ICTs for modern educational and instructional advancement: new approaches to teaching
"This book explores current models and issues involved with online course development, assessment, and blended learning"--Provided by publisher.
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| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Hershey [u.a.]
Information Science Reference
2010
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This book explores current models and issues involved with online course development, assessment, and blended learning"--Provided by publisher. |
| Item Description: | "This book explores current models and issues involved with online course development, assessment, and blended learning"--Provided by publisher. Includes bibliographical references and index |
| Physical Description: | XXXII, 402 S. graph. Darst. |
| ISBN: | 9781605669366 |
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| 500 | |a "This book explores current models and issues involved with online course development, assessment, and blended learning"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Education, Higher |x Computer-assisted instruction | |
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Record in the Search Index
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| adam_text | DETAILED TABLE OF CONTENTS PREFACE XXI CHAPTER 1 A DESCRIPTION OFONLINE
INSTRUCTORS USE OF DESIGN THEORY I MARYSUE CICCIARELLI, DUQUESNE
UNIVERSITY, USA IN ARECENT DISSERTATION STUDY, RESEARCH WAS CONDUCTED TO
EVALUATE ONLINE INSTRUCTORS CHARACTERISTICS AND PREFERENCES CONCERNING
THE USE OF A TELEMENTOR OR ONLINE INSTRUCTOR S ASSISTANT AS A PART ON AN
ONLINE COURSE. THOSE WHO PARTICIPATED IN THE ANONYMOUS SURVEY CAME FROM
A SAM PIE OF TWO THOUSAND ONLINE INSTRUCTORS FROM COLLEGES AND
UNIVERSITIES LOCATED AC ROSS THE UNITED STATES. OFTHOSE CONTACTED, 323
ONLINE INSTRUCTORS RESPONDED TO THE SURVEY. RESULTS PRESENTED IN THIS
CHAPTER WERE PRODUCED USING DATA FROM NINE OFTHE QUESTIONS INCLUDED IN
THE SURVEY. THESE LIKERT SCALE QUESTIONS SPECIFICALLY ASKED THE
INSTRUCTORS ABOUT THEIR USE OF THEORY OF MULTIPLE REPRESENTATION,
GAGNE S CONDITIONS OF LEARNING, INSTRUCTIONAL TRANSACTION THEORY,
COGNITIVE FLEXIBILITY THEORY, THREE FORM THEORY, DUAL-CODING THEORY,
ELABORATION THEORY, THEORY OFTRANSACTIONAL DISTANCE, AND THEORY OF
IMMEDIACY AND SOCIAL PRESENCE. OUTCOMES SHOWED THAT A LARGER NUMBER OF
ONLINE INSTRUCTORS APPLIED DESIGN THEORY WHEN CREATING A COURSE COMPARED
TO THE INSTRUCTORS WHO INDICATED THAT THEY DID NOT APPLY DESIGN THEORY.
DESCRIPTIVE RESULTS PRESENTED IL- LUSTRATE HOW OFTEN THE PARTICIPANTS
SAID THAT THEY UTILIZED EACH OFTHE DIFFERENT THEORIES. CHAPTER 2 A MODEL
FOR ONLINE INSTRUCTION AND FACULTY ASSESSMENT 10 MICHAEL THOMAS SHAW,
SILKWEB CONSULTING & DEVELOPMENT, USA THOMAS M SCHMIDT, UNIVER~.-ITY 0/
PHOENIX, USA DIFFERING METHODS OFCOURSE DEVELOPMENT CAN LEAD TO WIDELY
VARYING RESULTS. THE UNIVERSITY OFPHOENIX DEVELOPS COURSES FOR BOTH
ON-CAMPUS AND ON-LINE (E-IEARNING) DELIVERY, USING ELECTRONIC
COLLABORATION AS WEIL AS IN-PERSON TEAMINGS. COURSE DEVELOPERS AT THE
UNIVERSITY RIGOROUSLY MEASURE FEEDBACK ABOUT COURSE MATERIALS, AND
REVISE COURSES BASED ON LEARNERS INPUT. THIS CHAPTER DESCRIBES A MODEL
FOR DEVEL- OPING AND DELIVERING E-IEARNING DOCTORAL-IEVEL CURRICULA
BASED ON CURRENT RESEARCH AND A LEARNER NEEDS ANALYSES. SUGGESTIONS FOR
FURTHER IMPROVEMENTS AND SURPRISING RESULTS ABOUT THE MOST EFFECTIVE
METHOD FOR DERIVING E-IEARNING MATERIALS ARE EXPLORED. CHAPTER3 A
MULTI-DISCIPLINARY STRATEGY FOR LDENTIF) ING AFFECTIVE USABILITY ASPECTS
IN EDUCATIONAL GEOSIMULATION SYSTEMS 22 ELIZABETH S. FURTADO, UNIVERSITY
OF FORTALEZA, BRAZIL VASCO FURTADO, UNIVERSITY OF FORTALEZA, BRAZIL THIS
CHAPTER PROPOSES A MULTI-DISCIPLINARY STRATEGY FOR IDENTIF) ING
AFFECTIVE USABILITY DESIGN ASPECTS IN EDUCATIONAL GEOSIMULATION SYSTEMS.
IT IS BASED ON THE ASSOCIATION OFTHESE ASPECTS WITH AN ARCHITECTURE THAT
DEFINES THE BASIC COMPONENTS OF A GEOSIMULATION SYSTEM AS WEIL AS THE
LEARNING STRATEGIES USED IN THIS CONTEXT. THE AUTHORS GOAL IS TO
PROVIDE DESIGN STRATEGIES THAT MIGHT ELICIT POSITIVE EMOTIONAL RESPONSES
FROM THE STUDENTS IN LEARNING EXPERIENCES. THE CHAPTER ILLUSTRATES HOW
THESE STRATEGIES HAVE BEEN USED IN A LEARNING SYSTEM BY EVALUATING THE
STUDENTS EMOTIONAL RESPONSES EVOKED DURING THEIR INTERACTION WITH THE
SYSTEM. CHAPTER4 CREATING HIGH QUALITY LEARNING OBJECT METADATA BASED ON
WEB 2.0 CONCEPTS 32 DANIEL DAHL, EUROPEAN RESEARCH CENTER FOR
INFORMATION SYSTEMS (ERCIS) WESTFAELISCHE WILHELMS-UNIVERSITAET MUENSTER,
GERMANY GOTTFRIED VOSSEN, EUROPEAN RESEARCH CENTER FOR INFORMATION
SYSTEMS (ERCIS) WESTFAELISCHE WILHELMS-UNIVERSITAET MUENSTER, GERMANY WHEN
INTRODUCING THE METADATA STANDARD LOM, OBJECTIVES SUCH AS THE ABILITY TO
FIND OR TO REUSE LEARNING OBJECTS WERE FOLLOWED. THESE OBJECTIVES ARE
ACTUALLY ACHIEVED IN LOM TO A LIMITED DEGREE ONLY, DESPITE THE
DESIGNATION AS DE-FACTO STANDARD FOR DESCRIPTION OF ELECTRONIC LEARNING
CONTENT. BASED ON THE COMPLEX- ITY OFTHE STANDARD, A HIGH THEORETICAL
POTENTIAL FACES REJECTION IN PRACTICE. ONE REASON FOR THIS IS THAT THE
PROCESS OF METADATA GENERATION-FOR EXAMPLE, WHO CREATES WHICH METADATA
ATTRIBUTES-IS NOT DEFINED IN DETAIL YET. THIS CHAPTER ILLUSTRATES AN
APPROACH WHICH GUARANTEES A HIGH QUANTITY AS WEIL AS A HIGH QUALITY OF
LEARNING OBJECT METADATA RECORDS, BRINGING TOGETHER KNOWN WAYS OF
METADATA CREATION AND THE NEW PARADIGM OF USERS DESCRIBING CONTENT AS
IMPLEMENTED IN RECENT WEB 2.0 APPLICATIONS. IN THE CONTEXT OF A CONCRETE
E-LEARNING PLATFORM, THE AUTHORS EXEMPLARILY ILLUSTRATE WHO CREATES
WHICH METADATA RECORDS OF LOM IN WH ICH WAY AT WHAT TIME. FINALLY, THE
AUTHORS SHOW WHY THIS APPROACH OF CREATING METADATA MATTERS AS THEY
MEASURE THEIR METADATA QUALITY AND COMPARE IT WITH OTHER S FINDINGS.
