Tutorial & Workshops
2.How to create a Multimedia Presentation using Powerpoint
3.How to Design a Simulation Game
Dr. Arlene O'Leary, Director Instructional Resources Center for Information Services, Dowling College,Oakdale, New York
Content
1. Get Wired and Go Digital: a tutorial on How to Design Web pages for Teaching, Learning and Research. This tutorial is designed to enable the participants to understand how to create a presence on the World Wide Web.
2.How to create a Multimedia Presentation using Powerpoint: This three-hour workshop will be hands on with Windows 95, Microsoft PowerPoint. The participants will collaborate with each other to design, construct and present a multimedia presentation using the authoring tool PowerPoint.
3.How to Design a Simulation Game: This tutorial is design to enable the participants to establish a conceptual framework to understand the "worlds" created by researchers and theorists in the study of real human problems.
Intended Audience
No previous knowledge of using computers is required.
About the Presenter
Dr. Arlene O'Leary is the Director of Instructional Resources for Dowling College. Her interest in Simulation and multimedia dates back to the Internation Simulaltion model which she redesigned and used and researched over a ten year period in conjunction with the IBM Corporations' advanced education research studies. She has directed over 23 different simulations and designed severn games - The Revolutions, Game, the Nuclear Energy Game, Territorial Sea, Imperialism, Centralized Power Game, the History Game and most recently The Administrative Preparation Game. She is also an expert in multimedia and acts as the web master for the college.
T2 1.Introduction to educational web site development
2.Advanced educational web site development
Anthony J. Klejna, State University of New York College at Buffalo Computer Information Systems Chase Hall, 1300 Elmwood Avenue Buffalo, NY 14222, USA
Content
These two tutorial sessions will provide the working educator with background and development techniques helpful to placing course content on line. The techniques used in these tutorials may also be used to develop curriculum materials for internal or Intranet networks. Any educator familiar with the use of a modern word processor is capable of developing on-line curriculum resources. The first tutorial session will guide the educator through the creation of a basic web page with several hyperlinks and images. The second sessions will build upon the initial topics to develop more professional page layout techniques. The use of forms will be discussed in their relation to gathering user input for surveys and on-line testing applications. The use of educational web sites for distance learning applications will be discussed and demonstrated. Emerging multimedia enhancements and dynamic web pages will be covered with multiple demonstrations of their use in the education environment. The topic of web site administration and the ease at which educators can maintain a web site with modern tools will be highlighted. Multiple editing environments may be discussed with the use of Microsoft FrontPage 98 used as the primary development and administration tool.
Intended Audience
1.Introduction to educational web site development (1) Understanding of Windows 95(2) Web surfing experience(3) HTML programming experience (beneficial but not required)(4) Familiarity with Microsoft Word or another major word processing application
2.Advanced educational web site development
(1) Ability to use Windows 95
(2) Web surfing experience
(3) HTML programming experience (helpful but not required)
About the Presenter
National winner - Microsoft "Innovator in Higher Education Challenge", showcased academic innovations in higher education. Entry of "School-to-School-to-Work" highlighted innovation of linking cooperative college workgroups with local businesses and industries. Presenter: - CIT98 (http://www.cortland.edu/cit98/) -The State University of New York Conference on Instructional Technologies. Presentation topics: "School-to-School-to-Work - Academic and Professional design groups link together on the Internet", etc.
T3 IT as an integral part of teaching
Grace Lim, Center for IT in Education & Learning, Temasek Polytechnic, Singapore.
Content
As IT is increasingly prevailed in our daily lives, there is a need for teachers to use IT in modern classrooms. Research has shown that effective use of IT in teaching can enhance learning among students. However, the success of integrating IT in education depends largely on the acceptance and adoption of IT among teachers. Unless teachers have acquired the confidence and competence in using IT and see the benefits of IT in education, they are unlikely to change their teaching methods.
This tutorial is intended to assist teachers & lecturers, from schools, colleges & universities, in gaining fresh perspectives and insights on accepting, adopting and integrating IT in teaching.
Intended Audience
1.Familiar with Windows 95.
