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WEB-ASSISTED-ASSESSMENT  1999

WEB-ASSISTED-ASSESSMENT 1999

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Subject:

September-October Issue of The Technology Source

From:

"James L. Morrison" <[log in to unmask]>

Reply-To:

[log in to unmask]

Date:

Wed, 1 Sep 1999 18:02:05 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (97 lines)

Below is a description of the September/October issue of The Technology
Source, a free refereed Web periodical (http://horizon.unc.edu/TS). Please
forward this announcement to colleagues who are interested in using
information technology tools more effectively in educational
organizations.

As always, we seek illuminating articles that will assist educators as
they face the challenge of integrating information technology tools in
teaching and in managing educational organizations. Please review our call
for manuscripts at http://horizon.unc.edu/TS/call.asp

Jim
--
James L. Morrison                          [log in to unmask]
Professor of Educational Leadership        CB 3500 Peabody Hall
Editor, On the Horizon 	                   UNC-Chapel Hill
http://horizon.unc.edu                     Chapel Hill, NC 27599-3500
Editor, The Technology Source              Phone: 919 962-2517
http://horizon.unc.edu/ts                  Fax: 919 962-1693

*****************************
Everyone has a vision of the future of education; Judith Boettcher,
executive director of the Corporation for Research and Educational
Networking, is no exception. But in addition to looking forward to the day
when programmable robots will provide learning resources and "embedded"
teachers will manage virtual classrooms, Boettcher also looks back to
these age-old questions: What is learning? What is teaching? What is the
value of an academic experience? In order to build a worthwhile future,
she tells interviewer James Morrison, we must "reevaluate everything" that
hitherto has structured educational institutions.

Is something essential to higher education sacrificed when college and
university courses take place online rather than on-campus? Two scholars
debate that topic in the Commentary section. Point: James Perley questions
the efficacy of online institutions that offer courses designed by one
person, taught by another, and graded by yet another. "This system
introduces elements of rigidity and homogeneity that interfere with the
more interesting elements of learning," he argues. Perley defends the
traditional university and elaborates on the "vital elements" students
could lose "if they take their education only as far as their computers."
Counterpoint: /TS/commentary/ - counterpointMary Harrsch responds with a
critique of the higher-education status quo, suggesting that on-line
education alternatives may assure academic freedom, encourage creativity,
and respond to student needs even better than the traditional university.

In the first of two case studies, three professors describe Teaming in
Cyberspace (TIC), a course they recently team-taught at George Mason
University. Because of the nature of the subject, Stephen Ruth and his
colleagues convened students in a classroom only four times; they replaced
in-class activities with TV and audiocassette lectures, reflective writing
assignments, self-paced learning exercises, linkages with online teaming
practitioners, and an online conference about knowledge management. The
result? Almost all students gave the course an excellent evaluation, and
the professors now confidently recommend that others try teaching in the
"middle ground": somewhere between high-tech and high-touch.

Not all important technological advances happen at the cutting-edge; some
result from novel combinations of existing hardware and software, as
Matthew Nickerson explains in this issue's second case study. At the
Gerald R. Sherratt Library at Southern Utah University, technology
specialists have integrated four existing technologies in order to provide
patrons with unprecedented online access to the library's special
collections. The system makes finding a 1910 photograph of southern Utah's
first college graduates as easy as locating a popular book. Discover how
by reading further, and try the technology for yourself by following
Nickerson's easy instructions.

When conducting faculty and staff development programs, instructional
technologists often talk about "integrating technology into teaching" or
"teaching with technology." Mark Donovan believes that these phrases
should be avoided because they keep the term technology on center stage.
"In order to be truly effective and transformative," Donovan tells us,
"these technologies must be bundled with dynamic instructional methods and
approaches." At the University of Washington, Donovan and his colleagues
focus on the innovative teaching strategies that make new technology
effective in the classroom. Does this rhetorical shift make a difference?
You bet. Find out how in "Rethinking Faculty Support."

The New American Schools (NAS) Website, this month's Spotlight Site,
offers valuable ideas for schools and educators interested in promoting
educational change on the organizational level. The site describes seven
innovative designs for school organization, including a Modern Red
Schoolhouse model where students learn in divisions, rather than grades,
and pass specific skill and knowledge tests to move to the next division.
Besides detailing each model, the site provides links to publications by
NAS and to information on the organization's mission and goals. Readers
seeking a glimpse of the possibilities for 21st-century elementary,
middle, and high schools will enjoy this site for both its informative
content and its accessible design.






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