Transcript Document

OET 2002 Module 1
Lecture 2
Technology for education
Anita Pincas
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Technology - Education
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What have we got?
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What do we want to do with it?
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What can we do with it?
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What
have
we
got ?
HIGH TECH
MEDIUM TECH
LOW TECH
Institution
Sophisticated computer dept.
Available to all
Software and hardware up to date
E.g. Extensive Web site with
teaching platform
Has a web-site, but
very little on it
Staff using a mixture
of free software
Policy on use of
internet just
developing
Few computer staff
Email – old
package with few
facilities
Some fax machines
Photocopying
difficult
No policy
Tools
High speed computers
Huge memories
CD drives
High speed internet connections
Digital TV
Latest software for multimedia
Medium computers
often incompatible
Some MAC, some PC
Reasonable
connections
Old slow machines
Poor memory
Old slow modems
Staff
Staff trained
Sufficient help available
Time allocated to developing
technological solutions
Staff have been on a
few courses
Still confused about
what to do or how
Very little time
Under pressure to use
ICT
Self motivated staff
Little help available
Learning from each
other
Students
All have convenient access
At home/living quarters and on
campus
Well trained
Abundant help staff
Mixed groups with
and without
Small computer labs
Timetable restrictive
Little help available
Technologically
poor
Need institution to
provide the
computers
Nothing at home3
What are the tools?
MULTIMEDIA on the WORLD WIDE WEB
TEXT
AUDIO
VIDEO
writing
written
interaction
Voice
Sound
People
Events
Content
Email
CHAT
Recorded
speech
Communication
between people
Communication
between people
Audiovisual
materials
Music and other
Synchronous
Asynchronous
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Tools:
Institution needs:
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Server – powerful, a great deal of
memory, high speed internal and
internet connections, and facilities
for staff in all offices and at home
where required.
Studios
Lecture and seminar rooms wired
to the internet and with banks of
computers and/or overhead
projection
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Hardware:
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computers – desktop/portable/palm tops
modems
cameras – tape or digital
microphones
fax machines
scanners
mobile phones with text and internet
access
Digital TV
Broadband
Satellite access
Digital radio
Telephone conferencing
Voicemail
Light pens
Whiteboards
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Software:
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Up to date email
Computer conferencing package
Web platform
Multimedia players
Flash
Adobe Acrobat
Zip
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People’s needs
Staff
Access to all these in own office/at
home
Students
Access to all these in campus
laboratories, in living quarters.
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Terms
URL uniform resource location
TCP/IP transmission control protocol – internet protocol
Usenet messaging systems organized into groups
VLE virtual learning environment – web platform
HTML hypertext markup language – text on the WWW
XTML extensible markup language – for document sharing
across the internet
VRML virtual reality modeling language for 3D
Bandwidth
Client – server
CMC
Cu-See me
GIF
JPEG
ISP
PDF portable document format
Acrobat – Adobe
Plug-in
USB
Groupware – APPLICATIONS SHARING
Java
Intranet
LAN
MAN
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What do we want to do with it?
0n-campus
hybrid
Distance
Distance hybrid
Convert
existing courses
- Supplement
materials
- Increase
communication
between staff
students or among
students
Fully distance
students who
never come to
the institution
Everything
transmitted on
the internet
Distance students
attend part time
Fully web based
courses or mixed, e.g.
paper and email
Staff go to students –
outreach
Create new
courses
Internet allows
new possibilities
e.g. research
facilities improved
New markets
Workplace learning
Overseas partly online
partly by regional
tutors or staff traveling
overseas
Increased
collaborative
learning
Problem based
Discovery
Resource based
Move from
paper based to
fully web based
Improve
existing courses
New subject
areas
Mix paper and email
and face to face either
at home or abroad
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G
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Major Educational Use
Examples of Technology Applications
1. Publication, information
dissemination
Word processing: HTML editors; WWW sites and the browsers to access them; WWW
sites associated with database environments; software to facilitate file transfer and
document attachments to email; tools for cross-application format retention (ie pdf).