2.Have a working knowledge of Microsoft PowerPoint 95 or 97
3.Familiar with a graphical Web browser e.g. Netscape or Internet Explorer
4.Have a very basic understanding of HTML ( optional )
About the Presenter
Grace Lim is a Senior Instructional Designer in the Center for IT in Education & Learning, Temasek Polytechnic, Singapore. She has previously worked as a Media Specialist in the Nanyang Technological University, Singapore. She holds a Masters degree in Education from the University of Sydney, Australia. Grace has been actively involved in interactive multimedia & hypermedia design and courseware development in the last 9 years. She has 16 years of teaching / training experience in schools, staff training & development as well as professional training for the industry. Grace has conducted courses on Preparing Multimedia Lectures, Creative Effective & Interactive Multimedia Presentations, Using Internet for Education, Creating Online Instructional materials, Web Design & Development Using FrontPage 97.
T4 Learner and
Facilitator Characteristics for Success in Computer-Mediated
Conferencing
Katy Campbell,
University of Allverta Edmonton,
Canada
Content
Supporting social
negotiation through conversation, computer-mediated conferencing (CMC) offers a
collaborative learning environment for deep learning.Advantages include
extensive and sustained interaction through learner centered-ness (Kearsley et
al., 1994); shared transcripts which are always available online to re-visit
retrospectively, creating an artifact of learning which can be reorganized,
reassessed, restructured, and which lead to new relationships of ideas and
people, or a community of learners (Harasim, 1990, Burge, 1994); a greater
degree of interactivity than in face-to-face classrooms (Eastmond, 1992); the
enhancement of meta-cognitive skills; and an excellent pedagogical framework for
situated learning.
Intended Audience
Participants
should be reasonably familiar with the standard Web browsers and be able to
navigate within them. Each participant will need an active e-mail account to be
able to participate in the follow-up conference.
About the
Presenter
I have worked as an instructional designer in the
field of educational technology since 1983, focusing for much of that time on
the design of interactive video (CD-ROM and videodisc). In 1992 I began a Ph.D.
program in instructional studies, specializing on learning technology. I
achieved my degree in 1994: My doctoral research explored the design of a
videodisc through social conversation and resulted in the dissertation
Collaborative instructional design : A transformative social activity . During
that time I joined the faculty of the State University of Mew York (SUNY) as an
assistant professor in teacher education and educational technology
(1993-95).
After a short time working in Northern Canada as a distance
educator, I returned to the University of Alberta as an assistant
professor/instructional designer for the Academic Technologiesfor Learning
department. In this capacity, I work with faculty members to develop courses for
distributed learning, design and deliver professional development workshops,
teach, and conduct a research program that focuses on discourse in technology
environments, especially of facilitators and learners in interaction, and among
members of instructional design teams. Most of my design work now includes the
development of virtual environments on the Web, supported through
computer-mediated conferencing.
T5 The play's the thing: enhancing learning design through game elements
Clark N. Quinn, School of Computer Science & Engineering, The University of New South Wales, Sydney NSW 2052, Australia
Content
Computer games are easy to learn and fun to use; these are the same characteristics we desire out of learning environments. While the best learning environments are engaging, most are dull and tedious. Yet there are principled ways to make learning environments engaging, and there is considerable overlap between the elements that create engagement and the elements that lead to effective learning.
This half-day tutorial systematically explores game elements and their use in learning environment design. The goal is add engagement to learning; how game-like elements can systematically improve the motivation and effectiveness of learning environments.
This tutorial mixes activities that demonstrate and provide practice in game ideas with a practical introduction to the underlying concepts and their application. The advantages include increasing the appeal of learning environments, and their effectiveness.
Intended Audience
This tutorial is designed for designers of learning environments who wish to enhance the engagement of their products. Attendees should have experience in learning environment design.
About the Presenter
Dr. Quinn has been designing educational computer games for almost 20 years. He started with DesignWare in 1980, where he developed a number of games including FaceMaker and Spellicopter. He studied cognitive engineering with Donald Norman, receiving his PhD in 1989 from the University of California, San Diego.
He has been involved in designing engaging and effective learning environments at the Learning Research and Development Center at the University of Pittsburgh and now at the University of New South Wales, where he teaches interaction design. His research and learning environment projects include Voodoo Adventure and Quest for Independence (now available on the Web: http://www.cse.unsw.edu.au/Quest). Recently, Dr. Quinn has served as Multimedia Manager for Open Net Pty Ltd., designing their on-line learning methods, and currently is Director of Educational Technology for the Access Australia Cooperative Multimedia Centre. He currently is engaged in developing commercially engaging online learning, as well as learning effectiveness evaluation, and integration of learning into corporate web-sites.
