Computer underground Digest Sun Oct 19, 1997 Volume 9 : Issue 75
ISSN 1004-042X
Editor: Jim Thomas (cudigest@sun.soci.niu.edu)
News Editor: Gordon Meyer (gmeyer@sun.soci.niu.edu)
Archivist: Brendan Kehoe
Shadow Master: Stanton McCandlish
Shadow-Archivists: Dan Carosone / Paul Southworth
Ralph Sims / Jyrki Kuoppala
Ian Dickinson
Field Agent Extraordinaire: David Smith
Cu Digest Homepage: http://www.soci.niu.edu/~cudigest
CONTENTS, #9.75 (Sun, Oct 19, 1997)
File 1--Second Special Issue on Net-based Teaching
File 2--"Analysis of Technology in Adult Education" (Excerpt)
File 3--The Vacuity of Information
File 4--Euro Commission / protection of minors in AV/Info services
File 5--Education and the Net -- Read and Weep
File 6--Internet Research and Information for Social Scientists
File 7--Learning Technologies Postdocs wanted!
File 8--Review of "Net Lessons: Net-based Projects for your Classroom"
File 9--Cu Digest Header Info (unchanged since 7 May, 1997)
CuD ADMINISTRATIVE, EDITORIAL, AND SUBSCRIPTION INFORMATION APPEARS IN
THE CONCLUDING FILE AT THE END OF EACH ISSUE.
---------------------------------------------------------------------
Date: Sun, 19 Oct 97 23:27 CDT
From: Cu Digest <TK0JUT2@MVS.CSO.NIU.EDU>
Subject: File 1--Second Special Issue on Net-based Teaching
This is the second special issue on Net-related technology
and education, a topic periodically requested by CuD readers.
We will try to do an issue like this every six months or so.
Readers pursuing Net-based pedagogy/curriculum might be
interested in NET-TEACH, an academic-oriented discussion
group addressing the subject primarily for post-secondary
education.
---------------------------------------------------------------------
Date: Mon, 13 Oct 1997 16:40:41 -0500
From: ISABAU <isabau@niu.edu>
Subject: File 2--"Analysis of Technology in Adult Education" (Excerpt)
((MODERATORS' NOTE: The following is a brief dissertation
extract on computer mediated learning by Isabelle Sabau.
The complete manuscript, A CRITICAL ANALYSIS OF SELECTED PROBLEMS
IN USES OF TECHNOLOGY IN ADULT EDUCATION is available at:
http://venus.soci.niu.edu/~cudigest/other/isa-dis.html
Introduction
The brink of the 21st century is permeated with giant
technological advances in the relationship between education and
communication systems. The dizzying pace of the advances in the
digital world has resulted in rapid metamorphoses in the
understanding of such concepts as information, knowledge and
learning, on one hand, and the methods employed for conveying
these concepts on the other. The explosion of high tech has
resulted in the necessity to redefine many of these previously
familiar ideas. Reliance on technology demands more specialized
qualifications for working with the increasingly more intricate
equipment. At the same time, this amplified demand for technical
knowledge appears to overshadow other areas of both practical
and philosophical significance. Rapid exchanges of information
leave little room for analysis and contemplation, thereby
blurring the distinction between mere data and the further
reaches of knowledge. This a priori conceptual analysis provides
a means for a philosophical investigation of knowledge as it
applies to culture and technology and as these aspects relate to
distance education. This investigation opens the discussion of
issues concerning the introduction of technology into the
educational process. At the same time, the discussion is
presented as a cautionary tale to raise awareness of the issues
and suggest further studies.
Since the accumulation of information has been expanding at
an exponential rate of growth, its processing and significance
have become increasingly more difficult for the average person
to understand. These accelerated developments contribute to the
ever-widening gap between the mass of information and
possibilities, on the one hand, and an individual's personal
opportunity to achieve mastery over the elusive yet increasing
body of knowledge, on the other. Commercial advertising entices
the consumer to purchase various computer programs under the
promise of one's newly acquired ability to download "knowledge
into their hard-drives." Such advertising promises further
confuse the issue of facts and their meaning.
In order to make sense of all this progress, knowledge must
be distinguished from information in kind as well as in degree.
This investigation will attempt to unravel the distinction
between information and knowledge in the hope of discovering the
limitations of technological means of educational delivery. As
will be shown, knowledge refers to a wider process of
manipulation of information along with synthesis and analysis.
