Humanist Discussion Group, Vol. 16, No. 109.
Centre for Computing in the Humanities, King's College London
Date: Tue, 02 Jul 2002 06:41:21 +0100
From: "James L. Morrison" <email@example.com>
Subject: July/August Issue of The Technology Source
Below is a description of the July/August 2002 issue of The Technology
Source, a free, refereed e-journal published by the Michigan Virtual
University as a service to the educational community at
Please forward this announcement to colleagues who are interested in using
information technology tools more effectively in their work.
As always, we seek illuminating articles that will assist educators as
they face the challenge of using information technology tools in teaching
and in managing educational organizations. Please review our call for
manuscripts at http://ts.mivu.org/default.asp?show=call and send me a note
if you would like to contribute such an article.
-- James L. Morrison Editor-in-Chief The Technology Source http://ts.mivu.org Home Page: http://horizon.unc.edu
IN THIS ISSUE:
In an engaging interview with editor James Morrison, David G. Brown discusses current faculty development initiatives at Wake Forest University, and addresses how such initiatives can be implemented to encourage innovation by faculty members. See http://ts.mivu.org/default.asp?show=article&id=997
Linda P. Domanski describes her participation in Westminster College's Teaching with Technology Made Simple (TWTMS) program, a traveling workshop designed promote classroom application of information technology for K-12 teachers. See http://ts.mivu.org/default.asp?show=article&id=918
In a case study of her work with an online music appreciation course, Mary Cyr illustrates how distance education offers a vehicle for active, collaborative learning, as well as a flexible medium for meeting the schedule demands of its participants. See http://ts.mivu.org/default.asp?show=article&id=975
How can an online format be adopted for job training courses that require "hands-on" apprenticeship in non-virtual settings? Lance Crocker found an ideal way of addressing this challenge in his course in hotel and restaurant management, and helped pave the way for similar approaches in other professional programs in his institution. See http://ts.mivu.org/default.asp?show=article&id=930
John R. McBride outlines his combined use of a course management system and Archipelago CD-ROM resources in a general chemistry course--a strategy that not only allowed for a wide range of options in delivering content, but also became successfully adopted for both the online and in-class versions of the course. See http://ts.mivu.org/default.asp?show=article&id=932
Drawing upon her teaching experiences, Susan Hussein discusses three ways in which using a course management system can respond to recurrent challenges in teaching and learning: monitoring student progress, addressing common obstacles to learning, and providing prompt, supportive feedback to course exercises. See http://ts.mivu.org/default.asp?show=article&id=931
Janna Siegel Robertson gives an overview of current federal guidelines regarding Web site accessibility for individuals with disabilities. While they only apply to federal agencies, these guidelines offer a comprehensive account of how Web authors can adjust their design to accommodate readers who use assistive devices. See http://ts.mivu.org/default.asp?show=article&id=948
In a course entitled Thinking About Politics, Kenneth A.S.-S. Tan utilized Storyspace, a hypertext writing tool, to generate a more dynamic interaction between his students and the interlinked texts of the course. Tan discusses the advantages of this valuable tool, and highlights the particular features that made the difference in his course. See http://ts.mivu.org/default.asp?show=article&id=965
Stephen Downes, in his Spotlight Site review, introduces readers to Britain's e-Learning Centre--a site that offers a broad spectrum of e-learning resources and research suited for experts and novices alike. See http://ts.mivu.org/default.asp?show=article&id=1028
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