CHAPTER 5 WEB 2.0: A YEHICLE FOR TRANSFORMING EDUCATION 47 JULIA
GOODING, ROBERT MORRIS UNIVERSITY, USA THIS CHAPTER INCLUDES PRACTICAL
AND ACCESSIBLE OVERVIEWS OF SOME OFTHE MOST COMMONLY USED AND MOST
USEFUL TECHNOLOGIES. THE CHAPTER SERVES AS AN IDEA GENERATOR, ESPECIALLY
FOR TEACHERS LOOKING FOR WAYS TO UPDATE THEIR COURSES OR TO EXPLORE NEW
CONCEPTS IN LEARNING. TECHNOLOGIES O,NCE ONLY IMAGINED ARE NOW
OPPORTUNITIES TO BE IMPLEMENTED IN THE CLASSROOM. AUDIO AND VIDEO
CONFERENCING, BLOGS, PODCASTS, RSS FEEDS, SOCIAL BOOKMARKING, AND
WIKISPACES ARE POPULAR MEANS OF COMMUNICATING IN TODAY S SOCIETY.
HOWEVER, WEB TECHNOLOGY IS DEVELOPING AT SUCH AN EXPONENTIAL RATE THAT
EVEN THE NEWEST OFTHESE TECH- NOLOGIES, WEB 2.0, MAY ONE DAY SOON BE A
FOOTNOTE IN COMPUTER HISTORY. ONCE THESE NEWER TECHNOLOGIES ARE BETTEL
UNDERSTOOD AND APPRECIATED, EDUCATORS CAN EVOLVE THEIR TEACHING
STRATEGIES TO HELP THEIR STUDENTS REMAIN COMPETITIVE IN THE GLOBAL
SOCIETY. CBAPTER6 FACTORS ENCOURAGING 01 DISCOURAGING STUDENTS FROM
TAKING ONLINE CLASSES 55 CHULEEPORN CHANGEHIT, TEXAS A&M UNIVERSITY,
CORPUS CHRISTI, USA TIM KLAUS, TEXAS A&M UNIVERSITY, CORPUS CHRISTI, USA
ADVANCES IN COMMUNICATION TECHNOLOGIES, SUCH AS WIDESPREAD USE OFTHE
INTERNET, HAVE OPENED NEW AV- ENUES FOR CONTINUING HIGHER EDUCATION.
THESE ADVANCES HAVE ALLOWED EDUCATORS TO PROVIDE FOR AND SATISFY
INDIVIDUAL VARIATIONS IN LEARNING. GENERALLY, ONLINE COURSES ARE
ADAPTATIONS OFTRADITIONAL COURSES; SOME COURSES ARE MORE SUITABLE THAN
OTHERS FOR SUCH ONLINE INSTRUCTION. AS THE TREND TO OFFER ONLINE COURSES
CONTINUES, UNDERSTANDING THE FACTORS THAT LEAD TO STUDENTS PREFERENCE
CAN BE USEFUI. ONLINE COURSES CAN BE COST1Y TO DEVELOP AND TO IMPLEMENT,
AND INAPPROPRIATELY DESIGNATING COURSES FOR ONLINE PARTICIPATION CAN
LEAD TO LOWER STUDENT RETENTION RATES. THIS STUDY FOCUSES ON STUDENTS
PERCEPTIONS OF ONLINE COURSES. THE RESULTS IDENTIFY ISSUES THAT AFFECT
STUDENTS PERCEPTIONS, AND THIS STUDY CONCLUDES BY SUGGESTING WAYS FOR
UNIVERSITIES TO DESIGN ONLINE PROGRAMS THAT BETTEL SUIT THE DESIRES OF
STUDENTS. CBAPTER 7 ENHANCING SCHOLARLY CONVERSATION THROUGH AN ONLINE
LEARNING COMMUNITY 68 BRIAN THOMS, CLAREMONT GRADUATE UNIVERSITY, USA
NATHAN GARRETT, CLAREMONT GRADUATE UNIVERSITY, USA TERRY RYAN, CLAREMONT
GRADUATE UNIVERSITY, USA THIS CHAPTER REPORTS ON ACTION RESEARCH (AR)
THAT IMPLEMENTS ONLINE LEARNING COMMUNITY (OLC) SOFTWARE TO FOSTER
CONVERSATION AND COMMUNITY AT A SPECIFIC GRADUATE SCHOOI. INFORMED BY
THEORIES OF CONVERSATION, ONLINE LEARNING, AND SOCIAL NETWORKING, THE
AUTHORS INCORPORATE WEB 2.0 TECHNOLOGIES IN THE CREATION OF A
USER-CENTRIC OLE. A DISTINGUISHING FEATURE OFTHE AUTHORS SOFTWARE IS
THAT, RATHER THAN BEING CENTERED ON COURSES LIKE TRADITIONAL COURSE
MANAGEMENT SOFTWARE (CMS), THE AUTHORS SOFTWARE IS ORIENTED TOWARDS AND
CONTROLLED BY INDIVIDUALS. RESULTS INDICATE THAT STAKEHOLDERS-GRADUATE
STUDENTS AND FACULTY-APPRECIATE AND FIND VALUE IN THE OLC THAT WAS
IMPLEMENTED. CHAPTER 8 LEARNING BUSINESS LAW ONLINE VS. ONLAND: STUDENT
SATISFACTION AND PERFORMANCE 82 LOUIS B. SWARTZ, ROHERT MORRIS
UNIVERSITY, USA MICHEIE T. COLE, ROHERT MORRIS UNIVERSITY, USA DANIEL J.
