HDTenEightyP/NetNews huggingface dataset:
Approved-By:  "EDTECH Moderator" <21765EDT@MSU.BITNET>
Newsgroups: bit.listserv.edtech
Date:         Sat, 25 Jul 1992 10:21:30 EDT
From:         MUFFOLETTO@iscsvax.uni.edu
Subject:      Re: Technology and curriculum reform

some comments on Eric Wignal's reply..

you suggested that the ed tech will move the teacher off-center... the
teacher will not be the center/holder/dispenser of knowledge.... well on the
other hand.... isn't the design team/programmer then the center.. we
refer to environment where the teacher is the center... well with ed tech
we have move the center to those behind the program.... and may I add
the ideology which drives "them"

You also call for the "teacher as a manager".. well we all heard that
back in the late 50's and into the 60's with programmed instruction (found
in a wide number of forms).... I don't want a teacher as a manager..
I want one who can create, lead, and "think" and have the courage to
take action.

I agree with you when you sat "ed tech does nopt solve anyhting"  your
right, people do.. but also peole define what the problems are and how
they are to be fixed... our own history in education is full of
examples of how "experts" have identified problems and the most
"efficient" method for solving them.... maybe we never identify the
right problem...

I'm not sure what you mean when you say "ed tech changes everything"..
in most cases I think the change is on a symbolic level and nothing
really changes.. take Channel One  (please someone take it away)
for example....

bob muffoletto
u of n. iowa
muffoletto@uni.edu
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Date:         Wed, 22 Jul 1992 23:09:12 EDT
From:         "Mona E. Strassburger" <MSTRASS@auvm.american.edu>
Subject:      "Schools of Excellence"

I am interested in obtaining information about different leadership styles in
schools which have achieved "School of Excellence" status?  What are some
traits that one must have in order to become an effective leader?  Do these
leaders have similar/common personality traits?  Can successful business
leaders be effective and successful in our educational systems?

Mona E. Strassburger   MSTRASS@auvm.american.edu
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Date:         Wed, 29 Jul 1992 00:14:48 EDT
From:         "Allen Renear, Brown Univ/CIS,
              401-863-7312" <ALLEN@BROWNVM.BITNET>
Subject:      Re: convincing faculty

Or is writing academic software like *binding* a textbook?  And we
wouldn't get credit for that would we?   (Or suppose my hobby is
bricklaying and I help build the new chemistry classrooms...&c. &c.)

Absurd comparisons I'm sure.  But does anyone know of any really good
good analyses of these things?

I do, however, think that the burden of proof is squarely on the
shoulders of those who believe that "writing academic software"
*should* count towards p&t.  I suspect that, to some extent
anyway, it probably should.  But why does everyone seem to
take it for granted?

Allen Renear
ALLEN@BROWNVM
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Date:         Fri, 24 Jul 1992 09:07:08 EDT
From:         Dan Mandell <mandell@bach.helios.nd.edu>
Subject:      Re: Technology and curriculum reform

>I think your question is an interesting one.... what do teachers want? ...
>most of the teachers that I work with would want more control over the
>curriculum, budgets, and school organization.  these are
>social/political/policy issues not technology... unless you are referring to

Forgive me if I misunderstand your position, but it
sounds a bit "machiavellian" to me to think that a topic regarding
Technology and Curricular Reform is principally a matter of control.
I believe that my own institution suffers from a lack of resources and
imagination - which a political restructuring would do little to address.

I must admit to occasional concerns that perhaps my convictions in
this area are less than pure . . . and mask
the desire to sieze control of the college, but I'll overlook
this possibility and suggest that the issue is primarily a matter of teaching
and learning.  Having just seen a faculty proposal for a "Center for Academic
Innovation" on our Campus to support experiments in faculty curriculum
development with no provisions for faculty support, training, or facilities
for multimedia or technological tools, I wonder!  I think the topic is
about a change in the student body, which now relies more on video imaging,
and context-rich learning (to quote an earlier posting on this topic). And
our ability to  recognize limitations in the traditional lecture method,
and ways to adopt teaching strategies suited for different learning styles
may make it possible / and necessary - for us to get serious about teaching
and learning in a way never thought possible. Or is this all smoke and
mirrors?

Dan Mandell


Dan Mandell (dmandell@saintmarys.nd.edu)
Saint Mary's College, Computer Services
Notre Dame, Indiana 46556  -  Phone: (219) 284-4610
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Date:         Fri, 24 Jul 1992 08:59:39 EDT
From:         Guy Levert <GLEVERT@acadvm1.UOttawa.CA>
Subject:      Concept Mapping...

Can anyone explain to me what exactly is CONCEPT MAPPING software and
Concept Mapping in general?

