OET 2002 Module 1 Lecture 2 Technology for education

1. OET2002Module 1 Lecture 2 Technology for education Anita Pincas

2. Technology - Education • What have we got? • What do we want to do with it? • What can we do with it?

3. HIGH TECH MEDIUM TECH LOW TECH Institution Sophisticated computer dept. Available to all Software and hardware up to date E.g. Extensive Web site with teaching platform Has a web-site, but very little on it Staff using a mixture of free software Policy on use of internet just developing Few computer staff  Email – old package with few facilities Some fax machines Photocopying difficult No policy Tools High speed computers Huge memories CD drives High speed internet connections Digital TV Latest software for multimedia Medium computers often incompatible Some MAC, some PC Reasonable connections Old slow machines Poor memory Old slow modems Staff Staff trained Sufficient help available Time allocated to developing technological solutions Staff have been on a few courses Still confused about what to do or how Very little time Under pressure to use ICT Self motivated staff Little help available Learning from each other Students All have convenient access At home/living quarters and on campus Well trained Abundant help staff Mixed groups with and without Small computer labs Timetable restrictive Little help available Technologically poor Need institution to provide the computers Nothing at home What have we got ?

4. What are the tools? TEXT AUDIO VIDEO writing written interaction Voice Sound People Events Content Email CHAT Recorded speech Communication between people Music and other Communication between people Audiovisual materials Synchronous Asynchronous MULTIMEDIA on the WORLD WIDE WEB

5. Tools: Institution needs: • 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

6. 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

7. Software: • Up to date email • Computer conferencing package • Web platform • Multimedia players • Flash • Adobe Acrobat • Zip

8. People’s needs Staff Access to all these in own office/at home Students Access to all these in campus laboratories, in living quarters.

9. Terms URL uniform resource location TCP/IP transmission control protocol – internet protocol Usenet messaging systems organized into groups VLE virtual learning environment – web platform HTML hypertext markup language – text on the WWW XTML extensible markup language – for document sharing across the internet VRML virtual reality modeling language for 3D Bandwidth Client – server CMC Cu-See me GIF JPEG ISP PDF portable document format Acrobat – Adobe Plug-in USB Groupware – APPLICATIONS SHARING Java Intranet LAN MAN

10. What do we want to do with it? 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 institution Everything transmitted on the internet Distance students attend part time Fully web based courses or mixed, e.g. paper and email Staff go to students – outreach Create new courses Internet allows new possibilities e.g. research facilities improved New markets New subject areas Workplace learning Overseas partly online partly by regional tutors or staff traveling overseas Improve existing courses Increased collaborative learning Problem 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

11. 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‑point and 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 G e n e r a l U s e s

12. 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 convenienttime 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. S p e c i f i c U s e s

13. What can we do with it?Features of a Virtual Teaching EnvironmentBased onJolliffe, A., Ritter, J. & Stevens, D. (2001) The Online Learning Handbook - Developing and Using Web-Based Learning Kogan Page • User Interface: Visual clarity; Access Response Time; Navigation oftext/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

14. Continued 5.Academic Support General tutor E‑mail support Bulletin Board support Assignment 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 3. Module Content and Design Subject Matter Text Graphics Audio Video 4. Comparison of Virtual & Face‑to‑Face Convenience Communication between students Communication with the lecturer Enjoyment and motivation Learning /Method of Study Supplement to traditional lectures/tutorials Replacement for lectures/tutorials [perhaps missed]

15. What can we do with it?Features of a Virtual Teaching EnvironmentBased on Collis and Moonen p. 79 Table 4.2 Learner Tools Support ToolsAdministration tools: Web browsing:Course tools: accessibility course planning installation bookmarks course managing authorization multimedia course customizing registering Asynchronous sharing:Lesson tools: online fees handling e‑mail instructional designing server security BBS file exchange presenting information resource monitoring newsgroups testing remote access Synchronous sharing: data crash recovery chat marking onlineHelp desk tools: voice chat managing records student support whiteboard analysing and tracking instructor support application sharing Resource tools: virtual space curriculum managing group browsing building knowledge tele‑conferencing team building video‑conferencing building motivation Student tools: self‑assessing progress tracking searching motivation building study‑skill building

16. 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.

17. Categories of users (Ariadne) • Authors creating new pedagogic material: • (i) ex nihilo, with ARIADNE suite of courseware authoring tools; • (ii) reusing existingmaterial; • 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, inthe ARIADNE Learner Interface.

18. Expectations (Ariadne) • Users involved: • Authors of pedagogical documents: Faculty, Education Managers, Students; • Producers & admininistrators of training courses: Trainers, Training Managers, Ped. Engineers; • End Users: Researchers; Students, Trainees, Open & Distance Learners. • Technologies and/or approach used: • Share & reuse of pedagogical components through indexing and storage in knowledge pools; • Use of adequate telematics channels according to situation; use of novel authoring & segmentation tools; • Pedagogic components approach, structured curricula; individualized views of courses. • Expected benefits for the citizen: • Better lifelong training schemes; • Easier access to training for a number of disadvantaged socio-geographic categories. • Expected benefits for the users of the application: • More effective and motivating learning scenarios (learners & trainees); • Better productivity and new philosophy of collaboration (authors of pedagogical material); • Better communication and co-working schemes (researchers). • Expected benefits for the European Industries: • Better, faster and more economical entry-level or continuous training schemes. • Contribution to EU-policies: • Possible factor for harmonizing education & training policies throughout Europe. Important factor in promoting collaboration between European educators and comprehension between European learners.

19. 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

20. Knowledge objects - learning objects- metadata • 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/ • KnowledgeObjects M. David Merrill Utah State University 1998 • www.id2.usu.edu/Papers/KnowledgeObjects.PDF