Understanding basic principles that govern the underlying
reality requires more than transmission of data. If this
definition is correct, then technology may enhance the learning
and education process, yet it can not relay knowledge.
The risks inherent in overconfidence in technology may conflate
the transfer of information and knowledge. The distinction
between these two concepts refers to information being the
precept while knowledge provides the concepts and means of
integrating the data. Technological advances offer a solution
for dealing with the increasing amount of data and information
by extending the natural qualities and capacities of the human
mind. Technology may aid the processing and storage of
information in a fast and accurate manner, but the sentient
being manipulating the information is the one that has
knowledge. Reducing knowledge to just information transfer
weakens and overly simplifies the idea of education and thereby
confuses the need for understanding the concepts for the
manipulation of the information. Thus, on the one hand, new
information and data grow exponentially, but on the other hand,
computers and other related tools provide wider and faster
access and usage of the available data. The power of the
computer -- especially in the areas of communication and social
change -- was made acutely poignant by the implementation of
electronic mail in the White House, and its subsequent press
release:
Today we are pleased to announce that for the first time in
history, the White House will be connected to you via
electronic mail. Electronic mail will bring the Presidency
and this Administration closer and make it more accessible
to the people. (letter from the President and
Vice-President in announcement of White House electronic
mail access, June 1, 1993).[1]1
It would appear that without these high tech advances and
equipment, human progress in knowledge and understanding of the
world would be very slow and difficult. The opportunities that
new technology produces allow for large databases with fast
cross-references which have hailed the era of global information
highways and the integration of more diverse ideas. The same
forces that propel humans to constant adjustment and change --
that is, the technology -- also provide the tools for
re-evaluation and thereby enrich the intellectual relationship
between individuals and their environments. All these features
offer the promise of more free flow of information and thereby
greater interaction among diverse populations and geographical
spans.
Distance learning and education
Fast-paced modern societies and demands for specialization
increasingly require more precise skills and abilities on the
part of individuals. Along with this, there is an increasing
need for life-long education, since adults must continually
upgrade their knowledge to meet technologic advances. In other
words, it appears that on the whole, society itself is becoming
a complex school, forcing the necessary participation of its
citizens in the continual up-grading of skills in order for
these citizens to be able to cope with the ever-changing world.
The technological changes in turn affect the available body of
knowledge and its component data bases. Philosophical questions
arise about the implications of technology in particular dealing
with education and learning. It is necessary to address the role
of information and its transference in the learning process and
the methods whereby information can ultimately become knowledge.
The processes of education and learning promise the
delivery of knowledge to students, and technology is seen as a
possible alternative means of teaching. The question becomes
whether technology would ultimately enhance education, and how
best it may be employed in the process. Together, technology and
its effects on individuals and their understanding of the world,
produce new ways of formulating knowledge and also new means to
enable individuals to find meanings amidst the data. Knowledge
is to be viewed as the ability to synthesize facts, evidence,
principles, laws, and logical reasoning. In order for this
concept of knowledge to be achieved, alternative teaching and
learning methods must be sought. Is education to be to reduced
to the manipulation of information, or is the learning process
more complex relying on discussion and dialogue and thus
necessitating real time personal contact between the teacher and
the student?
Traditional schooling appears inadequate to meet these new
pressures. This deficiency opens the door for new considerations
of ways to teach, learn and understand. Time constraints, in
conjunction with the many roles and expectations that plague
modern adults, place special demands and strains on traditional
schooling. This forces learners and educators alike to search
for alternative teaching and learning methods. Of primary
importance in formulating such methods is the continuous
incorporation of the latest studies in neurobiological research,
psychological testing, memory and intelligence developments. All
these areas significantly contribute to our understanding of the
thinking processes of human beings along with sociological and
cultural studies. Formulating teaching and learning methods
that follow the pattern-forming processes of the brain can
greatly enhance education by emphasizing the understanding and
synthesis of ideas and their relation to the more complex body
of knowledge the individual already possesses.
Among the alternative methods are correspondence and
evening courses which have a long history, but which are also
being replaced by newer methods that incorporate audio/visual
and interactive techniques made possible by the latest
technological advances.[2]2 One may ask if the introduction and
emphasis on technology encourages a commercialization of
knowledge and what the reprecussions of such a view would be.
There are a number of companies sprouting which, enabled by
access to the Internet, promise individuals a variety of
educational activities that claim to produce knowledge. One very
important point to consider is the role that academic
institutions play in this process of commecializing education,
and what can happen to such ideas as standards, quality and
curricula.