T6 Techno-Logic: A Micro-World for Constructivist Learning of Science and Technology
Dr. Nira Krumholtz, Moshe Lahav, IDEA Center, Faculty of Engineering, Tel-Aviv University, Israel
Content
Techno-Logic is a micro-world developed to facilitate the learning of both scientific concepts and their technological applications. It integrates creative construction of concrete machines and models with an introduction to computerized processes control. Techno-Logic was developed at the IDEA Center at the faculty of Engineering at Tel-Aviv University, designed to be suitable, attractive and effective in teaching even young beginners. Through the suggested constructivist learning the student not only learns about science, but also practices science. The learner seeks solutions, asks questions, extrapolates, raises hypotheses, plans ways to verify them, and evaluates the results. In this way, he or she learns not only abstract scientific and technological principles, but about scientific and technology processes as well. With appropriate guidance and direction, the Techno-Logic environment enables the learners to build their knowledge through varied, rich experience.
Intended Audience
No previous knowledge of using computers is required.
About the Presenter
Dr. Nira Krumholtz is the head of IDEA, an R&D Center at the faculty of Engineering at Tel-Aviv University in Israel. Moshe Lahav is in charge of the technological aspects of developments and implementations at the IDEA center.
T7 Image processing as a teaching tool for science and mathematics
Bob Kolvoord, Ph. D, Integrated Science and Technology, MSC 4102 701 Carrier Dr. James Madison University, Harrisonburg, VA 22807
Content
This tutorial will give participants an opportunity to learn about image processing and its applications in science and math. Classroom use by over 5,000 teachers in the United States and Canada has shown that image processing provides a powerful medium to excite all students about science and mathematics, especially those whose needs have not been met by traditional "coded" ways of teaching these subjects. Visual learners are particularly attracted to this tool. Many teachers use the image processing tools as a vehicle to bring more discovery/inquiry-based tasks to their students.
Intended Audience
Participants must have basic familiarity with Pentium computers(opening, closing, and saving files) and basic keyboard and mouse operation. This tutorial would be most useful to teachers of math and science or teacher preparation professors, however people with other disciplinary interests may benefit.
About the Presenter
Prof. Kolvoord is an assistant professor of integrated science and
technology at James Madison Univ., where he also directs the CISAT
Medialab, an educational technology research and production facility. He was a co-founder of the Center for Image Processing in Education (Tucson, AZ), a non-profit company that develops image processing curricula and delivers staff development workshops. Kolvoord is the executive editor of a number of award-winning sets of curriculum materials, including HIP Biology and HIP for Educations. Dr. Kolvoord is a very experience conference and workshop presenter. He has given more than 100 presentation on image processing and has taught image processing workshops across the United States. He has been a featured or keynote speaker at a number of conferences, most recently including the NCCE annual meeting in Spokane, WA. He was also an invited presenter at the National Education Summit in the US in 1996.
T8 Introduction to the geometer’s sketchpad
Zhonghong Jiang, Florida International University, USA
Content
The Geometer's Sketchpad (GSP) is an innovative geometry software package designed to change the way students learn. This tutorial will introduce the participants to the most important features of GSP - its dynamic qualities. First, they will learn how to use GSP to construct a variety of geometric figures with both Euclidean construction methods and transformational geometry techniques. They will find that the shape and/or size of a constructed geometric object can be changed simply by dragging one or more of its component parts around the computer screen, so the object is not a single, static figure, but in essence a prototype for all possible figures of same geometric properties. The participants then will take full advantage of GSP's dynamic movement and measurement features to explore geometric situations. By observing the changes caused in the figures and in the corresponding measurements and calculations, they will discover what relations and properties are preserved, or what configuration gives the best results (e.g., the shortest path). Conjectures will then be made naturally, and the participants will have strong interests to verify and prove them. Finally, the participants will learn more advanced techniques such as animation, scripting, and the use of various buttons, to construct demonstration programs, and interactive learning environments.
Intended Audience
The participants only need to have learned high school level geometry. Teacher educators from universities, colleges, and research institutes, and high school mathematics, science, and technology teachers are mostly welcome.
