectedly throw up, and by
the misunderstandings and confusion that
students may have in these new environments.
During the course:
•Do develop and maintain an appropriate sense
of 'community'; encourage the development of a
learning community amongst your students in the
course.
•Do make an effort to contact the entire class
each week or so and remind them where they
should be in the course and what your
expectations are for the task at hand.
During the course:
•Do provide regular, timely and clear feedback to
each student on his or her progress and
assignments.
•Do monitor the course regularly, particularly if
you have an online discussion area for course
topics. You should moderate such discussions.
During the course:
•Don't assume that all is well if all is quiet.
If the course activity slows down for no apparent
reason, or if individual students seem to be
participating less, contact the individuals or the
entire class and find out what is happening.
As the course draws to an end and after the
course:
•Do provide a sense of conclusion for the
students.
•Do let students know that you have received (or
have not received) their final papers and projects
and give them an estimate as to when they can
expect feedback and a grade.
•Do provide more than a grade at the conclusion
of the course.
As the course draws to an end and after the
course:
•Don't just leave the course to end without some
small synthesizing / concluding message or
activity.
Online course can leave students 'hanging' after
they are complete if there is no conclusion.