As electronic and informational technologies proliferate
and become more readily available, their philosophical
implications and their subtle influences on the individual need
to be discussed and evaluated. At present the gap between those
who have access to technology and those who don't is widening,
especially the disparities between various countries. The
analysis of current methodologies for the implementation of
technologically based alternative methods, employing the
ever-growing array of technological possibilities should provide
prescriptions for their improvement as well as uncover their
inherent limitations. The increasing dependence that modern
humans exhibit toward the electronic and technological world
creates different paradigms for defining knowledge and its
reliance on accumulation of information and data bases. Does
increased access to the proliferation of information improve
knowledge accumulation, and who should be in charge of
controlling the quality and standards of learning? In other wor
ds, if education is to be viewed as a business enterprise, can
anyone become an educational entrepreneur? Does the business
paradigm threaten the quality of education by placing it at the
whim of a free market which is based on supply and demand?
To remain economically viable and progressive and to
continue to grow in personal terms, individuals today need to
understand the ubiquitous role technology plays in their lives,
and especially in their education. This understanding should
provide a window to the metaphysical world inhabited by modern
persons and render vague and ambiguous the distinction between
"reality" and "possibility." Technology has enabled the creation
of new worlds -- virtual reality and cyberworlds -- in which
individuals meet, communicate and interact. These new virtual
spaces provide different dimensions for dialogue and may become
increasingly useful in the learning process. Dialogue provides
the opportunity for exchange of ideas, but it also emphasizes
the personal, co-learning dimension that is necessary for a
deeper understanding of the educational process. Currently,
video games and other computerized techniques are employed to
enable individuals more stimulating as well as remedial learning
environments, especially providing alternatives to cope with
learning disabilities.[3]3
In order to maximize the potential of the information
technology, the ideas concerning learning require a discussion
that will synthesize philosophical with educational practice and
theory. Various philosophical questions arise, for example:
what is knowledge? What is its relationship to data and
information? Other important questions are: is all knowledge and
communication to be understood in terms of the transmission of
digital information? Are there any inherent dangers in such
overwhelming dependence on electronic media and technology?
Education has long been understood in terms of providing
knowledge, but this aspect relies on viewing "knowledge" as a
process that includes ideas about truth and reality. The
educational enterprise is deemed responsible for producing
knowledgeable individuals who are sanctioned by institutions of
learning with various degrees designed to reflect a standard
curriculum that aims at integrating the individual into the
larger society. The curriculum emphasizes skills and knowledge
about the self and the world at large. The degrees conveyed by
various institutions relfect the standards society deems
necessary in order to recognize an individual's accumulated
knowledge. What is the process by which persons begin to
integrate relevant information into the complexity that becomes
an "educated" citizen? The metamorphosis of information, data
and understanding into knowledge needs to be analyzed to reveal
the role of technologically based processes of learning in the
educational enterprise. To this extent, this investigation is a
conceptual exploration of these ideas.
One important cornerstone of American democracy is public
education, which was designed to ensure the thoughtful exercise
of civic duty within the community and the voting booth. In the
words of George Washington, the First President of the United
States: "Religion, morality, and knowledge being necessary to
good government and the happiness of mankind, schools and the
means of education shall forever be encouraged."[4]4 Yet, our
rapidly changing world demands scrutiny and continuous
re-evaluation of the concept and processes of education, of the
assumption of the purposes of education and the end products
education is thought to produce. This discussion will juxtapose
theory and application in an attempt to synthesize them. The
philosophical framework of semiotics will inform this work for
conceptual as well as practical analysis.
REFERENCES
1. Steven G. Jones Cybersociety: Computer-mediated communication
and community (CA: Sage Publ. Inc., 1995), p.2
2. Borje Holmberg, Distance Education: a Survey and Bibliography
(London: Kogan Page, 1977), p.9
3. Mary Peterson Kauffold, "Changing Perception", Chicago
Tribune, Sunday Feb 18, 1996, section 17, p.3
++++++++++
{The full dissertation can be obtained from:
http://venus.soci.niu.edu/~cudigest/other/isa-dis.html
------------------------------
Date: Wed, 30 Jul 1997 15:33:17 EDT
From: Steve Talbott <stevet@ora.com>
Subject: File 3--The Vacuity of Information
Issue #54 Copyright 1997 Bridge Communications July 30, 1997
------------------------------------------------------
Editor: Stephen L. Talbott (stevet@oreilly.com)
On the Web: http://www.oreilly.com/people/staff/stevet/netfuture/
You may redistribute this newsletter for noncommercial purposes.