About the Presenter
The instructor received his Ph. D. in Mathematics Education from the
University of Georgia, USA. Before that, he had obtained two master
degrees, one in mathematics education and the other in computer science. In addition, he had taught high school and college mathematics for many years. He is currently an associate professor of mathematics education and computer education at Florida International University, USA. He has years of experience in exploring and helping students explore innovative and insightful uses of technology in mathematics teaching and learning. Heavily involved in research and grant activities, his publications center on how the use of technology can facilitate students' conceptual understanding in mathematics. In this teaching/research area, he has also made numerous presentations and offered a series of workshops at state, regional, national, and international professional meetings.
T9
几何画板的应用
王鹏远
北大附中数学高级教师.
两年来，我们尝试了在中学各年级的数学日常教学中引入几何画版，初步取得传统教学无法比拟的可喜效果。我们感到以几何画版为例的教育技术对传统的数学教学与教师的观念将产生深刻影响。我们的主题报告是从几何画版谈计算机与学科教学的整合内容包括：
*
数学概念的形成与教育技术
* 数学思维能力的培养与教育技术
* 数学成绩差生态度的转变与教育技术
*
教育技术与直观几何和实验几何的实现
*
几何画板对教师观念转变的影响
在报告同时，我们将演示部分软件，教学录象，并愿与同行对感兴趣的问题交流研讨。
We
have been trying to use GEOMETRY SKETCHPAD software in our math classroom for
two years. And we achieve greatly.
We believe Educational Technology,
such as GEOMETRY SKETCHPAD, will deeply affect teacher's ideas.
This
report will focus on how to integrate the computer technology into math
classroom from using GEOMETRY SKETCHPAD.
This report will include the
following part:
1. The Educational Technology and math concept
development
2. The Educational Technology and math thinking skill
development
3. The Educational Technology and the improvement of attitude
of math-poor student
4. The Educational Technology and visual geometry
and experimental geometry
5. GEOMETRY SKETCHPAD and the improvement of
attitude of math teacher.While reporting, We will show some courseware and
video. We welcome all to take part in our discussion.
T10 Integrate the Arts with Other
Disciplines
John
R.B.Clement, Elementary/Secondary Liaison, Education Statistics Services
Institute,
Washington
Content
Frequently,
teachers are unaware of easily accessible materials which exist on the WWW.
Several hours worth of instruction are enough to acquire the basic search skills
necessary to find resources appropriate for a planned lesson. What抯 more, these
same skills can be used to advantage when developing an interdisciplinary lesson
or unit. Teachers, and their students, can benefit from the diverse perspectives
given by resources and projects that integrate disciplines. Student performance
and learning are enhanced because of the multiple avenues for access to
information that interdisciplinary projects provide. This type of instruction
leads to more creative student expression and lends itself to multiple forms of
assessment, as well. Teachers need help finding resources in disciplines other
than their specialties, though. This workshop will provide the navigational
skills and basic starting search points necessary to find a wealth of
cross-disciplinary materials for project oriented
learning.
Intended Audience
K-12 teachers in all
curriculum areas. Basic computer literacy required. Familiarity with the
Internet desirable.
About the Presenter
Lynne
Clement began her tenure as ARTSEDGE Director in December of 1997. She is an
educator and curriculum designer with broad experience in the application of
technology to educational reform. She has taught at all levels, from primary
through undergraduate, and has also led curriculum design teams and organized
professional development courses. She has worked extensively in international
educational settings, in both west Africa and in southeast Asia. Her particular
field of interest and expertise is teaching through interdisciplinary,
collaborative projects that integrate the arts across the curriculum while using
computer technologies and the Internet. She holds an M.A. degree in Art
Education from New York University.
Mr. Clement is an educational
researcher with wide-ranging experience in curriculum design and evaluation and
in the applications of technology (especially computer-based networking and the
Internet) to education. He is especially interested in the creation and
maintenance of collaborative enterprises in education, and in assessments of
performance in integrated-curriculum projects with multiple participants at
diverse locations.