2.Communication
E-mail systems; computer-conferencing tools, including WWW boards and other forms
of WWW-based conferencing;WWW sites offering communication options for the direct
sending of e-mail and forms for structured communication; software for Internet
telephony; software environments for audio-video desktop conferencing, for voice email,
for creating video attachments for e-mail; software systems for text-based chat.
3.Collaboration
Groupware, which includes application-sharing software, shared workspaces,
WWW-based shared workspaces, WWW based application sharing, workflow tools;
WWW sites designed for collaboration support; tools to allow collaborative writing, on
documents that are then commonly available to a group.
4.Information and
resource handling
CD ROMS with resource collections, which may or may not be linked with a WWW site;
WWW-based search engines;distributed database systems (WWW-based and
proprietary); WWW sites designed for information organization, access and sometimes
creation; tools to retrieve and display distributed multimedia resources stored as digitized
audio and video (including streaming audio and video). WWW sites designed for
information organization, access and sometimes creation; tools to retrieve and display
distributed multimedia resources stored as digitized audio and video (including streaming
audio and video).
Stand-alone software for tutorials, simulations, electronic workbenches, demonstrations
of processes, collections of resources; interactive software (such as tutorials, quizzes,
simulations) stand-alone or accessible via WWW sites; cornputer-based resting systems;
video-capture tools for lecture or presentation capture; video-conferencing
(point-to-point
and multicasting) for lecture participation; WWW-based pages or environments.
5. Specific for teaching
and learning purposes
6. For course integration
WWW-based course support (or management) systems.
Collis & Moonen Flexible Learning in a Digital World p.19 Table 1.3
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S
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Pedagogical Category
WWW-based Applications
1. Course organization
- A course calendar is available on the course
WWW site via which relevant dates and times for
different aspects of the course are highlighted. The
calendar and updates are always available.
2. Lectures, contact sessions
- Highlights of lectures captured as digitized video
made available as video-on-demand synchronized
with lectures notes. Follow-up reflections or
questions can be posted and responded to via
various WWW-based forms and communication
tools, at a convenient time and location.
3. Self-study, assignments
- Study materials expanded and updated using links
to additional resources via the WWW; course
assignments involve students contributing new
resources to the WWW site, with written comments.
U
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4. Major assignment
-Tools to support group activities such as shared
workspace are available; group members can have
their own private communication areas within
shared workspaces.
-Password-protected (practice) test sessions are
available, with automatic feedback when
appropriate to the test questions
5. Testing
6. Mentoring, communication
not specific to 1-5.
-Convenient communication through an email
centre where individuals can be messaged, also
groups within the course, including instructor
groups.
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What can we do with it?
Features of a Virtual Teaching Environment
Based on
Jolliffe, A., Ritter, J. & Stevens, D. (2001) The Online Learning Handbook - Developing and Using Web-Based Learning Kogan Page
1.
User Interface: Visual clarity; Access Response Time; Navigation of text/audio/video files,
2. Virtual Environment Features
Instructional plan
Calendar/timetable; Lecture details;Tutorial details; Course handbook online
Student database
Name; Date; Department;Year of study
Bulletin board
Groupware
Assessment Centre
Assignments; Past years' exams and coursework requirements
Digital resources
Virtual laboratory (if applicable)
Library
Course notes
Reference text
Web sites
FAQs (Frequently Asked Questions) and Glossary
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Continued
3. Module Content and Design
Subject Matter
Text
Graphics
Audio
Video
5. Academic Support
4. Comparison of Virtual & Face-to-Face
Convenience
Communication between students
Communication with the lecturer
Enjoyment and motivation
Learning /Method of Study
Supplement to traditional lectures/tutorials
Replacement for lectures/tutorials
[perhaps missed]
6. Issues for students
Learning by computer
Access to the Internet
Use of the bulletin board
Collaborative learning
Too few discussions
Electronic course notes
Availability of past year exam papers
Learning at own rate
Quick response time by lecturer to questions or tests
Reduced/increased access to the lecturer
Content boring or motivating
Too much/too little/the wrong kind of material covered
Delivery method boring or motivating
General tutor
E-mail support
Bulletin Board support
Assignment marking
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What can we do with it?
