Cyberlearning

1. Cyberlearning Opportunity and Challenge By Keith Klein

2. Need • Students, in addition with teachers need to be taught how to properly manage large amounts of data whether through the scientific method or the student’s educational entire learning history.

3. Research • The office of cyberinfrastructure and the NSF created the eight core strategies of cyberlearning. • These eight core strategies focus on promoting new talents and technological developments. • The eight core strategies: • Develop a Vibrant, Generative Cyberlearning field • Instill a Platform perspective into NSF’s Cyberlearning Programs • Generate and Manage Cyberlearning Data Effectivley and Responsibly • Target New Audiences with Cyberlearning Innovations • Address Cyberlearning Problems at Appropriate Scales • Reeaxmine What It Means to “Know” STEM Disciplines with Cyberlearning Technologies • Take Responsibility for Sustaining NSF-Supported Cyberlearning Innovations • Incorporate Cyberlearning Into K-12 Education.

4. Development • Southwest Texas University used cyberlearning to implement its first virtual course for academic credit with help from James Andrews and his staff. • Today cyberlearning is has various applications: blogs, wikis and social networking sites to enhance the educational experience.

5. Commercialization • Blogspot, Facebook, Twitter, Wikispaces, Myspaceand Wikipedia.

6. Time Line of Cyberlearning • 1980 – Need began on how to manage large amounts of data • 1985 – Research was started • 1989- National Education Foundation organizes and creates Cyberlearning • 1990 – Development process begins for Cyberlearning • 1992 – Commercialization applications emerge from Cyberlearning

8. S-Curve of Cyberlearning • Cyberlearning was created in 1989 and the S-Curves shows a downward slide due to the development stage of cyberlearning. • Cyberlearning matured in 1995 and still is present in our society. • Since 2002 cyberlearning has remained a valuable tool that fosters learning and growth for learners at all levels of education.

10. Innovators & Early Adopters of Cyberlearning • Innovators: Computer and Software companies • Early Adopters: School Administrators, beginning teachers and students. • One strategy would be to incorporate the key members in the trial period. Key members include highly respected individuals in the school system, members of the school system that embrace innovation and students that have proficient computer skills. • Another strategy would be to incorporate incentives or awards to the key members in order to speed up the adoption rate.

11. Laggards of Cyberlearning Laggards: the veteran teachers ( 15+ years) One strategy would be to have a veteran teacher paired with a beginning teacher that embraces cyberlearning and is very proficient with computers. Another strategy would be to have a team of teachers form a group: 2 Beginners + 2 Veterans and have them collaborate with the concept of cyberlearning. These two strategies allow the veteran teacher to over come the fear of technology, be an effective teaching tool for their students and enhance their learning experience as well.

12. Perceived Attributes of Cyberlearning The perceived attributes that would help cyberlearning meet critical mass are the following: Compatibility Trialabiliy Observability These three attributes will work well with a small sample size in school districts. The three attributes can be incorporated, analyzed and provide feedback in a relatively short time. Also, minor attributes are knowing your audience, user friendliness and benefits gained from using cyberlearning.

13. Centralized or Decentralized approach to Cylberlearning A combination of both centralized and decentralized approach would work best to the adoption of cyberlearning. The centralized approach would be used nationally to decide the when, where and who for the trial period of cyberlearning. The decentralized approach would be used for after the trail period is over. The decision would be made by the local school districts and universities to incorporate cyberlearning into their curriculum or certain aspects of cyberlearning to need their individual needs.

14. Key Change Agents The key change agents that I would recommend are the following: The college president. The department chairs. One faculty member from every academic sector. The three change agents I recommended have used all the seven roles of a change agent at one point in their careers. The three key change agents all understand that the student is the first priority and how can they provide the student with the best type of learning environment to be successful and effect positive social change. Also, these three key agents care about these students, they are a person to them and not just a badge number.

15. Cyberlearning = Critical Mass Distance learning continues to grow however increasing costs in all sectors of education should make educators become more cognizant of the challenges that are in the near future. Cyberlearning has met critical mass and needs to closely monitored so that cyberlearning does not become ineffective, inefficient or costly and replaced by another type of technology.

16. Why Cyberlearning? • Cyberlearning offers new learning and educational approaches and the possibility of redistributing learning experiences over time and space, beyond the classroom and throughout a lifetime.