T11 "The need and use of second
generation Web technology"
Professor Dr.Dr.h.c. Hermann MAURER Graz University of Technolog
Austria
Content: In this tutorial
shortcomings of current WWW server technology and how this relates to
educational applications are analyzed. In particular it will be explained why it
is very difficult to manage large amounts of data based on ordinary WWW servers
and why more "interactivity" is required. In essence this is due to the fact
that ordinary WWW servers have no built-in data base facilities, do not support
the administration, maintenance and customization of information to the extent
necessary. More specifically, documents should not be inserted into WWW servers
without meta-data, and
such meta-data should be exploited by the system
for e.g. combining them with user profiles for learning, for hiding obsolete or
not yet relevant documents, generating automatic notification of changes and
news items to users if desired, for locating information, etc. Also, most of the
link mangement that is now the sole responsibility of the webmaster should be
carried out by the WWW server as much as possible, and different users should be
able to see a different set of links. It will be shown that techniques to
minimize problems such as the ones mentioned above do exist, and that they help
both the administrator and the user of WWW sites, be it in Internet or Intranet
environments.
Intended audience: Webmasters or potential Webmasters of
large WWW sites who have become frustrated because of the difficulties
maintaining and navigating large WWW sites without proper support from the
system. University institutions intending to establish major WWW sites for
educational material with ample communicative support.
About the
Presenter: Hermann Maurer ---CURRICULUM VITAE
Born in 1941 in Vienna,
Austria. Study of Mathematics at the Universities of Vienna (Austria) and
Calgary (Canada) starting in 1959. System Analyst with the Government of
Saskatchewan (Canada) in 1963. Mathematician-programmer with IBM Research in
Vienna 1964--1966. Ph.D. in Mathematics from the University of Vienna 1965.
Assistant and Associate Professor for Computer Science at the University of
Calgary, Canada 1966--1971. Full Professor for Applied Computer Science at the
University of Karlsruhe, West Germany, 1971-1977, and Visiting Professor at SMU,
Dallas, and University of Brasilia (Brazil) for three months, each, and at the
University of Waterloo, during the same period. Full Professor at the Graz
University of Technology since 1978. In addition, director of the Research
Institute for Applied Information Processing of the Austrian Computer Society
since 1983; chairman of Institute for Information Processing and Computer
Supported New Media since 1988, and director of the Institute for Hypermedia
Systems of Joanneum Research since April 1990.
Adjunct Professor at
Denver University 1984--1988. Professor for Computer Science at the University
of Auckland, New Zealand, in 1993 (on leave from Graz). Honorary Adjunct
Professor since October 93. Honorary Doctorate Polytechnical University of St.
Petersburg (1992), Foreign Member of the Finnish Academy of Sciences
(1996).
Author of fourteen books, over 450 scientific contributions, and
dozens of multimedia products. Holder of patent for optical storage device.
Editor-in-Chief of the Journals J.UCS and J.NCA. Member of steering committee of
WebNet and ED-MEDIA Conference series. Member of program committee of numerous
international conferences. Chairman of Working Group Hypermedia Systems in
Austria. Project manager of a number of multimillion-dollar undertakings
including the development of a colour- graphic microcomputer, a distributed
CAI-system, multi-media projects such as ``Images of Austria'' (Expo'92 and
Expo'93), responsible for the development of the first second generation Web
system Hyper-G, now HyperWave, and various electronic publishing projects such
as the "PC Library", ''Geothek" and "J.UCS"; participation in a number of EU
projects (e.g., LIBERATION, EONT, Europe-MMM, HYPDOC, etc.). Main research and
project areas: networked multimedia/hypermedia systems (Hyperwave); electronic
publishing and applications to university life, exhibitions and museums, Web
based learning environments (GENTLE); languages and their applications, data
structures and their efficient use, telematic services, computer networks,
computer assisted instruction, computer supported new media, and social
implications of computers.
T12 "Ontology and its
applications to courseware organization”
Riichiro
Mizoguchi
Content
Ontology research
has been becoming popular in artificial intelligence community. It is expected
to make a breakthrough in the knowledge engineering. It gives a great influence
not only to intelligent systems but also to non-AI systems such as
computer-based learning systems, since its contribution is not to making the
systems intelligent but to making building process intelligent. That is, it
opens a way to reuse of the existing courseware and hence it makes the system
building process efficient.
In this tutorial, I will give an introductory
explanation of ontology
And its roles in advanced computer-aided
learning/instruction system building.
An ontology is an explicit
specification of conceptualization which is usually implicit in almost all the
systems built thus far. The very implicitness is one of the causes of the
impediments in building and reusing systems. I will explain how to use ontology
in building a training system courseware.