SHELLEY, ROHERT MORRIS UNIVERSITY, USA THIS CHAPTER RE PORTS ON TWO
FOLLOW-UP STUDIES TO A COMPARATIVE ANALYSIS OF ONLINE AND TRADITIONAL
UNDERGRADUATE BUSINESS LAW CLASSES (SHELLEY, SWARTZ AND COLE, 2007)
DESIGNED TO FURTHER EXAMINE TWO CRITICAL AREAS OF E-IEARNING, THAT IS,
STUDENT SATISFACTION WITH, AND STUDENT LEARNING IN, AN ONLINE ENVIRON-
MENT AS COMPARED WITH AN ONLAND, 01 TRADITIONAL C1ASSROOM ENVIRONMENT.
WHILE THE INITIAL STUDY FOUND NO SIGNIFICANT DIFFERENCE BETWEEN THE TWO,
THE SECOND STUDY DID FIND STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN
THE ONLINE AND THE ONLAND COURSE FORMATS WITH REGARD TO TWO ELEMENTS OF
STUDENT SATISFACTION: (I) STUDENT SATISFACTION WITH THE INSTRUCTOR, AND
(2) STUDENT SATISFACTION WITH THE COURSE STRUCTURE. THE SECOND STUDY
WENT FURTHER TO LOOK AT THE EFFECTS, IF ANY, OF GENDER, AGE AND
NATIONALITY ON STUDENT SATISFACTION. THERE WAS NO SIGNIFICANT DIFFERENCE
FOUND WITH AGE OR NATIONALITY. THERE WAS A SIGNIFICANT DIFFERENCE
BETWEEN MALES AND FEMALES WITH REGARD TO TWO OF THE RESEARCH QUESTIONS.
THE THIRD STUDY FOCUSED ON STUDENT SATISFACTION AND PERFORMANCE IN TWO
ONLAND COURSES. IN BOTH AREAS, RESULTS INDICATED LOWER OVERALL MEANS FOR
EACH OFTHE FOUR CENTRAL RESEARCH QUESTIONS. CBAPTER 9 FOSTERING
MEANINGFULLNTERACTION IN HEALTH EDUCATION ONLINE COURSES: MATCHING
PEDAGOGY TO COURSE TYPES 96 RICHARD G. FULLER, ROHERT MORRIS UNIVERSITY,
USA GARY KUHNE, PENN STATE UNIVERSITY, USA THIS RESEARCH STUDY EXAMINED
THE BEST INTERACTIVE PRACTICES OF EFFECTIVE HEALTH CARE EDUCATION
FACULTY FROM SIX MAJOR UNIVERSITIES THAT OFFER ONLINE HEALTH CARE
PROGRAMS. PROGRAM DIRECTORS FROM SIX MAJOR UNIVERSITIES IDENTIFIED
EFFECTIVE FACULTY, FROM WHICH TWELVE FACULTY MEMBERS WERE INTERVIEWED TO
UNCOVER EFFECTIVE PRACTICES AND AN ADDITIONAL THIRTY FACULTY
PARTICIPATED IN ADELPHI STUDY TO IDENTIF)T AND PRIORITIZE EFFECTIVE
PRACTICES. THE FINDINGS FOR THIS STUDY INDICATE THAT DIFFERENT TYPES
OFFACILITATION APPROACHES ARE NEEDED TO GENERATE ADEQUATE INTERACTION IN
FOUR DISTINCT TYPES OF HEALTH CARE COURSES, I.E., FOUNDATIONAL CLASSES,
SKILLS CLASSES, ANALYSIS/SYNTHESIS CLASS, AND HYBRID TYPE COURSES.
CBAPTER 10 SCENEGRAPH-BASED PLATFORM FOR 3D COMPUTER GRAPHICS TRAINING
109 VINCENT MUGGEO, UNIVERSITY OFGENEVA, SWITZERLAND LAURENT MOCCOZET,
UNIVERSITY OFGENEVA, SWITZERLAND NADIA MAGNENAT-THALMANN, UNIVERSITY
OFGENEVA, SWITZERLAND THE AUTHORS OF THIS CHAPTER PROPOSE A FRAMEWORK
FOR DEVELOPING ONLINE INTERACTIVE EXPERIMENTS FOR TRAINING STUDENTS TO
MASTER THE BASIC CONCEPTS OF3D COMPUTER GRAPHICS. AS 3D COMPUTER
GRAPHICS HAS APPLICATIONS IN A LARGE RANGE OFFIELDS (VISUAL ARTS, MEDIA,
GEOGRAPHY ... ), WE NEED TO DEVOTE PARTICULAR ATTENTION TO STUDENTS THAT
ARE NON EXPERT IN COMPUTER SCIENCE AND PARTICULARLY IN PROGRAMMING. WE
ALSO HAVE TO TAKE INTO CONSIDERATION THE RESOURCES AND EFFORTS REQUIRED
FOR THE DEVELOPMENT OF ONLINE TRAINING MODULES. THE AUTHORS DESCRIBE
THEIR APPROACH FOR DESIGNING AND IMPLEMENTING ACCURATE AND EFFICIENT
TRAINING MODULES AND DESCRIBE HOW THEY HAVE IMPLEMENTED ONE PARTICULAR
USE CASE SCENARIO. CBAPTER 11 EVALUATING WEBCT USE IN RELATION TO
STUDENTS ATTITUDE AND PERFORMANCE 120 LAMIS HAMMOUD, BRUNEL UNIVERSITY,
UK STEVE LOVE, BRUNEL UNIVERSITY, UK THIS CHAPTER PRESENTS AND DISCUSSES
THE RESULTS OF A STUDY THE AUTHORS CARRIED OUT TO INVESTIGATE STUDENTS
ATTITUDE AND PERFORMANCE TO USING A MANAGED ONLINE LEAMING ENVIRONMENT
KNOWN AS WEBCT. THE CHAPTER STARTS OFF WITH AN OVERVIEW OF THE
LITERATURE IN THIS AREA OF RESEARCH, INCLUDING ADEFINITION OF THE MAIN
TECHNICAL TERMS REFERRED TO IN THE RESEARCH LITERATURE. THE CHAPTER THEN
GO ES ON TO PROVIDE A DETAILED DESCRIPTION OFTHE STUDY SET-UP AND
PRESENTS THE MAIN FINDINGS OBTAINED FROM THIS STUDY. THE RESULTS ARE
THEN DISCUSSED IN RELATION TO PREVIOUS FINDINGS IN THE RESEARCH
LITERATURE CHAPTER 12 EXAMINING THE RELATIONSHIP BETWEEN COURSE
MANAGEMENT SYSTEMS, PRESENTATION SOFTWARE, AND STUDENT LEARNING: AN
EXPLORATORY FACTOR ANALYSIS 136 DARIA C. CRAWLEY, ROBERJ MORRIS
UNIVERSIJY, USA BARBARA A. FREY, UNIVERSIJY 0/ PIUSBURGH, USA THIS
RESEARCH EXAM INES THE RELATIVE IMPACT OF STUDENT S IN-CL ASS BEHAVIORS,
(I.E. ATTENDANCE AND PARTICIPA- TION) BY ASSESSING STUDENT PERCEPTIONS
ON THE VALUE INSTRUCTIONAL TECHNOLOGIES, SUCH AS ECOLLEGE MANAGE- MENT
SYSTEMS AND INSTRUCTORS POWERPOINT PRESENTATIONS. THE RESULTS OFTHE
STUDY THROUGH EXPLORATORY FACTOR ANALYSES REVEALED THAT 13 ITEMS WERE
DIVIDED INTO THREE FACTORS (ELECTRONIC PRESENTATIONS, ONLINE- COURSE
MANAGEMENT, AND EFFECTIVE CLASSROOM BEHAVIOR) WITH 53% EXPLAINED
VARIANCE IN INSTRUCTIONAL TECHNOLOGIES IMPACT ON STUDENT LEARNING.