The Vacuity of Information
-------------------------
According to David Shenk, author of *Data Smog: Surviving the Information
Glut*,
For many businesses, the irony is that the cheaper information becomes,
the more expensive it is to deal with.
Yes, although I'm not so sure about the irony. If "information" is
precisely articulable, if it is measurable as so many bits stored in a
database, if it is easily transmissible -- in other words, if it fits the
criteria for information according to the prevalent rhetoric -- then it
follows in a straightforward way that any preoccupation with information
will penalize our pursuit of whatever is important.
Why? Because the precision, the measurability, and the transmissibility
all stand in a kind of opposition to depth of meaning and significance.
This trade-off is clearly demonstrable through an examination of the basic
act of communication (see, for example, my discussion in
http://www.oreilly.com/people/staff/stevet/fdnc/ch23.html), yet it remains
the great, ignored truth at the heart of the Information Age. We have, of
course, almost made a cliche of the slogan, "information is not wisdom."
But until we vividly recognize the actual *opposition* between the two
terms -- and learn to live creatively within this opposition -- the effort
to reconceive society in terms of information and its flows will prove
extremely corrosive of everything that matters.
------------------------------
Date: Fri, 05 Sep 1997 09:00:03 -0400
From: Paul Kneisel <tallpaul@nyct.net>
Subject: File 4--Euro Commission / protection of minors in AV/Info services
(fwd)
[EDITORIAL NOTE: Introduction from moderator: for those who
haven't read the documents released by the European Parliament and
other European authorities on these subjects, let me translate:
"Protection of Minors" refers to blocking pornography, while
"Human Dignity" means blocking racist/Nazi propaganda. -- Andy
Oram, Computer Professionals for Social Responsibility]
The Forum:
http://europa.eu.int/en/comm/dg10/avpolicy/forum/index.html
General information on the European Commission's Audiovisual Policy:
http://europa.eu.int/en/comm/dg10/avpolicy/avpolicy.html
Contact: Nathalie LABOURDETTE, tel.32-2/296 67 72
avpolicy@dg10.cec.be fax.32-2/296 69 92
*** New Discussion Forum on the Internet
to debate specific issues of the European Commission_s=20
Green Paper on the Protection of Minors and Human Dignity
in Audiovisual and Information Services ***
Following its Green Paper on the Protection of Minors and Human
Dignity in Audiovisual and Information services and the first
conclusions presented in a European Commission staff working paper,
the Commission services are currently drafting a Communication and
draft project for a Council Recommendation on this subject.
In order to enrich and update the Commission services' information on
the relevant topics and to encourage the networking of organisations
and individuals actively working on measures to ensure the protection
of minors and human dignity in audiovisual and information services,
the European Commission has opened a Discussion Forum which discusses
four specific issues:
- Labelling, rating and filtering systems on the Internet;
- Raising awareness and education of Internet users;
- Promoting quality content for children on the Internet;
- Monitoring and evaluation of relevant policies and initiatives.
The Commission would appreciate very much if you could contribute with
your expertise to one or more of these topics. Please feel also free
to forward this message to persons and/or organisations which you
think could be interested in contributing to the debate.
------------------------------
Date: Wed, 30 Jul 1997 15:33:17 EDT
From: Steve Talbott <stevet@ora.com>
Subject: File 5--Education and the Net -- Read and Weep
Issue #54 Copyright 1997 Bridge Communications July 30, 1997
--------------------------------------------------------------------------
Editor: Stephen L. Talbott (stevet@oreilly.com)
On the Web: http://www.oreilly.com/people/staff/stevet/netfuture/
You may redistribute this newsletter for noncommercial purposes.
Education and the Net -- Read and Weep
--------------------------------------
Writing in *Business Week* (July 28), a fourth-grade teacher describes her
truly heroic efforts to get her students on the Net in the interest of
bringing science alive for them. Her selfless energy and devotion is
matched only by the pitiful insignificance of the treasure the educational
establishment has inspired her to seek. Here is one of her anecdotes:
Fourth-graders solicited questions from students and submitted them to
researchers at Georgia Tech. My students retrieved the answers and
aired them over the school's closed-circuit TV system.
