Knowledge tree: Putting discourse into computer‐based learning

Most CBL materials currently in use model only the declarative aspects of the learning process. If such courseware is used without careful planning, this can be dangerous because one of the most fundamental aspects of education is the dialogue that occurs between teachers and the students. Traditionally, this has taken place in informal discussions as well as in formal small‐group learning sessions such as the conventional tutorial. However, as the student‐staff ratio increases, so does the opportunity for this type of personal dialogue decrease. Modern networking technology offers a huge potential to add discourse to CBL, but there are many pedagogical problems involved with the intrinsically ephemeral and anarchic nature both of the Internet and of most conferencing or bulletin‐board systems. In this paper we describe a software system called Knowledge Tree (KT) which we have developed to address some of these issues. KT combines a hierarchical concept‐oriented database functionality with that of a Usenet‐style bulletin board Using this, a knowledge garden may be developed for any subject area. These each contain a hypermedia database of frequently asked questions, together with answers provided by subject experts. There is provision for inter‐student discussions of problems and issues. When students ask new questions these are automatically emailed to a relevant subject expert (determined by a subject‐specific concept thesaurus). The answer is then placed in the database which eventually grows to become a valuable teaching resource. KT is discipline‐independent as the concept thesaurus can be changed to encapsulate any domain of knowledge. We have used it in support of conventional lecture courses, as an important component of a multimedia course, and for general IT support. These examples illustrate the role that this system can play both in basic information provision, and in facilitating the discussion of deep issues

The Binational English & Spanish Telecommunications Network

BESTNET was established in the early 1980\u27s, as an effort to link universities on both sides of the U.S.- Mexico border through microwave, satellite and cable television technologies. In the late 1980\u27s BESTNET focused primarily on the development of asynchronous computer mediated learning and teaching in an internationally networked virtual environment. For the past six years (1990\u27s) BESTNET has strengthened its binational ties and continued its high tech focus through the development of active or vibrant model technology which is assisting in the creation of an on-line binational university setting that is borderless (albeit, seamless to the user). Today, this type of design and linkage for curriculum, learning, teaching, research and performing collaborative scholarly work is called a global virtual university . The design center for BESTNET is the vibrant global model based on METIS software. While the binational (U.S.-Mexico) design of BESTNET continues to flourish, new technologies are being continually assimilated into this highly adaptive project. Specifically, as we are able to combine the interests of a multitude of globally located campuses. We are also working towards a virtual project for higher education. Our operating, developmental premise has always been to redefine faculty, staff and student roles towards this purpose. BESTNET was created with the assistance of the founder of ARPANET a direct precursor to the Internet (even before the Internet was popularized) as a scholar\u27s collaborative network, with the explicit charge of exploring alternative approaches to the structures, substance, and processes which have traditionally defined the scholarly work of institutions of higher education. We have continually demonstrated courage in tackling difficult, but essential, issues of technological renewal. We are committed to developing educational programs which are especially responsive to both regional and global needs, student-centered, interdisciplinary in scope, and technologically innovative in nature. The tremendous success of the BESTNET paradigm is that we are not only renewing, we are also brandnewing an ambitious global and virtual educational model that will yield improved educational outcomes (in both low- and high-tech) settings, within the financial resources of most academic institutions. We have especially developed positive outcomes in Africa, Latin America, the United States and Europe. Because we barter and share collectively our on line resources, we avoid the exchange of funds, academic credits and the multitude of bureaucracies that are associated with traditional institutional exchanges. In short, we create a virtual learning environment for the world evolving student to experience like never before. While other projects are undergoing transformation from the Industrial Age to the Information Age, BESTNET is successfully aligning to the global needs of the Cyber-Age, by design

Networked professional development : towards a model for primary care.

Background. Although research has been carried out within higher education circles little is known about any educational benefits that may result from primary care professionals engaging in networked learning and what strategies may be used to overcome barriers to effective learning. Aim. This research was undertaken to identify specific educational strategies which may inform educators wishing to support continuing professional development for healthcare professionals within communication and information technology. Method. A model of networked learning was developed from the literature and using the experience of working models elsewhere. The model was implemented and evaluated over two case studies, and further refined in a third. The evaluation methodology used action research collecting data from surveys, interviews, observer participation, electronic text generated bye-mail discussions, and project documents. Results. Healthcare professionals were able to usefully communicate over a prolonged period with colleagues about clinical and professional matters, developing a number of process skills; using e-mail, web and on-line database searching. Compared to face -to-face small group learning, the added benefit of using e-mail discussions supported by web based learning resources was being able to use the method at a place, pace and time of their own choosing whilst still remaining committed to a shared educational experience. GPs were able to use the educational material to put to-wards a portfolio (personal learning plan) for accreditation for PGEA. Specific roles for an on-line facilitator in addition to small group learning skills were identified. However networked learning is acknowledged to have many obstacles, eg access, using software, lack of support which will need to be overcome. Managing a learning environment for CPO for healthcare professionals involves an integration of the teaching and learning strategy of the host organisation with a networked learning environment. Conclusion. A networked learning environment has the potential of supporting continuing professional development and its assessment with portfolios. For individual participants much depends on there own learning style, what they feel is relevant to learn at the time and their own preferences for a learning format. Much needs to be done to provide the necessary supporting infrastructure and integration of provision across traditional divides within healthcare education. This research describes a number of recommendations, which can inform action by educational stakeholders interested in healthcare education