ANOYA RESULTS INDICATED SIGNIFICANT DIFFERENCES IN ONLINE- COURSE
MANAGEMENT AND PERCEIVED IMPACT OF ELECTRONIC PRESENTATIONS ON STUDENTS
CLASSROOM BEHAVIOR AMONG RESPONDENTS WHO USED THE ONLINE-COURSE
MANAGEMENT SYSTEM. RESPONDENTS WHO USED MULTIPLE ONLINE-COURSE
MANAGEMENT FEATURES VIEWED IT MORE FAVORABLY AND DID NOT BELIEVE THAT IT
HAD A NEGATIVE IMPACT ON CLASSROOM BEHAVIORS, SUCH AS ATTENDANCE OR
CLASS PARTICIPATION COMPARED TO THOSE WHO USED FEWER FEATURES.
LMPLICATIONS FOR CONSTRUCT REFINEMENT AND FUTURE RESEARCH ARE DISCUSSED.
CHAPTER 13 USING A WEB-BASED SYSTEM TO SUPPORT TEACHING PROCESSES 151
V.KLYUEV, UNIVERSIJY 0/ AIZU, JAPAN G.P NIKISHKOV, UNIVERSIJY 0/ AIZU,
JAPAN A PLATFORM-INDEPENDENT JAVA WEB APPLICATION NAMED TSI
(TEACHER-STUDENT INTERACTION) THAT SUPPORTS COMMUNICATION BETWEEN AN
INSTRUCTOR, TEACHING ASSISTANTS AND STUDENTS IN A TRADITIONAL ON-CAMPUS
COURSE IS PRESENTED IN THIS CHAPTER. USING THE TSI, THE INSTRUCTOR AND
TEACHING ASSISTANTS CAN HANDLE MOST OFTHE ROUTINE WORK: UPLOAD STUDENT
PERSONAL INFORMATION, SEND STLLDENTS PERSONAL EMAILS, ETC. THE SYSTEM
CAN EASILY BE INSTALLED AND ADMINISTERED INDIVIDLLALLY BY AN INSTRUCTOR
INEXPERIENCED IN COMPUTERS. IT IS AS SIMPLE AS A PEN FOR STUDENTS.
STUDENTS CAN CHECK THEIR PERSONAL DATA (SCORES AND COMMENTS), DOWN LOAD
EDLLCATIONAL MATERIALS, ETC. AS PART OFTHE TSI, A YBA APPLICATION IS
USED TO ANALYZE THE COURSE LOG FILES. THIS TOOL IS HELPFLLL IN
UNDERSTANDING INDIVIDUAL AND GROLLP STUDENTS BEHAVIORS. THE TSI WAS
SUCCESSFULLY TESTED DLLRING SIX YEARS AT THE UNIVERSITY OF AIZU (JAPAN)
IN AN ENVIRONMENT WHERE ENGLISH IS ONE OFTHE WORKING LANGUAGES AND BOTH
STUDENTS AND PROFESSORS ARE NON-NATIVE SPEAKERS OFENGLISH. CHAPTER 14
THE IMPACT OF EXAMINATION SOFTWARE ON STUDENT ATTITUDES AND EXAMINATION
PERFORMANCE 166 LORI BAKER-EVELEJH, UNIVERSIJY O/IDAHO, USA DANIEL M
EVELEJH, UNIVERSIJY O/IDAHO, USA MICHEIE 0 NEILL, UNIVERSIJY O/IDAHO,
USA ROBERJ W: SJONE, UNIVERSIJY O/IDAHO, USA THE IMPACT OF EXAMINATION
SOFTWARE ON STUDENT ATTITUDES WAS INVESTIGATED. THE TECHNOLOGY
ACCEPTANCE MODEL (TAM) PROVIDES THE THEORETICAL FOUNDATIONS FOR STUDYING
THE COMPLETION OF EXAMINATION ON STUDENT LAPTOP COMPUTERS. THE MODEL
APPLIES TAM TO LINK BOTH FACULTY AND TECHNICAL SUPPORT FOR THE EXAMINA-
TION SOFTWARE TO STUDENT ATTITUDES TOWARDS THE SOFTWARE, WHILE IT IS
MEDIATED BY THE PERCEIVED USEFULNESS AND EASE OFUSE OFTHE SOFTWARE. THE
MODEL IS EMPIRICALLY TESTED USING QUESTIONNAIRE RESPONSES FROM 107
STUDENTS ENROLLED IN SECTIONS OF A BUSINESS CORE COURSE USING THE
EXAMINATION SOFTWARE. THE STATISTICAL TECHNIQUE USED IS STRUCTURAL
EQUATIONS MODELING. EMPIRICAL RESULTS SHOW THAT PERCEIVED USEFULNESS AND
EASE OFUSE OFTHE SOFTWARE HAVE DIRECT, MEANINGFUL IMPACTS ON DEVELOPING
POSITIVE ATTITUDES TOWARD THE SOFTWARE. FURTHERMORE, FACULTY SUPPORT AND
EASE OF SYSTEM USE IMPACT STUDENT ATTITUDES IN A MEANINGFUL FASHION
INDIRECTLY THROUGH PERCEIVED USEFULNESS. THESE EMPIRICAL RESULTS ARE
DISCUSSED AND IRNPLICATIONS FOR INSTRUCTORS ARE OFFERED. CHAPTER 15
USING POWERPOINT TO ENCOURAGE ACTIVE LEARNING: A TOOL TO ENHANCE STUDENT
LEARNING IN THE FIRST ACCOUNTING COURSE I 77 ELISE A. BOYAS, ROBERT
MORRIS UNIVERSITY, USA THIS CHAPTER DESCRIBES THE DEVELOPMENT OF AN
INTERACTIVE POWERPOINT MODULE FOR USE IN AN INTRODUC- TORY ACCOUNTING
COURSE IN A BUSINESS SCHOOL. THIS USE OF POWERPOINT GIVES STUDENTS THE
ABILITY TO ACCESS ADDITIONAL INFORMATION AND PROVIDES STUDENTS WITH
IMMEDIATE, APPROPRIATE FEEDBACK WITH EXPLANATORY DETAILS. THIS TOOL IS
DESIGNED TO BE USED OUTSIDE OFTHE C1ASSROOM AT THE STUDENT S OWN PACE
AND CAN BE USED IN DISCIPLINES OTHER THAN ACCOUNTING. CHAPTER 16
BUILDING BRIDGES ONLINE: ISSUES OF PEDAGOGY AND LEARNING OUTCOMES IN
INTERCULTURAL EDUCATION THROUGH CITIZENSHIP I 89 ROGER AUSTIN,
UNIVERSITY 0/ ULSTER, NORTHERN IRELAND JOHN ANDERSON, QUEEN S
UNIVERSITY, NORTHERN IRELAND THIS CHAPTER SEEKS TO ADDRESS THREE POINTS.