The autdience is required to
have an elementary knowledge about logic and object-oriented paradigm. Knowledge
about AI is not necessary, though it will help better understanding.
W1 Developing Interactive
Multimedia Programs for Higher Education
Speaker: Dr Ron Oliver
Co: Mr. Martyn Wild Ms. Sue
Stoney
Description of
objectives
The purpose of this workshop is to develop participants' skills and
knowledge in designing interactive multimedia applications for higher education.
At the end of the session, participants will:
Have participated in a
collaborative and interactive learning environment aimed at developing skills.
knowledge and understanding in designing IMM materials for adult
learners;
have a knowledge of the principle learning theories guiding the
development of IMM for adult learners;
understand important attributes of
IMM design that can influence the levels of motivation and engagement of adult
learners.
have a knowledge of instructional design strategies that can be
employed to deliver higher order learning outcomes;
be aware of important
considerations in planning and designing IMM screens and user
interfaces,
have a knowledge of instructor and student roles in
application and implementation of IMM programs which can enhance learning
outcomes ;
have access to a range of materials facilitating the use of
the gained knowledge and skills in personal, projects and IMM
developments.
Intended Audience
The intended audience will
be instructional designers working with IMM, and university instructors and
teachers with some knowledge of IMM and some experiment with curriculum
development. No prior experience in IMM development is needed. Any instructor in
higher education looking to become involved in IMM development either on CD-ROM
or WWW will gain significantly from this workshop.
Workshop
Length
The workshop will be a half day in
duration.
Abstract
This workshop is based on the
popular and very successful workshop presented by this team at ED-MEDIA in
1997(and 1998) and which was rated extremely highly by its many is to give
participants an understanding of the important considerations necessary for
creating effective multimedia materials . Much of the extant research and
development in IMM assumes fides generic guidelines for materials development
the purpose of this workshop is to focus specifically on issues that emerge when
developing IMM for higher education. Topics that will be treated will
include:
instructional design strategies for higher education interactive learning
motivating and engaging adult learners, design considerations for creating
motivating and engaging materials for adult learners,
interaction design, issues to consider when creating and designing interactions ,
implementation strategies, planning and designing learner and instructor roles for use and application of IMM materials, coll4borative environments, scaffolding and coaching and integrated assessment.
Participants will be given a brief theoretical treatise describing
each of these topics and will participate in practical collaborative activities
organized to develop knowledge and understanding. The workshop will present an
array of instructional materials designed for use in Higher Education including
CD-ROM and WWW. Each participant will receive comprehensive print materials and
workshop activity sheets.
outline of
Content
1.Overview and Introduction of Session (40
mins)
Problems with existing IMM
what we know about learning and effectiveness
strategies to improve materials development
situated Learning as a Design Strategy for IMM
a discussion of the critical elements of situated learning
a demonstration of an IMM program designed to encompass principles of learning
activity 1: students use program and discover which elements provide effective attributes.
2.Effective Interactions (40 mins)
a discussion of interactions and interactivity
the impact of interactions on learning
demonstration of interactions in IMM and WWW
activity 2: Students will be given a learning objective and asked to design an IMM based interaction to achieve this.
3.Motivating and Engaging Adult Learners (40 mins)
a discussion of the important attributes of IMM materials which engage and motivate
a demonstration of Principles of F4inance, an IMM program built with these characteristics Activity 3: students will use this program and identify the design elements which have been included to increase learner motivation and engagement
4.Implementation Strategies for IMM(40 mins)
Using IMM for flexible delivery and flexible learning
student-centred activities, resource-based learning, problem-based learning
a discussion of teacher roles, student roles in implementing IMH materials
Examples of implementation strategies across various IMM forms Activity 4; an application with specific materials noting teacher and student roles to indicate how each contributes to learning
5.Summary and Discussion (15 mins)
What has been learned?
major points to take home contributions and feedback from the participants.
W2 CyberProf - A Complex
Systems Approach to Education
Speaker:: Alfred Hubler, University of Illinois at
Urbana-Champaign, USA
Content
Complex systems a systems with a large flow of energy or information,
including education and learning. Complex systems have common features and
paradigms, such as the leadership princiciple, the principle of the dynamical
key, the priciple of minimum resistance, the simplification paradigm, and the
equipartition paradigm for controlling chaos. We will discuss these principles
in the context of
education and give hands on demonstration of WWW
software implementations.