Thanks in advance,

===============================================================
Guy Levert  Consultant en informatique / Informatics Consultant
             Etudiant de Maitrise en EDUCATION Master Student
===============================================================
Adresse postale / Postal Address
Maison/Home: 6123 Silver Birch, Orleans, Ontario, Canada K1W 1C4
Telephone  : (613) 837-6143

Travail/Work: 35 Universite, Ottawa, Ontario, Canada K1N 6N5
Telephone   : (613) 564-7820
---------------------------------------------------------------
EMAIL: GLEVERT@ACADVM1.UOTTAWA.CA (INTERNET)
_______________________________________________________________
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Date:         Fri, 31 Jul 1992 12:57:34 EDT
From:         "EDTECH Moderator" <21765EDT@MSU.BITNET>
Subject:      Moderators in August

I'm off traveling during the month of August, so Mary Garrett and
Gary LaPointe have offered to take care of the list.  Hopefully
all will continue to run smoothly.  If you do notice differences
in timing of arrival of messages, etc., it is possibly because not
everyone does email at midnight.  Anyhow have a great month.
Please remember to sign ALL your messages (even forwarded ones)
with your name and email address at the bottom.

See you in September./Vickie Banks
                      EDTECH Moderator
                      21765EDT@MSU.BITNET
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Date:         Fri, 24 Jul 1992 08:54:53 EDT
From:         jmj5g@galen.med.Virginia.EDU
Subject:      Re: Convincing Faculty to Change

I agree entirely with the previous points made concerning the
stimulation of faculty multimedia development.  Although we are
in the fortunate position of having adequate equipment in our
student lab, and being able to supply our faculty with
equipment, multimedia development is still evolving very
slowly.  Faculty rewards have to be built into the system in
order for them to devote the time necessary to develop MM
packages or explore other teaching technologies.  We have
jointly authored papers and presentations with faculty
developers so that they can at lease add a line to their
vitas.  The impact of those lines on a tenure committee is
probably minimal, however.  The NE Medical School Consortium is
forming a peer review committee to review/approve software
developed by faculty.  If the review committee gives a package
their stamp of approval (who knows what their standards will
be) faculty will be encouraged to list a software package as a
publication.  Of course the software should be distributed to
other institutions for full credibility.

I think a key stimulus to faculty development will be
publication of software they have developed.  Publication, by a
commercial software distributor, will bring exposure and
royalties.  Poor software/media packages, or those that are
useable only within one instituion, will not make the grade.
The key then is develop things that a lot of people will want
to use and link up with a commercial distributor to get the
software to market.

I would be very interested in ideas others have on these topics.
--
John Jackson                            jmj5g@galen.med.virginia.edu
Office of Medical Education             jmj5g@virginia.bitnet
University of Virginia                  (804)924-5839
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Date:         Wed, 29 Jul 1992 00:21:27 EDT
From:         wick@gw.wmich.edu
Subject:      Response to one question survey: Does your media center...?

Western Michigan University has a printed catalog from 1990.  We will
not print another because we are hoping to get our catalog online with
the library system.
Sara Wick, Media Services, 616/387-5001
     wick@gw.wmich.edu

I really hope this message gets to the person who wants to know.  This
is my first attempt at sending a remote message into the electronic
unknown.
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Date:         Fri, 24 Jul 1992 08:57:53 EDT
From:         PF Anderson <pfa@casbah.acns.nwu.edu>
Subject:      Re: Technology and curriculum reform

We are beginning to show a bit of success from our efforts to
encourage use of instructional technologies in the curriculum,
but it is a *slow* process, folks! What was done here:

Administration moved first to make a commitment to the idea by
getting an endowment to fund a facility center. This was not
as successful as hoped and of course took a long time to
build and make operational.

In the meantime, the existing  small computer lab (my center)
began purchasing development tools and equipment, books,
samples, and other resources. I did outreach to faculty
(there were always a couple who were interested in trying
to do something) and offered introductory level training
for new starters. There is a group on the other campus
that offered more detailed resources and support, and
when people moved beyond what I could do for them (time-wise
usually, but sometimes expertise or money) they were referred
up there. We all worked together to make a friendly positive
environment for development.

Next step -- administration again. They got another endowment
to give "grants" to two faculty every two years for CAI
development, with a sabatical year to really work on the
project. They are expected to actually have something to show
which will work in the curriculum at the end of it. The grants
were a large amount of money (about $20 grand per year). We are
just coming up to the end of the first set of winners and
we'll see what they've come up with.