FIRST, THE AUTHORS EXPLAIN THE SIGNIFICANT INCREASE IN SCHOOL USE OF
COLLABORATIVE SOFTWARE RESULTING FROM FOUR KEY DRIVERS: THE SPEED AT
WHICH SOCIAL SOFTWARE HAS BEEN EMBRACED BY YOUNG PEOPLE OUTSIDE SCHOOL
AND ITS ADOPTION BY EDUCATORS IN MORE FORMAL SCHOOL SETTINGS; THE PUSH
TO DEVELOP KNOWLEDGE CONSTRUCTION SKILLS THAT ARE RELEVANT TO A
KNOWLEDGE-BASED ECONOMY; EXPOSURE OF MORE PUPILS TO ACCESS A WIDER
CURRICULUM; AND, THE PROMOTION OF INTERCULTURAL EDUCATION THROUGH
CITIZENSHIP. SECOND, THE CHAPTER CONSIDERS THE RESEARCH THAT SUSTAINS
THE IMPORTANCE OF BASING INTER-SCHOOL WORK ON THEORETICAL MODELS OF
LEARNING AND CONTACT; THE MOST FREQUENTLY USED LEARNING MODELS DERIVE
FROM THE APPLICATION OF COMMUNITIES OFPRACTICE AND KNOWLEDGE-BUILDING
NETWORKS. THIRD, AND FINALLY, THE CHAPTER DISCUSSES THE IMPLICATIONS OF
COLLABORATIVE SOFTWARE AND THE THEORETICAL MODELS OF LEARNING PRESENTED
IN TERMS OF PEDAGOGY AND LEARNING OUTCOMES AND OFFERS COMMENTS ON THE
POTENTIALLY DISRUPTIVE IMPACT OFTHIS APPROACH ON LEARNING. CHAPTER 17
THE HOLISTIC MODEL FOR BLENDED LEARNING: A NEW MODEL FOR K- 2
DISTRICT-LEVEL CYBER SCHOOLS 199 ALEX STONE, VLN PARTNERS, INC., USA
PENNSYLVANIA IS AT THE FOREFRONT OFTHE PUBLIC CYBER CHARTER SCHOOLING
MOVEMENT IN AMERICA. AS MORE AND MORE STUDENTS ELECT TO TRANSFER FROM
TRADITIONAL PUBLIC SCHOOLS INTO CYBER CHARTER SCHOOLS - AND THEIR
DISTRICTS OF ORIGIN ARE FORCED TO FORFEIT THEIR TUITION ALLOCATIONS - A
NEED FOR A PUBLIC SCHOOL ALTERNATIVE TO CYBER CHARTER SCHOOLS HAS
EMERGED. USING CURRENT PRACTICES IN PENNSYLVANIA S PUBLIC SCHOOLS AS A
BACKDROP, THIS CHAPTER PRESENTS A NEW MODEL FOR DISTRICT-IEVEL CYBER
SCHOOLING CALLED THE HOLISTIC MODEL FOR BLENDED LEARNING THAT PUBLIC
SCHOOLS IN PENNSYLVANIA (AND ELSEWHERE) CAN USE TO COMPETE WITH CYBER
CHARTER SCHOOLS AND MEET THE GROWING DEMAND FOR K-12 ONLINE LEARNING.
CHAPTER 18 IDENTIFYING THE RISKS ASSOCIATED WITH PRIMARY SCHOOL CHILDREN
USING THE INTERNET... 214 DEREK 0 REILLY, DUNDALK INSTITUTE
OLTECHNOLOGY, IRELAND THIS CHAPTER IDENTIFIES THE POTENTIAL RISKS
ASSOCIATED WITH PRIMARY SCHOOL CHILDREN USING THE INTERNET. THIS CHAPTER
EVALUATES THE LEVEL OFUNDERSTANDING OFLNTERNET SAFETY THAT CHILDREN
HAVE. THIS CHAPTER IDENTIFIES WHAT CHILDREN USE THE INTERNET FOR AND
WHAT INFORMATION THAT THEY ARE WILLING TO REVEAL WHILE ONLINE. THE
FINDINGS OF THIS CHAPTER ARE BASED ON ANALYSIS OF A SURVEY CARRIED OUT
ON 645 IRISH PRIMARY SCHOOL CHILDREN IN FEBRUARY 2007. CHAPTER 19
ETHICAIISSUES IN INFORMATION TECHNOLOGY: DOES EDUCATION MAKE A
DIFFERENCE? 227 BARRIE E. LITZKY, THE PENMYLVANIA STATE UNIVERSITY, USA
EFFY OZ, THE PENNSYLVANIA STATE UNIVERSITY, USA THIS RESEARCH EXAM INES
THE IMPACT OF EDUCATION ON THE ETHICAL DECISION-MAKING OUTCOMES OF ADULT
LEARN- ERS IN THE AREA OF INFORMATION TECHNOLOGY (IT). THIS STUDY SHEDS
LIGHT ON THE RESEARCH QUESTION DOES IT ETHICS EDUCATION MAKE A
DIFFERENCE? AND MORE SPECIFICALLY, DO ETHICS COURSES INFILLENCE
DECISIONS REGARDING IT ETHICAL ISSLIES IN ADULT LEARNERS? IN A FIELD
STLLDY OF 78 PRE AND POST-TEST SURVEYS, THE AU- THORS FOUND THAT
GRADUATE STUDENTS WHO TOOK A COURSE IN IT ETHICS MADE DIFFERENT
DECISIONS THAN THOSE MADE AT THE START OFTHE TERM, FOR TWO OF SIX
ETHICAL ISSUES. THE ETHICAL ISSUES DESCRIBED IN THIS PAPER ARE
PARTICULARLY RELEVANT IN TODAY S KNOWLEDGE ECONOMY. LMPLICATIONS FOR IT
ETHICS EDUCATION AND FUTURE RESEARCH IN THE AREA ARE DISCUSSED. CHAPTER
20 A CRITICAL DISCOURSE ANALYSIS OF STUDENTS ANONYMOUS ONLINE POSTINGS
239 DICK NG AMBI, UNIVERSITY 01 CAPE TOWN, SOUTH AFRICA IT IS
DIFFICLLIT TO UNDERSTAND STUDENTS SOCIAL PRACTICES FROM ARTIFACTS OF
ANONYMOUS ONLINE POSTINGS. THE ANALYSIS OF TEXT GENRES AND DISCURSIVE
TYPES OF ONLINE POSTINGS HAS POTENTIAL FOR ENHANCING TEACHING AND
LEARNING EXPERIENCES OF STUDENTS. THIS CHAPTER FOCUSES ON ANALYSIS OF
STLLDENTS ANONYMOUS ONLINE POSTINGS USING CRITICAL DISCOURSE ANALYSIS