Intended Audience: School Teachers, University
Teachers, Learning Researchers
About the Presenter: A.W. Hubler is the
associate director of the Center for Complex Systems research. He has
investigated both
experimentally and theoretically properties of open
dissipative systems including turbulent flows, fractal agglomerates, and chaotic
electronic circuits. Recently he received a patent for a dissipation free
quantum dot transistor. One of his specific interests is the application of
complex systems theory in education. Based on his research he has developed
educational software which is widely used in middle school, high school, and
university education.
W3 Sino-Canadian Educational
Partnership in Practice in China
Present: Olivia Zhu
Associate
Director
Office of International
Partnerships
Information Highway
Applications Branch
Industry
Canada
Content:
1) Canada?ˉs SchoolNet - Preparing Canada for a Knowledge – based Society
This workshop will demonstrate Canada?ˉs SchoolNet programs. Canada?ˉs SchoolNet is a government program designed to facilitate the use of information technology to restructure Canada?ˉs education program. It is based upon the collaboration and mutual interest of our provincial partners. We bring knowledge in the areas of infrastructure, content development, teacher training, and other programs that promote the effective use of information technology. We are providing a single door to Canadian expertise, sharing our knowledge and promoting partnership between Canadian companies and their foreign counterparts. 2) Beijing Concord College of Sino-Canada Virtual Campus BCCSC will show how partnerships between Chinese and Canadian governments, schools, and private sector businesses will enable the establishment of a Sino-Canada Virtual Campus and the potential effect this could have on education in China. This virtual campus will be modified to suit the needs of Chinese learners. In conjunction with Industry Canada SchoolNet, the stages of development for the virtual campus will be discussed as a case-in-point illustrating the importance of partnerships to achieve success. The implementation strategy for establishing the virtual campus infrastructure and programs and the phases involved in this strategy will be presented and discussed.
Intended Audience:
This session will be of interest to international representatives, senior officials and educators at the national or regional level who are responsible for the implementation of ICT in education.
About the presenters:
Olivia Zhu obtained a Master?ˉs Degree in Public Administration from Carleton University, Ottawa, Canada, and a B. Commerce from Beijing, China. She is responsible for the China partnership projects at the Office of International Partnerships, Information Highway Applications Branch, Industry Canada. Prior to Industry Canada, Olivia worked with the Office of the Auditor General and other Canadian federal government departments. She worked for six years in the Chinese public sector. Having worked for many years in both Canada and China , Olivia has in depth knowledge of the social culture, political and economical systems of both countries. She has great understanding of the importance of information and communications technology in the development of the skill sets required to meet the new challenges in a globally competitive marketplace.
At present, Olivia is working on the development of a successful partnership with China. The purpose of this partnership is to explore opportunities for the collaborative development of educational infrastructure using information communications technology. Francis Pang is a Canadian entrepreneur and has enjoyed a long business relationship with China. Francis Pang?ˉs efforts in education have opened up opportunities for the people of both China and Canada. In January 1998, Mr. Pang organized and funded a cultural and educational visit to Canada for 76 Chinese students and teachers for three weeks. He has provided employment opportunities for Canadian teachers at the college in Beijing, organized a Chinese Language and Cultural Summer Camp for Canadian and foreign students, established Canadian scholarships and awards in partnership with Canadian corporations for Chinese students, and has established an internship program for Canadian post-secondary students. In recognition of his efforts, Mr. Pang has been appointed Honorary Director of the National Federation of UNESCO Associations of China and Executive Director of Beijing Superior Educational Award Foundation.
Ian Hart Center for the Advancement of University Teaching University of Hong Kong
Participants in this workshop will learn how to implement specific procedures for evaluating interactive learning at all levels of education and training. The content of the workshop includes specific plans, strategies, and tools for evaluating interactive learning systems during both development and implementation. A variety of print and electronic resources will be provided, including access to a World Wide Web-based electronic performance support system (EPSS) for evaluation.