These grants made a *huge* difference in the faculty's
attitude. There has been a fair amount of prestige
associated with receiving one of them and people
compete almost viciously to try to get one. Many people,
once they've put all the effort into the grant application
and coming up with the concepts, find that they still
want to go ahead with it and will seek funds outside of the
school or just work on it in their own free time. Most of
the faculty don't have enough free time for the latter, and
faculty who have used outside funds with no support from
the school say that the school should buy the program just
like anybody else since they gave no $$.

Now they faculty are urging the administration to fund a
small development lab within my center with all the resources
available either to be reserved ahead of time or used on
a walkin basis if not scheduled. They want everything
available all the time. There is a debate as to whether
this resource will be available all the time or only
as scheduled in advance.

Anyway -- things move! And keep moving ...

Pat Anderson
Barnes Learning Resources Center
Galter Library
Northwestern University
303 E. Chicago Ave
Chicago IL 60611
pfa@nwu.edu
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Date:         Fri, 24 Jul 1992 09:04:29 EDT
From:         "Ted J. Singletary, Boise State Univ." <RTESINGL@IDBSU.BITNET>
Subject:      Telecommunications & Digital Phone Systems

Our campus recently switched from the traditional analog phone system to a
digital system.  Many of the "new" features, such as voice mail, forwarding,
etc.  are great, but those of us who telecommunicate have yet to be able to
use the phone system to access other bulletin boards or telecommunication
services.
 The phone system is by Ericsson (MD110 Intelligent Network).  We have traded
 our modems for an Ericsson Terminal Adapter Unit - 2620 (TAU 2620).  We were
 assured (by the central admin. folks pushing the change) that this unit would
 work perfectly with our existing software.  So far it hasn't.

 Does anyone have any experience with this phenomenon?  Any suggestions?
 Better yet, any solutions?  There is already talk of running analog phone
 lines for those that need telecommunications access.  Any and all help will be
 appreciated.  If you send replies directly to me I can summarize the ideas and
 post them (if there is sufficient interest).

 Thanks!
 Ted J. Singletary                        rtesingl@idbsu.bitnet
 Department of Teacher Education          rtesingl@idbsu.idbsu.edu
 Boise State University
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Date:         Fri, 24 Jul 1992 09:01:03 EDT
From:         "Jonathan Enos" <J_ENOS@FANDMLIB.BITNET>
Subject:      Re: One question survey: Does your media center ...?

>Does your media center/library have a catalog of your films/videos:
>                            1.  available on paper?
>                            2.  available online?
>                            3.  available in both formats?
>

Fred,    Our videos are cataloged by the library and full OCLC records are
available online.  The media center also has a titles-only list that is
both online and in paper, although we discourage the paper distribution (we
give one copy to each department once every few years.  People are
encouraged to print off their own copy from the online catalog if they
really need paper.  Hope this helps --Jon
___________________________________________
Jonathan Enos, Ed.D.
Director, Instructional Technology Services
Franklin and Marshall College
Lancaster, PA 17604-3003
Voice:(717) 291-4019            Fax:(717) 291-4160
Internet:J_Enos@Library.FandM.edu
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Date:         Sun, 26 Jul 1992 10:12:16 EDT
From:         Gleason Sackman <sackman@plains.NoDak.edu>
Subject:      Re: Cable in the Classroom (fwd)

Forwarded message:
>
> Date: Fri, 17 Jul 92 10:58:48 EDT
> From: "Nancy H. Aden" <naden@vdoe386.vak12ed.EDU>
> Subject: Re: Cable in the Classroom
>
> I am the Cable in the Classroom Education Coordinator for the
> counties of Henrico, Hanover, Chesterfield,and Goochland as
> well as Richmond City.  CNN newsroom and C-Span are widely used
> by teachers in middle and high school.
>
> Are you aware of CNN's "Democracy in America" program?  You may
> subscribe free of charge and receive free teacher resources,
> airing dates of programs focusing on the election process,
> candidates, and much more.
>
> Did you know the Weather Channel will offer daily programs for
> science teachers beginning in September to help teach weather
> concepts?  All free.
>
> Did you know C-Span has 10 minutes programs available on how
> our government works.  Many teachers all over the country uses
> these "Short Subject" programs.
>
> The list continues to grow.  Contact me driectly with your
> questions and I will try to help or direct you to the correct
> person.
>
> Nancy Aden
> --
> ********--------********--------********--------********--------********------
> Nancy H. Aden
> Educational Specialist
> 3613 Quail Meadows Place
>


-----------------------------------------------------------------------------
Gleason Sackman                           BBS:       sackman@sendit.nodak.edu
Coordinator                               Internet:  sackman@plains.nodak.edu
SENDIT - NoDak's K-12 Telcom Network      Bitnet:    sackman@plains.bitnet
BOX 5164,  NDSU Computer Center           Voice: (701)237-8109
Fargo, ND  58105                          Fax:   (701)237-8541
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Date:         Fri, 31 Jul 1992 00:40:31 EDT
From:         JMCCOY <JMCCOY.UNCSON@mhs.unc.edu>
Subject:      Forwarded mail/alt.gopher

EDTECH Moderator's note:  Usually I direct messages like this one
on to the individual rather than the list.  In light of the potential
discussion on forwarding, I thought I'd send it to everyone though.
                                                   /EDTECH Moderator

      ******************Message******************


Thanks Gleason for all the great stuff you send out! Keep it coming!