(CDA). THE CHAPTER ARGUES THAT SOCIAL PRACTICES REPRODUCE DURING ONLINE
INTERACTION AND ARTIFACTS EMBODY SUCH REPRODUCTION. A STUDY INVOLVING
OVER 300 COMMERCE STUDENTS AT A HIGHER EDUCATION INSTITUTION (HEL) USED
A SPECIAL PURPOSE ANONYMOUS ONLINE CONSULTATION TOOL, THE DYNAMIC
FREQUENTLY ASKED QUESTIONS (DFAQ) AND SOCIAL PRACTICES EMBODIED IN THE
ARTIFACTS IS ANALYZED USING CDA. THE ANALYSIS USED THE THREE DIMENSIONS
OF CDA I.E. DESCRIPTION (TEXT GENRES), INTERPRETATION (DISCURSIVE TYPE)
AND EXPLANATION (SOCIAL PRACTICE) AND INSIGHTS INTO STUDENTS SOCIAL
PRACTICES WERE INFERRED. THE CHAPTER CONCLUDES THAT CDA OF ANONYMOUS
POSTINGS PROVIDED INSIGHT INTO SOCIAL PRACTICES OF STUDENTS, IN
PARTICULAR HIGHLIGHTED THE TENSION BETWEEN PERCEPTIONS OF INFLEXIBILITY
OF TRADITIONAL TEACHING PRACTICES AND STUDENT DEMANDS FOR FLEXIBLE
LEAMING. FINALLY, CDA AS DESCRIBED IN THIS CHAPTER COULD BE USEFUL IN
ANALYZING EMAIL COMMUNICATION, SHORT MESSAGE SERVICE (SMS) INTERAC-
TION, WEBBLOG AND PODCASTS. CHAPTER 21 FORMATIVE ASSESSMENT AND
CERTIFICATION IN LIFELONG LEAMING WITH COGNITIVE AND METACOGN ITIVE
MEASUREMENTS 249 EDSON P. PIMENTE!, FEDERA! UNIVERSITY 01ABC, SANTO
ANDRE, SP BRAZIL MAREIO PORTO FEITOSA, MAEKENZIE P. UNIVERSITY, SILO
PAU!O, SP, BRAZIL NIZAM OMAR, MAEKENZIE P. UNIVERSITY, SILO PAU!O, SP,
BRAZIL TRADITIONAL FORMS OF ASSESSMENT USED IN FACE-TO-FACE AND DISTANCE
LEAMING EDUCATION ARE INSUFFICIENT TO ASCERTAIN THE INCREASE OFTHE
KNOWLEDGE ACQUIRED AND THE LEAMERS PROGRESS, THEREFORE DO NOT PROVIDE
ENOUGH INFORMATION TO DETECT THEIR LEAMING GAPS NECESSARY TO IMPROVE
THEIR COMPETENCIES . ANOTHER POINT IS THAT TRADITIONAL ASSESSMENT WAYS
RARELY INVOLVE THE STUDENT IN MONITORING HIS OWN LEAMING THROUGH HIS
METACOGNITIVE ABILITIES. NOWADAYS, PROFESSIONAL SKILLS TO OBTAIN A
WORKING POSITION CHANGES AT THE SAME VELOCITY THAN THE INCREASE OF
KNOWLEDGE AND HAVE TO BE CONSIDERED BY ANY PROFESSIONAL AND/OR STUDENT
TO BE QUALIFIED FOR A NEW JOB. THIS CHAPTER PRESENTS A MODEL FOR
FORMATIVE ASSESSMENT AND CERTIFICATION IN LIFELONG LEARNING BASED ON
COGNITIVE AND METACOGNITIVE MEASUREMENTS THAT WILL MAKE POSSIBLE THE
IDENTIFICATION OFTHE PROFESSIONALLEARNING GAPS SHOWING A ROADMAP TO
OBTAIN EDUCATIONAL AND CONCEPTUAL CERTIFICATION FOR HIS/HER COMPETENCE.
MOREOVER, IT PRESENTS THE ARCHITECTURE OF A COMPUTATIONAL ENVIRON- MENT
FOR STUDENT KNOWLEDGE MAPPING THAT WILL ALLOW IDENTIFYING MORE
SPECIFICALLY THE LEARNING GAPS IN ORDER TO SUPPLY THE EDUCATIONAL SYSTEM
WITH QUALITATIVE INFORMATION. CHAPTER22 STORIES OF ENGAGEMENT WITH
E-LEARNING: REVISITING THE TAXONOMY OF LEARNING 266 GEOFFREY LAUTENBACH,
UNIVERSITY 01JOHANNESBURG, SOUTH AFRIEA THE AUTHOR OF TH IS CHAPTER
ARGUES THAT ALTHOUGH UNIVERSITY LECTURERS DELVE INTO THE SHALLOW
WATERS OF E-IEARNING THEY DO NOT DO SO IN SUFFICIENT DEPTH AND RESIGN
THEMSELVES TO THE PERPETUATION OF COGNITIVIST, BEHAVIOURIST AND
OBJECTIVIST FORMS OFKNOWLEDGE WITHOUT DISCOVERING MORE ABOUT THE MEDIUM
THAT COULD POSSIBLY LIBERATE THEIR RESTRICTED EPISTEMOLOGIES. THIS
CHAPTER EXPLORES POSSIBLE REASONS FOR VARYING EN- GAGEMENT WITH
E-IEARNING, ASSUMING THAT THESE REASONS ARE LOCATED WITHIN THE
DIMENSIONS OF THE UNIT OF ANALYSIS OFTHE STUDY, NAMELY, LECTURERS
CHANGING THEORIES OFKNOWLEDGE AND TEACHING IN FIRST ENCOUNTERS WITH
E-IEARNING. USING LEE SHULMAN S TABLE OFLEARNING (SHULMAN, 2002) AS A
HEURISTIC, THE AUTHOR USES EXCERPTS FROM PERSONAL NARRATIVES TO
HIGHLIGHT THE EPISTEMOLOGICAL AND PEDAGOGICAL TRANSFORMATION OF NINE
LECTURERS AS THEY ENGAGE WITH EDUCATIONAL TECHNOLOGIES IN THEIR WORK.
SPECIAL SECTION A FOCUSED DISCUSSION ON EDUCATIONAL TECHNOLOGIES THIS
SECTION REVISILS A 2007 SPECIAL ISSUE OFTHE INTERNALIONAL JOURNAL
OFINFORMALION AND COMMUNICALION TECHNOLOGY EDUCALION, WHICH WAS EDILED
BY DR. BRUCE HOWARD FOLLOWING AN INLRODUCLION BY DR. HOWARD AND DR.