The following topics will be presented in this workshop:
- Establishing a Rationale for Evaluating Interactive Learning
- Six Facets of Evaluation for Interactive Learning
- How to Prepare a Plan for Evaluating Interactive Learning
- Specific Evaluation Strategies including Usability Testing and Expert Review
- Reporting Evaluations for Maximum Effect
- Ten Commandments for Evaluating Interactive Learning
Intended Audience:
Developers and users of interactive learning software
About the Presenters:
Dr Ian Hart is Associate Professor in the Centre for the Advancement of University teaching at the University of Hong Kong and Head of the Educational Multimedia Unit. Since 1970 Ian has worked as a documentary film, television and multimedia producer in Europe, Australia and Asia and as an academic and educational technologist. Before coming to Hong Kong in 1992 he was Head of the Centre for Media Studies at the University of Canberra. Ian's doctorate, entitled "Learners as designers: computers as cognitive tools in Architecture education," was a constructivist approach to the question of learning with multimedia. His primary area of responsibility at HKU is research, development and evaluation of educational multimedia.
Lisa Thomas, Coordinator of Distance Learning in Continuing EducationMississippi State University
Content:The Information Superhighway is littered with Industrial Age educational refuse. However, in this workshop strategies and techniques, appropriate for the Information Age, will establish streamlined navigational paths that educators can travel for effective curriculum integration and implementation. The construction of the classroom environment, the implementation of mentors, the administration of classroom management strategies, the facilitation of student-centered activities and the creation of authentic assessment rubrics used will be explored.
Participant activities may include:
- Creation of Rubrics for Authentic Assessment
- Creation of Constructivist Portfolios Which Will Include Activities
Based on Workshop Strategies and Techniques Discussed
Intended Audience:
About the presenters
Prof. Dr. Heinz Mandl Ludwig-Maximilians-University Munich Institute for Educational Psychology
Content:
Net-based communication and collaboration mediate learners' cognitive and social processes in learning: With new forms of technology, new settings and conditions for knowledge construction and problem-solving have developed. Social knowledge construction and distributed cognition are important topics of discussion. Therefore the following aspects can be regarded as important issues and will be discussed in the workshop:What are the roles of technological tools in collaboration. A new generation of technological tools for net-based communication and collaboration has currently been developped. It is a question of great importance, which tools or tool features could be regarded as appropriate to promote different collaborative activities. How can we structure activities in tele-collaboration. In traditional research on coopeartive learning, it has been shown that collaboration suffers if it is not provided with adequate degree of structure. But what are appropriate degrees of structuring in net-based collaboration scenarios.And what are the instructional technologies to provide this structure Culture of learning and communication
Intended Audience:
Presenter: Lee Hodges,Department of Technology and Education Mississippi State University
Lisa Thomas, Coordinator of Distance Learning Department
of Continuing Education
Mississippi State University
Kim Phillips, Research Assistant Curriculum and Instruction Mississippi State University
Kay
Brocato, Project Coordinator Center for Educational Partnerships Mississippi
State
University
Content:
In this half-day hands-on workshop, educators will download "Active Worlds" virtual reality browser from the Internet, and will experience communication, manipulation of an avatar, and constructing learning spaces in this virtual reality environment. The Active Worlds browser attaches to the Internet Explorer Browser to provide an easily accessible, yet highly motivational and friendly learning experience through the Internet. Educators will be guided through a collaborative online lesson with students from different areas of the world conducted within the virtual world. Educators will be shown tips and tricks of building, linking objects to HTML pages, sounds, and executable programs, as well as suggestions for the use of this technology within
any school environment. An Active Worlds How-To Workbook describing all activities completed during the workshop will be provided to the participants.
Intended Audience: Teachers or administrators interested in expanding the educational experience of their students through virtual reality. Only point and click Internet experience is necessary.
About the presenters:
Lee Hodges teaches telecommunications at Mississippi State University. She also teaches several hands-on computer courses via the Internet, the
Only such courses of their type offered by universities in the Southeast. In addition, she is the Associate Editor of Online Publication for the
Journal of Online Learning, the publication of SIGTel.
Content:
This workshop will investigate the following questions:
1. What is the difference between web-based teaching/learning and face to face teaching/learning ?
2. What conditions of starting a web-based teaching/learning are required for the hard ware, software, and thinking style?
3. What kind of preparation shall teachers/students do to participate a web-based teaching/ learning ?
4. What kind of helps and supports are needed by teachers or students during web-based teaching/learning process?
5. How to train the teachers who are strange to web-based teaching/learning ?
Intended Audience: Participants who are suitable for the workshop are experienced teachers/students on web-based teaching/learning, or those who are going to do that work on the condition that they are familiar with Internet and WWW use.
About the presenters:
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