Internet na educação: contributo para a construção de redes educativas com suporte computacional

Tese de doutoramento em Ciências da EducaçãoApresenta-se neste estudo uma reflexão sobre um percurso de investigação que acaba por acompanhar o aparecimento e disseminação das Tecnologias da Informação e Comunicação (TIC), designadamente da telemática na Educação em Portugal. Dada a quase inexistência de estudos nesta área, por altura do seu começo, em 1987, já que a tecnologia que a sustenta estava na sua fase nascente, a abordagem seguida foi de natureza etnográfica, analítico-descritiva, de carácter exploratório e de desenvolvimento. Empiricamente, descreve-se um percurso heurístico que se foi refazendo através da compreensão e da construção de novos saberes, de hipótese e perspectivas explicativas parciais, numa abordagem próxima da investigaçãoacção, de maior conhecimento sobre as potencialidades de aplicação das TICs à educação e da integração da experiência de vida. O contexto alargado da maior parte do trabalho foi dado pelas grandes iniciativas por parte do Estado na área das Tecnologias da Informação e da Comunicação nas escolas: projecto MINERVA (1985-94), Nónio Século XXI (1996-), Ciência Viva (1996-) e Internet na Escola (1997-2003), que este trabalho acompanha e procura reflectir. Assim, num primeiro momento, de 1987 a 1994 e no contexto do Projecto MINERVA, foram desenvolvidos o sistema tecnológico e a abordagem ao uso educativo das TIC, com especial ênfase nas questões da telemática. Dessa evolução, acaba por surgir, entre 1992 e 1996, como resultado desse trabalho, a aplicação ao nível Universitário de uma plataforma com vários pontos de contacto com os resultados obtidos no âmbito do Projecto MINERVA. Difere daquela, contudo, na medida em que contempla a criação de uma infra-estrutura de rede local e disponibilização de serviços IP para os utilizadores finais da FCT – alunos, professores e demais funcionários – e para o exterior (via WWW). Nesse contexto surgem algumas iniciativas exploratórias de natureza educativa (“ecampus”) tanto numa abordagem informal, com grupos de alunos motivados, como no plano formal – por exemplo, na criação de uma cadeira oferecida pela Secção de - XII - Ciências da Educação da FCT/UNL: Redes de Informação e Formação com Suporte Computacional. Num segundo momento, de 1997 a 2003, o envolvimento directo e exclusivo na constituição e coordenação da equipa criada para acompanhar no plano educativo a ligação de todas as escolas portuguesas à Internet, é essencialmente entendida como consequência lógica do percurso efectuado. Veio a permitir explorar modelos de desenvolvimento educativo sustentável na Internet, numa aproximação caracterizada também pela dimensão social e política de providenciar a oportunidade de todas as escolas e respectivas comunidades educativas poderem usufruir dos efeitos potencialmente positivos da utilização da Internet na Escola. Como resultado do exposto, apresenta-se e discute-se um modelo de abordagem complexa à questão em estudo, o uso educativo da Internet na Escola, que procura resolver alguns dos problemas identificados na disseminação e apropriação educativa da Internet, recorrendo a alguns casos que ilustram algumas das opções exploradas. Termina-se com algumas considerações face ao trabalho futuro nesta área

Columbia Chronicle (03/05/2007)

Student newspaper from March 5, 2007 entitled The Columbia Chronicle. This issue is 44 pages and is listed as Volume 41, Number 22. Cover story: Columbia to alumni: Cough up the cash Managing Editor: Eric Kasanghttps://digitalcommons.colum.edu/cadc_chronicle/1697/thumbnail.jp

A case study investigation into the diffusion of e-mediated learning technology in UK higher education

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 20/01/2006.This thesis addresses the following research paradox: Despite continual investment in e-mediated learning technology by higher education institutions, why has technological diffusion within UK universities been a slow process? It will be argued that the level of investment in e-mediated learning technology by UK universities and the impact of this technology across higher education as a whole, makes this subject area an appropriate setting in which to study this phenomenon. An interpretivist case study investigation of the adaptation process of e-mediated learning technology by academic staff is analysed through the development of a grounded theory approach. The investigation will show that the majority of academic staff in the School of Management at the Case Study University are adopting e-mediated learning technology at a basic level. Various factors can combine to influence technological adoption. These include conflicting priorities for academic staff, IT skills levels and the potential for the technology to transform the social relation between the academic member of staff and student leading towards a heightened culture of expectation. In addition, the study will show that e-mediated learning technology has the ability to place the expertise of the academic member of staff in a vulnerable position. Together these factors can combine to affect the successful diffusion of e-mediated learning technologies in UK universities. At a more critical level, the research identifies that using models of critical mass in isolation to indicate the take-up of multi-functional e-mediated learning technologies are misleading. As such, models that incorporate the levels and stages, as well as the pace of adoption provide a more detailed perspective of the successful diffusion of e-mediated learning technology