LAWRENCE TOMEI, EDITOR OFTHIS COLLECLION, THE NEXT SIX CHAPTERS EXPLORE
SIX KEY ELEMENTS OF THE AUTHORS EXAMINALION OF THE CLASSROOM OF THE
FUTURE. PARLICULAR EMPHASIS ON IMPLICALIONS FOR SCIENCE EDUCALION IS
PROVIDED CHAPTER 23 EMERGING EDUCATIONAL TECHNOLOGIES AND SCIENCE
EDUCATION: A MULTIFACETED RESEARCH APPROACH 276 BRUCE C. HOWARD,
CENTER FOR EDUCATIONAL TECHNOLOGID/LLWHEELING JESUIT UNIVERSILY, USA
LAWRENCE TOMEI, ROBERT MORRIS UNIVERSITY, USA THIS SUBMISSION PROVIDES
AN OVERVIEW OFTHE FINAL SIX CHAPTERS OFTHE PUBLICATION. WITHIN THESE
CHAPTERS, THE AUTHORS DESCRIBE THEIR RESEARCH ON CHOOSING AND APPLYING
EMERGING EDUCATIONAL TECHNOLOGIES IN THE LIGHT OF WHAT THEY KNOW ABOUT
BEST PRACTICE TEACHING METHODS. WHEREAS MANY WELL-RESPECTED EXPERTS HAVE
ADDRESSED THE NEED FOR NEW METHODOLOGIES, THE AIM OF THIS RESEARCH IS TO
FOCUS ON THE PROCESS OF CHOOSING THE TECHNOLOGIES THEMSELVES. THE
AUTHORS SET OUT TO DETERMINE HOW TO EVALUATE THE INDIVIDUAL PROMISE AN
EDUCATIONAL TECHNOLOGY MAY HOLD AND TO PROVIDE GUIDELINES TO THOSE WHO
CHOOSE AND USE THE TECHNOLOGIES FOR TEACHING AND LEARNING. CHAPTER 24
EVALUATING EDUCATIONAL TECHNOLOGIES: HISTORICAL MILESTONES 285 LAURIE
RUBERG, CENTER FOR EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT
UNIVERSITY, USA MANELTA CALINGER, CENTER FOR EDUCALIONAL TECHNOLOGIES,
WHEELING JESUIT UNIVERSITY, USA BRUCE C. HOWARD, CENTER FOR EDUCATIONAL
TECHNOLOGIES ILI,WHEELING JESUIT UNIVERSITY, USA THE AUTHORS OF THIS
CHAPTER REVIEWED PUBLISHED RESULTS FROM THE LAST 15 YEARS TO COMPILE A
LIST OF THE CHARACTERISTICS OF EFFECTIVE EDUCATIONAL USES OFTECHNOLOGY.
ALL THE STUDIES CONSIDERED TECHNICAL, ADM INIS- TRATIVE, AND LEARNING
FEATURES, WHILE MORE RECENT INVESTIGATIONS EMPHASIZED ADMINISTRATIVE
CHARACTERISTICS NECESSARY TO SUPPORT NO CHILD LEFT BEHIND REPORTING.
RECOMMENDED CHARACTERISTICS HAVE EVOLVED OVER TIME AS EXPECTATIONS FOR
TECHNOLOGY INTEGRATION HAVE SHIFTED FROM A FOCUS ON TECHNOLOGY SKI
1IDEVELOPMENT TO INTEGRATED USE OFTECHNOLOGY AS PART OF EFFECTIVE
TEACHING AND LEARNING PRACTICES. TECHNOLOGY LITERACY IS NOW CONSIDERED
AS AN INTEGRATED COMPONENT OF CURRICULUM SUPPORT AND PROFESSIONAL
DEVELOPMENT. A TIMELINE OF RELEVANT HISTORICAL MILESTONES IN THE
EVALUATION OF EDUCATIONAL TECHNOLOGIES ILLUSTRATES HOW THE UNDERSTANDING
OF AND EXPECTATIONS FOR EFFECTIVE USE OF EDUCATIONAL TECHNOLOGIES HAS
PROGRESSED TO KEEP PACE WITH ADVANCES IN TECHNOLOGICAL AFFORDANCES.
CHAPTER25 EMERGING EDTECH: EXPERT PERSPECTIVES AND DESIGN PRINCIPLES 298
CHING-HUEI CHEN, CENTER FOR EDUCATIONAL TECHNOLOGID &, WHEELING JESUIT
UNIVERSITY, USA MANETTA CALINGER, CENTER FOR EDUCATIONAL TECHNOLOGIES,
WHEELING JESUIT UNIVERSITY, USA BRUCE C. HOWARD, CENTER FOR EDUCATIONAL
TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA ANNA OSKORUS, TIER 1
PERFORMANCE SOLUTIONS, USA DESIGN PRINCIPLES ARE UNIVERSAL AND MAY BE
TRANSLATED ONTO THE NEWEST TRENDS AND EMERGENT TECHNOLOGIES. IN THIS
RESEARCH STUDY, THE AUTHORS COMBINED THE PERSPECTIVES PROVIDED BY TWO
SOURCES TO CREATE A SET OF RECOMMENDED DESIGN PRINCIPLES FOR
TECHNOLOGY-ENHANCED LEAMING ENVIRONMENTS. ONE SOURCE WAS THE HOW PEOPLE
LEARN FRAMEWORK (BRANSFORD, BROWN, & COCKING, 2000). THE SECOND SOURCE
WAS ASERIES OF INTERVIEWS CONDUCTED WITH PACESETTERS IN THE FIELD OF
EDUCATIONAL TECHNOLOGIES. WITH THE KNOWLEDGE GAINED FROM THESE TWO
SOURCES, THE AUTHORS CREATED THEIR OWN SET OF DESIGN PRINCIPLES. THESE
PRINCIPLES MAY BE USED TO GUIDE EVALUATION, INSTRUCTIONAL DESIGN
EFFORTS, OR BEST PRACTICE MODELS FOR EXEMPLARY USE OF EDUCATIONAL
TECHNOLOGIES IN THE C1ASSROOM. CHAPTER 26 THE BEST EDTECH OF2007:
PROMISING FEATURES AND DESIGN MODELS 311 BRUCE C. HOWARD, CENTER FOR
EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA AS PART OF A
LARGER PROJECT FOR THE NASA-SPONSORED CLASSROOM OFTHE FUTURE TO
BENCHMARK THE EFFECTIVE- NESS OF EDUCATIONAL TECHNOLOGIES, RESEARCHERS
USED MULTIPLE DATA SOURCES TO DEVELOP A LIST OF EXEMPLARS AND DELINEATE
COMMON DESIGN FEATURES. THE EXEMPLARS INCLUDED PROMISING EDUCATIONAL
TECHNOLOGIES, TOOLS, WEBSITES, RESOURCES, SOFTWARE, AND HARDWARE. EACH
EXEMPLAR WAS PLACED INTO ONE OF SIX CATEGORIES: KNOWLEDGE AND
COMPREHENSION TOOLS, INTERACTIVE TECHNOLOGIES AND PROBLEM-SOLVING TOOLS,
PRODUCT-CREATION TOOLS, EFFICIENCY AND PRODUCTIVITY TOOLS, COMMUNICATION
AND COLLABORATION TOOLS, AND TECHNOLOGY TUTORS. THE FEATURES OF EACH
EXEMPLAR WERE DESCRIBED, AND A SET OF COMMON DESIGN PRINCIPLES FOR THAT
CATEGORY WAS DEVELOPED. CHAPTER 27 SETTING TRENDS FOR EDUCATIONAL
TECHNOLOGIES WITHIN THE NATIONAL SCIENCE FOUNDATION 335 BRUCE C. HOWARD,
CENTER FOR EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA
LAURA J CURTIS, CENTER FOR EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT
UNIVERSITY, USA THE AUTHORS OF THIS CHAPTER EVALUATED 18 MONTHS OF
NATIONAL SCIENCE FOUNDATION (NSF) PROGRAM AN- NOUNCEMENTS AND AWARDED