And a second one:
At a planetarium, Megan, one of my girls, interrupted the talk on
downloading images to ask: "Is that ProComm Plus you are using?" When
the surprised speaker answered "yes," Megan said, "I use that at
school." He invited her to demonstrate, and Megan easily downloaded an
image from a remote observatory. I was so proud.
Almost makes you forget that there's a real world out there for
healthy young children to explore.
Actually, the teacher does mention in passing a couple of direct
learning activities her students engaged in. But these turn out
to have nothing to do with the computer.
*Business Week* subtitled the article, "A Georgia teacher tells
how she got her students on the Web -- and wild about science."
Nothing in the article verifies the "wild about science" part,
but presumably the children had as much fun playing with their
new toys as many grown-ups do.
------------------------------
From: Jdierick@aol.com
To: JThomas@sun.soci.niu.edu
Subject: File 6--Internet Research and Information for Social Scientists
This seemed like something that might be of interest to you.
-jennifer
---------------------
From--John.Kirriemuir@bristol.ac.uk (John Kirriemuir)
To--IVSA@PDOMAIN.UWINDSOR.CA (Multiple recipients of list IVSA)
Date: 97-10-19 14:59:13 EDT
======== (apologies for cross posting) ========
1st call for delegates for IRISS and
2nd call for abstracts for IRISS
IRISS'98 Internet Research and Information for Social
Scientists
25-27 March 1998
University of Bristol, UK
http://www.sosig.ac.uk/iriss/
email: iriss-info@bris.ac.uk
A three day conference hosted by the Institute for Learning
and Research Technology at the University of Bristol.
The first international IRISS conference aims to bring
together social scentists who are interested in the
Internet, either as a means of supporting and
enhancing their work, or as a focus for their research.
***CONFERENCE THEMES***
The themes of this year's conference are Internet skills, sites and
social effects. The conference aims to reflect the practical and
theoretical questions raised by the increasing role of networked
information in the social sciences and society. Topics for debate
include:
* how can social scientists make effective use of the
Internet in their work?
* where and how are social scientists using the Internet
to enhance their work and what effect is it having on
traditional roles and working methods?
* what high quality information can the Internet supply to
social scientists?
* what impact does the Internet have on individuals and
society and what visions do we have for the future?
***ATTENDING IRISS AS A DELEGATE***
This is the first call for delegates for IRISS. Confirmed, to date,
for the conference are:
* several high-profile keynote speakers
* a large variety of papers and presentations, covering all of the
conference themes, and presented by speakers from a combination of
academic, commercial, public and social/voluntary organisations
* pre and during conference hands-on workshops, in fully networked
rooms and conducted by experienced Internet for Social Scientist
trainers
* the main conference dinner, held in the prestigious Harveys
Restaurant and Museum - see:
http://www.sosig.ac.uk/iriss/harveys.html
Bristol is a city in the west of England; it is served by an
international airport, located 11 miles south of the city. The city has
two major train stations, with frequent train services to London (in
under 2 hours) and other cities. South Wales is a few minutes away by
train or car, and the scenic areas of the Cotswolds, Cornwall and Devon
are all easily accessible, as are attractions such as the city of Bath,
Stonehenge and Avebury.
Bristol itself is a thriving cosmopolitan city, with a very lively
social and cultural scene. The city has many famous sites of
interest, such as the Clifton suspension bridge and the S.S. Great
Britain, which are within a short distance of the conference location
and accomodation. Various on-line guides to Bristol include:
http://www.epost.co.uk/standards/bestofbris.html
http://www.bristol.digitalcity.org/org/council/about-bristol.html
A reduction is available to all delegates registering before 19
December 1997. Further details on booking can be found on the IRISS Web
site.
***CALL FOR PAPERS***
We invite papers and participation from:
* practitioners in the field who use the Internet to
support their day to day work
* researchers using Internet information and communication
in their research
* librarians developing their Internet knowledge and skills
to serve a social science user group
* educators interested in using the Internet for teaching
and learning
* information providers who publish on the Internet and
wish to reach the social science community
In addition to concurrent paper and workshop sessions the
conference will feature an ongoing poster session and a
dedicated Internet Gallery in a fully networked environment
enabling contributors to display high quality Internet
resources.
***HOW TO CONTRIBUTE***
If you are interested in submitting a paper, joining the
Internet Gallery or ongoing poster session, visit our Web
site at:
http://www.sosig.ac.uk/iriss/
for conference information together with online booking and
submission forms. The Web site will be updated frequently
as information becomes available and will include full
programme details and abstracts. The deadline for the
submission of abstracts is 7 November 1997.