Features of a Virtual Teaching Environment
Based on Collis and Moonen p. 79 Table 4.2
Learner Tools
Web browsing:
accessibility
bookmarks
multimedia
Asynchronous sharing:
e-mail
BBS file exchange
newsgroups
Synchronous sharing:
chat
voice chat
whiteboard
application sharing
virtual space
group browsing
tele-conferencing
video-conferencing
Student tools:
self-assessing
progress tracking
searching
motivation building
study-skill building
Support Tools
Course tools:
course planning
course managing
course customizing
Lesson tools:
instructional designing
presenting information
testing
data
marking online
managing records
analysing and tracking
Resource tools:
curriculum managing
building knowledge
team building
building motivation
Administration tools:
installation
authorization
registering
online fees handling
server security
resource monitoring
remote access
crash recovery
Help desk tools:
student support
instructor support
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ARIADNE
"Telematics for Education and Training" 4th Framework Program for R&D of the European Union
…producing, managing and reusing computer-based pedagogical elements and telematics supported training curricula.
Validation of the project's concepts is currently taking place in various academic and corporate sites across Europe.
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Categories of users (Ariadne)
•Authors creating new pedagogic material:
•(i) ex nihilo, with ARIADNE suite of courseware authoring tools;
•(ii) reusing existing material;
•Faculty or Trainers indexing their pedagogic documents and storing them;
•Pedagogic Engineers creating or modifying courses, using the curriculum editor,
•alone or in collaboration;
•Course Managers, administering their course with the ad-hoc functions of the
ARIADNE system;
•Knowledge Pool Administrators, using the administrative and technical function set;
•Learners following curricula, in the ARIADNE Learner Interface.
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Expectations (Ariadne)
•Users involved:
oAuthors of pedagogical documents: Faculty, Education Managers, Students;
oProducers & admininistrators of training courses: Trainers, Training Managers, Ped. Engineers;
oEnd Users: Researchers; Students, Trainees, Open & Distance Learners.
•Technologies and/or approach used:
oShare & reuse of pedagogical components through indexing and storage in knowledge pools;
oUse of adequate telematics channels according to situation; use of novel authoring &
segmentation tools;
oPedagogic components approach, structured curricula; individualized views of courses.
•Expected benefits for the citizen:
oBetter lifelong training schemes;
oEasier access to training for a number of disadvantaged socio-geographic categories.
•Expected benefits for the users of the application:
oMore effective and motivating learning scenarios (learners & trainees);
oBetter productivity and new philosophy of collaboration (authors of pedagogical material);
oBetter communication and co-working schemes (researchers).
•Expected benefits for the European Industries:
oBetter, faster and more economical entry-level or continuous training schemes.
•Contribution to EU-policies:
oPossible factor for harmonizing education & training policies throughout Europe. Important
factor in promoting collaboration between European educators and comprehension between
European learners.
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Artificial intelligence
Chatterbots
Alice
software packages - AI
respond to you in a kind of conversational style
fairly rudimentary
FAQs
language teaching
other
http://www.botspot.com/search/s-chat.htm
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Knowledge objects - learning objects
- metadata
AIMS
•isolate,
•classify,
•define
the elements of learning, teaching and knowledge so that people and computers
can manipulate them for different purposes, e.g.
•
different courses,
•
learning preferences
These objects might be
• bits of text, longer or shorter,
• video clips,
• audio-clips,
• instructions ….
http://metadata.net/
http://www.learnativity.com/standresources.html
Dublin Core
http://dublincore.org/
Knowledge Objects M. David Merrill Utah State University 1998
www.id2.usu.edu/Papers/KnowledgeObjects.PDF
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