17.246 new on WWW: Technology Source for 9-10/03

From: Humanist Discussion Group (by way of Willard McCarty willard.mccarty@kcl.ac.uk)
Date: Fri Sep 12 2003 - 01:38:09 EDT

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                   Humanist Discussion Group, Vol. 17, No. 246.
           Centre for Computing in the Humanities, King's College London
                         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


    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 )

    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 )

    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 )

    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 )
    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 )

    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 )

    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 )

    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 )

    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 )

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