JMCCOY.UNCSON@mhs.unc.edu
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Date:         Sun, 26 Jul 1992 17:54:32 EDT
From:         "Fred W. Culpepper" <fculpepp@norfolk.vak12ed.edu>
Subject:      Re: Convincing Faculty

Organization: Virginia's Public Education Network (Norfolk)

> If software could become a line on faculty vita it would be an incentive.  As
> far as getting a  commericial distributor to handle academic software I don't
> think there is going to be much of that.....     A peer review to
> evaluate acadademic software and give proper credit to the writers would give
> academic programs some value.  I seriously doubt that much academic software
> is going to hit the big-time.  Consider academic software like a text and
> commercial software like a best-selling novel.  There is room for both types
> of programs.  But faculty will not write academic software if they are not
> rewarded some way.  I write academic software but my sanity has been
 questioned.
> Jack DeGolyer[JHDCI@UNO.EDU]
> University of New Orleans

Jack has a very good point here.  I have authored and
coauthored many (26) textbooks, laboratory manuals, etc.  In
each case I received credit for the activity in our yearly
evaluations.

Several years ago, I received a grant to develop a software
package.  The fact that I wrote the software was ignored; I
received credit for obtaining a grant!  Higher Education's
priorities are still somewhere in the past.

Since I have both written books and written software, I feel
that my experience gives me a perspective that I would like to
share with others in the field.  The time involved in
developing a software package is equivalent to writing a book.
The amount of research involved is also similar.  Checking the
software for all possible glitches and mistakes in programming
is the equivalent of proofing a book for printing.

The intelectual effort is the same.  A full disk (then 5-1/4,
back and front) equals a 400 page text.  The rewards are not
the same.  The books give a better monetary return than
software.  The books are displayed in the President's Office,
the Dean's Office, and Library.  The software disk is in some
closet.

Is it any wonder then that faculty write books and ignore the
activity of developing software that can really teach?

Fred Culpepper
Old Dominion University (Retired)
fculpepp@norfolk.vak12ed.edu
--
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Date:         Fri, 24 Jul 1992 08:47:52 EDT
From:         "Daniel L. MacIsaac" <danmac@physics.purdue.edu>
Subject:      Re: Technology and curriculum reform

> My experience in working with teachers is that the first felt need is the
> use of a wordprocessor to prepare tests, handouts, etc.
> Then something to handle marks - spreadsheet or speicialized program.
> The next step that I am trying to move to is having them use the computer
> for classroom presentation with something like Podium for the IBM and to
> have them use the computer to compliment the lessons e.g. Let the students
> do math homework on the computer with the computer presenting and marking
> the questions and the teacher giving marks for the work.

...after using SS to manipulate marks (dump specialized programs; none are
equivalent to even PD or shareware SS), use them to prepare graphs & charts.
This expertise can be used in Math & Science instruction and can be overtly
taught to students as well -- it is a useful and appreciated skill.  A
scientific graphing program is also appropriate in Math & Science ($50 for a
site license for Graphical Analysis from Vernier Scientific).  Numerical
manipulation/Revision/Presentation is every bit as useful to teachers and
students as wordprocessing.

These are empowering skills.  Running commercially-available CAI/CBI SW is
not.

Dan

[Physics] '...is a narrow and rigid education, probably more so than any other
except perhaps in orthodox theology'
                        --  T.S. Kuhn, The Structure of Scientific Revolutions
Dan MacIsaac, Science Ed/Physics Grad Student, danmac@physics.purdue.edu
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Date:         Sun, 26 Jul 1992 10:00:30 EDT
From:         Karen Kay <LL23%NEMOMUS.bitnet@CUNYVM.CUNY.EDU>
Subject:      Re: Convincing Faculty

> If software could become a line on faculty vita it would be an incentive.  As

This kind of statement gives me the willies.  There are a lot of faculty
who are involved in the application of educational technology that don't
write programs and won't write programs. I am one of them.  The produc-
tion of software should not be the only way to give faculty 'credit' for
using technology in their work.

If I did write software, btw, I would certainly include it in my vita.

Karen Kay
ll23@nemomus
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