Below is a description of the May/June 2002 issue of The Technology Source, a free, refereed, e-journal at http://ts.mivu.org/default.asp?show=issue&id=145
Please forward this announcement to colleagues who are interested in using information technology tools more effectively in their work. As always, we seek illuminating articles that will assist educators as they face the challenge of using information technology tools in teaching and in managing educational organizations. Please review our call for manuscripts at http://ts.mivu.org/default.asp?show=call and send me a note if you would like to contribute such an article. Many thanks. Jim -- James L. Morrison Editor-in-Chief The Technology Source http://ts.mivu.org Phone/Fax: 919.493.1834 Home Page: http://horizon.unc.edu IN THIS ISSUE: In an interview with James Morrison, Eduprise founder William Graves discusses the current state of today�s learning economy. Focusing on the perspectives of four groups of players in the field--students, instructors, institutions, and policymakers--Graves considers the impact of technology on these groups, and reflects upon the further changes in store for higher education. See http://ts.mivu.org/default.asp?show=article&id=989 Chris O'Hagan explores the aims and methods of institutions with apparent global ambitions to determine how such universities might influence the trajectory of conventional schools. O'Hagan suggests that highly selective institutions protective of their elite reputations may have something to worry about as globalization offers broader access to educational, intellectual, and economic opportunities. See http://ts.mivu.org/default.asp?show=article&id=906 George Lorenzo provides an up-to-date overview of eArmyU, a program in which the U.S. Army has established partnerships with a range of service providers, technical and managerial support services, and educational institutions to provide online learning opportunities for its personnel. For institutions looking ahead to the future of education, eArmyU represents a promising catalyst for the further expansion of online learning. See http://ts.mivu.org/default.asp?show=article&id=998 In his case study, Gregory A. DeBourgh illustrates how a course management system offered some simple, yet elegant possibilities for managing the complex data in his clinical nursing course. With a threefold focus on multimode instruction, interactive discussion, and self-regulated, reflective learning, DeBourgh shows how these tools provided a crucial means to realize such pedagogical principles. See http://ts.mivu.org/default.asp?show=article&id=925 Celina Byers suggests that whereas instructors usually grade students periodically and solicit feedback in summative evaluations at the end of the semester, Web-based tools can facilitate interactive assessment throughout the course. Instructors who have wished for better ways to gauge learning during the semester, rather than after it, will not want to miss this article. See http://ts.mivu.org/default.asp?show=article&id=928 If online courses show higher rates of attrition than traditional courses, can we conclude that online courses are not as good? David P. Diaz proposes that drop rates have a crucial relationship with the typical characteristics and circumstances of online learners--factors that do not translate into either their quality of learning or their ability to succeed. See http://ts.mivu.org/default.asp?show=article&id=981 In his commentary, George Watson discusses how technology can enhance problem-based learning (PBL)�a form of learning whereby students acquire life-long thinking and problem-solving skills by focusing their efforts on �real world� problems. Watson describes his use of a course Web site, electronic communication among student groups, controlled discussion forums, collaborative space, and whiteboard capabilities to enhance a PBL course. See http://ts.mivu.org/default.asp?show=article&id=969 To discover how online instructors use tools designed for the Web, Lucio Teles and his colleagues gathered survey data from a range of instructors around the globe. Their results show that instructors especially favor tools offering flexibility and easy access to the online classroom, as well as those supporting the flow of communication and the sense of community. See http://ts.mivu.org/default.asp?show=article&id=966 For his spotlight site review, Stephen Downes chose The Centre for Educational Technology Interoperability Standards (CETIS), a comprehensive, current site devoted to learning objects and content management systems. For serious (though not necessarily expert) investigators, CETIS features authoritative articles and links to relevant news items, with brief summaries written by a knowledgeable staff. See http://ts.mivu.org/default.asp?show=article&id=1007 ------------ ***GKD is solely supported by EDC, an NGO that is a GKP member*** To post a message, send it to: <[EMAIL PROTECTED]> To subscribe or unsubscribe, send a message to: <[EMAIL PROTECTED]>. In the 1st line of the message type: subscribe gkd OR type: unsubscribe gkd Archives of previous GKD messages can be found at: <http://www.edc.org/GLG/gkd/>
