Humanist Discussion Group, Vol. 17, No. 246.
Centre for Computing in the Humanities, King's College London
www.kcl.ac.uk/humanities/cch/humanist/
www.princeton.edu/humanist/
Submit to: humanist@princeton.edu
Date: Fri, 12 Sep 2003 06:32:35 +0100
From: morrison@unc.edu
Subject: September-October issue of the Technology Source
INSIDE THE TECHNOLOGY SOURCE
James L. Morrison interviews author and software developer Clark Aldrich,
who discusses the educational potential of simulation technology. Aldrich
argues that computer games have provided the foundation for new, customized
forms of software that enhance learning through simulated scenarios, and
that this technology will soon change the landscape of education. (See
http://64.124.14.173/default.asp?show=article&id=2032 )
Going wireless has appeared as the next advance on the educational horizon.
But is it a practical option for teachers who conduct large lecture
courses? H. Arthur Woods and Charles Chiu point such instructors toward one
relatively simple but useful innovation: the wireless response pad, a tool
that allows for immediate, comprehensive student feedback. (See
http://64.124.14.173/default.asp?show=article&id=1045 )
Pamela L. Anderson-Mejías describes how a creative use of traditional print
media can support online learning. To promote greater engagement with
textbooks, Anderson-Mejías allowed students to choose from a list of
acceptable texts, so that they did not all use the same text for the class.
She then required students to compare and evaluate their sources in
specialized online assignments. (See
http://64.124.14.173/default.asp?show=article&id=1053 )
Many instructors who make the move to online teaching are concerned that
this medium will undermine student engagement with each other and with the
subject matter. Thomas Berner reports that, to the contrary, students in
his online literature of journalism course participate much more actively
in group discussions than their classroom-based counterparts. (See
http://64.124.14.173/default.asp?show=article&id=1036 )
Most experienced online instructors would agree that they adopted the tools
of the trade not in one fell swoop, but in a gradual series of stages.
Grover C. Furr III describes the development of his teaching in terms of
five stages, each of which led to a greater level of integration between
technology, subject matter, and pedagogical goals. (See
http://64.124.14.173/default.asp?show=article&id=1033 )
James Kilmurray argues that online education should more effectively
address the needs of working adults. He proposes three major requirements
to meet this goal: recognizing the distinctive characteristics of the adult
learning population, instituting a shared-responsibility system of
instruction, and supporting research and experimentation on Web-tailored
pedagogy. (See http://64.124.14.173/default.asp?show=article&id=1014 )
Bonnie B. Mullinix and David McCurry provide a helpful road map for online
education—-in the form of an annotated "webliography" of resource centers,
professional organizations, and other sites that promote the discussion and
development of technology-enhanced teaching and learning environments. (See
http://64.124.14.173/default.asp?show=article&id=1002 )
The value of faculty development programs at many institutions is limited
due to a lack of focus. How can such programs offer practical knowledge to
educators and simultaneously address the larger goals of the institution?
Anne Agee, Dee Ann Holisky, and Star Muir describe how their program
assists faculty members in a "targeted" approach to technology training.
(See http://64.124.14.173/default.asp?show=article&id=1067 )
Finally, in our Spotlight Site section, Stephen Downes reviews BBC
Learning, a Web site that offers extensive online resources for teachers,
parents, and students of all ages, including tips on study skills, foreign
language tutorials, lesson plans, specialized newsletters, and a limited
(but growing) list of online courses. (See
http://64.124.14.173/default.asp?show=article&id=2029 )
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