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OET 2002 Module 1 Lecture 2

Technology for education

Anita Pincas

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Technology - Education

What have we got?

What do we want to do with it?

What can we do with it?

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  HIGH TECH MEDIUM TECH LOW TECH

Institution  

Sophisticated computer dept.Available to allSoftware and hardware up to date E.g. Extensive Web site with teaching platform  

Has a web-site, but very little on itStaff using a mixture of free softwarePolicy on use of internet just developing

Few computer staff Email – old package with few facilitiesSome fax machinesPhotocopying difficult No policy

Tools 

High speed computersHuge memoriesCD drivesHigh speed internet connectionsDigital TVLatest software for multimedia

Medium computers often incompatibleSome MAC, some PCReasonable connections  

Old slow machinesPoor memoryOld slow modems

Staff 

Staff trainedSufficient help availableTime allocated to developing technological solutions 

Staff have been on a few coursesStill confused about what to do or howVery little timeUnder pressure to use ICT

Self motivated staffLittle help availableLearning from each other

Students  

All have convenient accessAt home/living quarters and on campusWell trainedAbundant help staff

Mixed groups with and withoutSmall computer labsTimetable restrictiveLittle help available

Technologically poorNeed institution to provide the computersNothing at home

    

What have we got ?

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MULTIMEDIA on the WORLD WIDE WEB

TEXT AUDIO VIDEO

 

writing written interaction

Voice Sound People Events

Content EmailCHAT

Recorded speech

Communication between people

Music and other

Communication between people

Audiovisual materials

  

 

Synchronous Asynchronous

What are the tools?

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Tools:

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

Institution needs:

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Hardware: 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:

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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URL uniform resource locationTCP/IP transmission control protocol – internet protocolUsenet messaging systems organized into groupsVLE virtual learning environment – web platformHTML hypertext markup language – text on the WWWXTML extensible markup language – for document sharing across the internetVRML virtual reality modeling language for 3DBandwidthClient – serverCMCCu-See meGIFJPEGISPPDF portable document formatAcrobat – AdobePlug-in USBGroupware – APPLICATIONS SHARINGJavaIntranetLANMAN

Terms

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  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 institutionEverything transmitted on the internet

Distance students attend part timeFully web based courses or mixed, e.g. paper and emailStaff go to students – outreach

Create new courses 

Internet allows new possibilities e.g. research facilities improved 

New markets New subject areas

Workplace learningOverseas partly online partly by regional tutors or staff traveling overseas

Improve existing courses 

Increased collaborative learningProblem based Discovery Resource based

Move from paper based to fully web based

Mix paper and email and face to face either at home or abroad

What do we want to do with it?

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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).

5. Specific for teaching and learning purposes

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‑pointand multicasting) for lecture participation; WWW-based pages or environments.

6. For course integration WWW‑based course support (or management) systems.

Collis & Moonen Flexible Learning in a Digital World p.19 Table 1.3 

General

Uses

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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. 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. 

5. Testing -Password‑protected (practice) test sessions are available, with automatic feedback when appropriate to the test questions 

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.

Specific

Uses

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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

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

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3. Module Content and Design Subject Matter TextGraphicsAudioVideo

4. Comparison of Virtual & Face‑to‑Face

ConvenienceCommunication between students

Communication with the lecturer

Enjoyment and motivationLearning /Method of Study

Supplement to traditional lectures/tutorials

Replacement for lectures/tutorials [perhaps missed]

  

5. Academic Support

General tutorE‑mail supportBulletin Board supportAssignment marking  

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

Continued

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Learner Tools Support Tools Administration tools:Web browsing: Course tools:

accessibility course planning installationbookmarks course managing authorizationmultimedia course customizing registering

Asynchronous sharing: Lesson tools: online fees handlinge‑mail instructional designing server securityBBS file exchange presenting information resource monitoring

newsgroups testing remote accessSynchronous sharing: data crash recovery

chat marking online Help desk tools:voice chat managing records student supportwhiteboard analysing and tracking instructor supportapplication sharing Resource tools:virtual space curriculum managinggroup browsing building knowledgetele‑conferencing team buildingvideo‑conferencing building motivation

Student tools:self‑assessingprogress trackingsearchingmotivation buildingstudy‑skill building

What can we do with it?Features of a Virtual Teaching EnvironmentBased on Collis and Moonen p. 79 Table 4.2

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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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•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.

Categories of users (Ariadne)

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•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.

Expectations (Ariadne)

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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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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

Knowledge objects - learning objects- metadata