***CONFERENCE FEE***
Delegates presenting papers will pay a reduced conference
fee. A reduction will also be available to all delegates
registering before 19 December 1997. Full details are
available from the Web site.
***HOST A MEETING AT IRISS***
Would your organisation or professional association like to
host a meeting at IRISS? We can provide free meeting
rooms and refreshments for groups booking to attend the
conference. Special discounts are available to groups of
10 or more. For further information contact the Conference
Secretary at:
iriss-info@bris.ac.uk
General conference enquiries should be directed to:
IRISS Conference Secretariat
Institute for Learning and Research Technology
University of Bristol
8 Woodland Road
BRISTOL
BS8 1TN, UK
Tel: +44 (0)117 928 8474
Fax: +44 (0)117 928 8473
Email: iriss-info@bris.ac.uk
IRISS Web site: http://www.sosig.ac.uk/iriss/
------------------------------
Date: Thu, 16 Oct 1997 16:57:47 -0800
From: Roy Pea <roypea@unix.SRI.COM>
Subject: File 7--Learning Technologies Postdocs wanted!
POST DOCTORAL SCHOLARS
Center for Innovative Learning Technologies
We expect to select 4 Post-doctoral Scholars to participate in the
National Science Foundation funded Center for Innovative Learning
Technologies. The center is directed by Roy Pea, SRI International, and Co-
directed by John Bransford, Vanderbilt, Marcia C. Linn, University of
California, Berkeley, Barbara Means, SRI, and Bob Tinker, Concord
Consortium. Successful applicants will be located at one or more of
the following institutions: University of California, Berkeley, SRI,
Vanderbilt, Concord Consortium.
Post-doctoral Scholars will join a multidisciplinary team of
researchers aimed at improving the effectiveness of technology in
education. Participants will work with leaders in education,
technology, and the science disciplines.
Each Post-doctoral Scholar will conduct a research program in a
supportive, exciting environment with input from leaders in the
field. Post-doctoral Scholars will learn about advances on all fronts of
technology and education. They will jointly contribute to standards,
guidelines, and a theory of design for innovations.
We have an immediate opening for someone with background and
interest in Visualization and Modeling.
QUALIFICATIONS
Candidates should have a background in mathematics, the natural
sciences, engineering, or computer science and a Ph. D. in
mathematics, the natural sciences, engineering, computer science,
education, or related disciplines. Applicants should demonstrate
ability to work on a team, interest in using collaborative technologies,
and interest in developing a multidisciplinary research program.
Applicants should be available to start between November 1997 and
September 1998. Positions are for two years with possible renewal for
a third year. Affirmative action, equal opportunity employer.
CENTER DESCRIPTION
Center for Innovative Learning Technologies
The Center for Innovative Learning Technologies (CILT) stimulates
the development and implementation of important, technology-
enabled solutions to critical problems in K-14 science, mathematics,
engineering, and technology learning. Four founding institutions-
SRI International; the University of California at Berkeley;
Vanderbilt University; and the Concord Consortium provide Center
leadership and infrastructure.
"Theme teams" will conduct the Center's research, development, and
implementation activities. Participants drawn from both from the
founding organizations and elsewhere will represent the best
possible mix of expertise. The Center's initial themes are: Virtual
Learning Communities; Visualization and Modeling; Low-Cost,
Ubiquitous Computing; and Assessment. Theme teams will include
experts in technology from natural science, computer science, and
engineering; experts in science, mathematics, and engineering
instruction, policy, and research; and industry leaders.
Participants will work together in national workshops and on-line
discussions to review their research results, identify critical
challenges and potential breakthroughs in their theme area, and
select prototype collaborative projects for CILT sponsorship. These
prototype projects will serve as "seed" efforts that, with external
funding, can transform the use of learning technologies in education.
CILT provides the infrastructure for:
*synthesizing learning technology R&D and implementation lessons
across projects,
*stimulating multidisciplinary collaboration and rapid innovation,
and
*fostering communication between technology developers,
educational and cognitive researchers, and schools to increase the
impacts of research-based technology supports on mathematics and
science learning.
CILT will train Postdoctoral scholars from multiple disciplines to
leadthe field of learning technologies in the future.