PROGRAMS TO DISCEM THE AMOUNT AND TYPE OF EMPHASIS PLACED UPON
EDUCATIONAL TECHNOLOGIES. NSF ISSUED 65 SOLICITATIONS FOR PROPOSALS WITH
53.8 PERCENT CALLING FOR EDUCATIONAL TECH- NOLOGY COMPONENTS. A SAMPLING
OF 366 OFTHE 1,180 FUNDED PROJECTS, SHOWED THAT 34.7 PERCENT INCLUDED
EDUCATIONAL TECHNOLOGY. TWENTY-FIVE PERCENT OFTHE PROJECTS WERE IN
BIOLOGY AND COGNITIVE SCIENCE, WITH ANOTHER 40% IN GENERAL SCIENCE,
COMPUTER SCIENCE, TECHNICAL EDUCATION, ENGINEERING, AND MATH. MANY TYPES
OF EDUCATIONAL TECHNOLOGIES WERE FUNDED, WITH AN EMPHASIS ON COGNITIVE
TUTORS/INTELLIGENT AGENTS, DISTANCE LEAMING, AND ONLINE COMMUNITIES.
CHAPTER 28 SCIENCE FOR EVERYONE: VISIONS FOR NEAR-FUTURE EDUCATIONAL
TECHNOLOGY 344 CHARLES A. WOOD, CENTER FOR EDUCATIONAL TECHNOLOGIES,
WHEELING JESUIT UNIVERSITY, USA RECENT AND EMERGING TECHNOLOGIES OFF ER
MANY OPPORTUNITIES FOR EXPLORATION AND LEARNING. THESE TECH- NOLOGIES
ALLOW LEARNERS (OF ANY AGE) TO WORK WITH REAL DATA, USE AUTHENTIC
SCIENTIFIC INSTRUMENTS, EXPLORE IMMERSIVE SIMULATIONS AND ACT AS
SCIENTISTS. THE CAPABILITIES SOON TO BE AVAILABLE RAISE QUESTIONS ABOUT
THE ROLE OF SCHOOLS BUT DO RELY ON DIRECTED LEARNING TRADITIONALLY
SUPPLIED BY TEACHERS. THE PREVALELLCE OF NEW TOOLS ALLD DATA STREAMS CAN
TRANSFORM SOCIETY, NOTJUST KIDS, INTO A CULTURE OFLEARNING. CHAPTER 29
INSTRUCTIONAL DESIGN, WEB 2.0 STYLE 355 BRUCE C. HOWARD, CENTER FOR
EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA THIS
CONTRIBUTION SUMMARIZES THE SIX CHAPTERS PRESENTED IN THIS SECTION AND
OFFERS INSIGHT ILLTO FUTURE TRENDS AND DIRECTIONS IN THE FIELD. WITHIN
THIS CONCLUSION CHAPTER, DR. HOWARD SURMISES THAT BY SPECIFY- ING THE
DESIGN PRILLCIPLES, METRICS, AND BEST PRACTICES IN THE USE OF LEARNILLG
TECHLLOLOGIES TODAY, WE CAN BETTER GUIDE THE DEVELOPMELLT OF MORE
EFFECTIVE LEARNILLG TOOLS. WE MUST EXPLORE DIFFERENT APPLICATIONS OF NEW
TECHNOLOGIES TO IDENTIFY THE MOST INNOVATIVE AND EFFECTIVE USES, AND WE
SHOULD STRIVE TO MAKE THOSE APPLICATIONS MORE ADAPTABLE, ORGANIZED, AND
COLLABORATIVE. COMPILATION OF REFERENCES 360 ABOUT THE CONTRIBUTORS 390
INDEX 396
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| spelling | ICTs for modern educational and instructional advancement new approaches to teaching [ed. by] Lawrence Tomei Hershey [u.a.] Information Science Reference 2010 XXXII, 402 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier "This book explores current models and issues involved with online course development, assessment, and blended learning"--Provided by publisher. Includes bibliographical references and index Blended learning Education, Higher Computer-assisted instruction Employees Training of Computer-assisted instruction E-Learning (DE-588)4727098-6 gnd rswk-swf Hochschuldidaktik (DE-588)4025226-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Hochschuldidaktik (DE-588)4025226-7 s E-Learning (DE-588)4727098-6 s DE-604 Tomei, Lawrence A. Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-937-3 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018885475&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | ICTs for modern educational and instructional advancement new approaches to teaching Blended learning Education, Higher Computer-assisted instruction Employees Training of Computer-assisted instruction E-Learning (DE-588)4727098-6 gnd Hochschuldidaktik (DE-588)4025226-7 gnd |
| subject_GND | (DE-588)4727098-6 (DE-588)4025226-7 (DE-588)4143413-4 |
| title | ICTs for modern educational and instructional advancement new approaches to teaching |
| title_auth | ICTs for modern educational and instructional advancement new approaches to teaching |
| title_exact_search | ICTs for modern educational and instructional advancement new approaches to teaching |
| title_full | ICTs for modern educational and instructional advancement new approaches to teaching [ed. by] Lawrence Tomei |
| title_fullStr | ICTs for modern educational and instructional advancement new approaches to teaching [ed. by] Lawrence Tomei |
| title_full_unstemmed | ICTs for modern educational and instructional advancement new approaches to teaching [ed. by] Lawrence Tomei |
| title_short | ICTs for modern educational and instructional advancement |
| title_sort | icts for modern educational and instructional advancement new approaches to teaching |
| title_sub | new approaches to teaching |
| topic | Blended learning Education, Higher Computer-assisted instruction Employees Training of Computer-assisted instruction E-Learning (DE-588)4727098-6 gnd Hochschuldidaktik (DE-588)4025226-7 gnd |
| topic_facet | Blended learning Education, Higher Computer-assisted instruction Employees Training of Computer-assisted instruction E-Learning Hochschuldidaktik Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018885475&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT tomeilawrencea ictsformoderneducationalandinstructionaladvancementnewapproachestoteaching |