FOR MORE INFORMATION: www.cilt.ltc.vanderbilt.edu
TO APPLY
Send CV, statement of purpose, one or more academic papers, and a
list of people we might contact for letters of recommendation to:
Marcia C. Linn
University of California at Berkeley
Graduate School of Education,
4611 Tolman Hall
Berkeley, California 94720-1670
mclinn@socrates.berkeley.edu
Roy Pea
SRI International
Director, Center for Technology in Learning (CTL) and
Director, NSF Center for Innovative Learning Technologies (CILT)
333 Ravenswood Avenue, BS 124
Menlo Park, CA 94025
415-859-5866 Office
415-859-2861 Fax
Visit our CTL Web site at http://www.sri.com/policy/teched/welcome.shtml
Visit our CILT Web site at http://www.cilt.ltc.Vanderbilt.edu
------------------------------
Date: Sun, 19 Oct 1997 23:20:49 -0500 (CDT)
From: Jim Thomas <jthomas@SUN.SOCI.NIU.EDU>
Subject: File 8--Review of "Net Lessons: Net-based Projects for your Classroom"
Review of: NET LESSONS: WEB-BASED PROJECTS FOR YOUR CLASSROOM.
By Laura Parker Roerden. 1997. Sebastopol (Calif): O'Reilly.
284 pp. $24.95 (paper).
The question is no longer whether Web-based pedagogy will have an
impact on education. The question is how much, how fast, and how
far. NET LESSONS will benefit especially those teachers who are
not yet comfortable with the Web, and who remain unsure of how to
integrate Web and Internet exercises into their classes or
curriculum. Although written primarily for primary and secondary
(K-12) instructors, Roerden identifies some basic strategies for
a Web-integrated curriculum that can be upgraded fairly easily
for post-secondary classes.
Roerden begins with the most basic question: Why should any
instructor bother learning about the Web? Then, like a patient
teacher, she explains the rationale and identifies the resources
available for students and teachers.
Chapter 2, "Designing your Curriculum," provides a dozen
activities that can be developed by instructors at any level. In
addition to the obvious tasks of using the Web as a resource and
for communication, she lists a few narrower uses, including
mentoring, social interaction, simulation, surveys, and Web
publishing. The remainder of the book describes how the dozen
activities can be integrated into substantive courses, such as
math, social studies, language, science, and art. Each chapter
contains a well-defined series of exercises for various grade
levels, but the excericises can be modified to fit college
courses as well.
Although the sample activities in the chapters were submitted by
the individual instructors who created them, they possess
remarkable consistency in quality, format, and substance. Each
exercise specifies a project's timeline, objectives,
prerequisites, and procedures. Some excericises are designed for
individual students and others for students working in groups.
All can be modified as needed for content, work load, and grade
level. Three appendixes include a Net lesson index, sample
worksheets, and a list of useful URLs pointing to curriculum
resources and teaching strategies.
Although minor quibbles, there are few details that the author
might correct in future editions. First, Roerden uses the term
"Internet" and "Web" interchangeably. This inaccuracy is
especially ironic in a volume attempting to introduce youth to
Cyberspace. This faux pas should be corrected. Second, the net is
not as race/sex/culture blind as the author claims. Differences
in backgrounds and biographies shape facility and comfort with
Net interaction. Given the diversity of abilities and
personalities, a volume such as this would benefit from including
a chapter or two on breaking down differences amongst students.
Third, the volume should include a chapter or two on CGI scripts
that enhance the exercises. Fourth, the omission of synchronous
interactive exercises using discussion groups and software such
as Engaged to communicate with others was disappointing. Fifth,
given the emerging PC-based audio-visual technology, a future
edition should address the potential of web-based synchronous and
asynchronous A/V classroom activities.
A final criticism focuses on O'Reilly's odd tendency to include
supplemental CDROM disks in their works. This volume might seem
an exception were it not that the disk O'Reilly provides is AOL
3.0. When the book jacket indicates CD-ROM included, I felt as
though I were the victim of a practical joke when I found the
same disk that AOL has sent me at least a half-dozen times in the
past year. The blatant hucksterism of this misleading promo
detracts from the credibility not only of the book, but also from
O'Reilly. One expect a bit more from them.
------------------------------
Date: Thu, 7 May 1997 22:51:01 CST
From: CuD Moderators <cudigest@sun.soci.niu.edu>
Subject: File 9--Cu Digest Header Info (unchanged since 7 May, 1997)
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End of Computer Underground Digest #9.75
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