HDTenEightyP/NetNews huggingface dataset:
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Newsgroups: bit.listserv.edtech
Date:         Sat, 12 Dec 1992 23:48:54 EST
From:         Edward Caffarella <ecaffare@dijkstra.UnivNorthCo.EDU>
Subject: Re: Compressed & Digitally Compressed Video

  There are at least three types of compressed video used in
  educational applications.  There is compression for computer
  images such as MPEG and the new Intel DVI chip set.  There is
  compressed video for two way television using the Px64
  standard.  The is also compressed video used to increase
  satellite transponder capacity such as is being used by
  National Technological University.  Perhaps one day the same
  compression standard will be used for all applications but for
  now they are different systems.  Are you interested in
  compressed video for computer images, for television images, or
  for satellite?  If you can narrow your question I can probably
  provide some information.
  oooOOOOOOOOOOO
 o   ____          :::::::::::::::::: :::::::::::::::::: __|-----|__
 Y_,_|[]| --++++++ |[][][][][][][][]| |[][][][][][][][]| |  [] []  |
{|_|_|__|;|______|;|________________|;|________________|;|_________|;
 /oo--OO   oo  oo   oo oo      oo oo   oo oo      oo oo   oo     oo
---------------------------------------------------------------------
Ed Caffarella                     Professor of Educational Technology
ECAFFARE@dijkstra.UnivNorthCo.EDU College of Education
voice 303-351-2687                University of Northern Colorado
FAX 303-351-2377                  Greeley, CO 80639
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Date:         Sat, 19 Dec 1992 00:12:26 EST
From:         00gwmichelin@BSUVAX1.BITNET
Subject:      Re: Video Information System

Westfield Schools of Westfield, Indiana have installed a system.  Can get
more information if you need it.

Gilbert Michelini
Faculty Development Multimedia Lab
Ball State University
Muncie, IN
00gwmichelin@leo.bsuvc.bsu.edu
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Date:         Sun, 20 Dec 1992 05:52:21 EST
From:         "Fred W. Culpepper" <fculpepp@norfolk.vak12ed.edu>
Subject:      Re: Computer Fees

CHARLES SUNDIN writes:

(Deleted material about the duck)
>
> That is, a computer fee goes for computers.  A tuition hike goes for ?????
> It gets lost and you have to continue to fight for it.
>   I think that is why some feel that the fee route is better.  It also
> tells the students wh

I have a question about a computer fee that has bugged me ever
since I first heard about its existance.  Do we have a fee for
all teaching materials used in the classroom?

        1.  Do we charge a nickle each for students looking at
a transparency on the screen?

        2.  Do we charge students a dime each time a video is
shown in the classroom?

        3.  Do we charge each student who receives a sheet of
paper handed out by the instructor to supplement the material
in the textbook?

        4.  Are pay-stalls used in the restrooms?

While I have listed some rather obvious and one could say
trivial questions, each is based upon a technological advance
in public schools and universities over the years, yes even
including #4.  Why a separate fee for computer use?  If the
school feels it is an absolute necessity to learning (and I
doubt there would be any disagreement on this), the cost should
be covered in the budget of the institution.

If the instutition's budget doesn't have sufficient amounts
listed to operate a computer lab, then when budget time
arrives, a stronger case should be made for an increase in
funding.  If a strong case for the increase cannot be made,
then there is some problem in communications within the
administrative path.
---
Fred W. Culpepper
OLD DOMINION UNIVERSITY (Retired)
fculpepp@norfolk.vak12ed.edu
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Date:         Thu, 17 Dec 1992 18:18:36 EST
From:         Dick McLeod <rmcleod@ibm.cl.msu.edu>
Subject:      Image compression

Does anyone have information on compression routines that are better than
JPEG for gray scale and TIFF LWZ for line drawings?  We have a lot of
images that we need to archive and, at our present compression rates, we
will be over a CD.

Any information will be much appreciated.
----------------------------------------------
Dick McLeod
rmcleod@ibm.cl.msu.edu
448 Erickson Hall
Michigan State University
East Lansing, MI. 48824-1034
(517)353-7863
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Date:         Sun, 13 Dec 1992 15:13:55 EST
From:         Gleason Sackman <sackman@plains.nodak.edu>
Subject:      REPORT: Using Telecommunications for home education.

*** TO ALL EDTECH LIST MEMBERS: ***

*** Point of clarification: ***

If you wish to obtain a copy of this report, please contact me
via e-mail directly.  Please _Do _not_ reply to the Edtech list.

Thanks.

-----------------------------------------------------------------------------
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:         Sat, 12 Dec 1992 23:54:49 EST
From:         MUFFOLETTO@iscsvax.uni.edu
Subject:      Re: Raising national IQ

 Some "inferior" people did not if fact score
lower than "superior" people.

It may be interesting to discover how the notions of "inferior"
and "superior" were developed.  Is there a conntection between the "test"
and those notions?

And was the test a benefit to the superior group.

bob muffoletto
muffoletto@uni.edu
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Date:         Tue, 15 Dec 1992 21:11:16 EST
From:         Tom Rusk Vickery <VICKERY@sued.syr.edu>
Subject:      social constructions + testing

Let me illustrate Bob Muffoletto's point--I think--about
tests reflecting what some controlling group values.  Back in the
heady days of the new mathematics, one of the programs [UICSM, I
think] taught students something similar to the following:

    a + [b+c] = [a+b] + c  which is the definition of the associative
property

    [a+b] + c = a + [b+c]  is not the definition of the associative
property but a switch [I think that was the term--this has been over
twenty years ago] on the associative property.

Now kids were supposed to distinguish between those two formulations.
 I studied those to try to understand what the desired learning was,
and it finally dawned on me:  When you are just adding, it doesn't
make any difference what you do with the parentheses.

Admittedly even that principle is a social construction, but the
distance between that rather simple and useful bit of knowledge and
the abstruse formulations advocated by the program illustrates
beautifully the contrived nature of learning that is sometimes
measured on tests, IQ or otherwise.

Always this serves to discriminate between those who possess the
cultural capital of the group whose values are represented on the
test and those who lack that capital.  The question of the ultimate
utility of that cultural capital is, of course, the essential and
most difficult judgment to make.  Just because a social construction
discriminates does not necessarily mean that it isn't very useful;
but neither does it guarantee that it is.

                                            T.

[I don't ususally do disclaimers, but given the time that has passed
since I studied that particular new math program, I cannot guarantee
the accuracy of the name of the program or the exact formulations--
but the principle is valid nevertheless.]






                          Tom Rusk Vickery
265 Huntington Hall     School of Education     Syracuse University
                      Syracuse, NY 13244-2340
VICKERY@SUED.SYR.EDU  telephone:  315-443-3343   fax:  315-443-5732
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Date:         Fri, 11 Dec 1992 17:17:12 EST
From:         PALSDAJ@VAX1.Mankato.MSUS.EDU
Subject:      Re: Help/Advice on K-12 Network Advantages

 Elizabeth Haynes has just worked on such a list on LM_Net.  She is at
 ehaynes@tenet.edu.   She's working on an article for School Library Journal
 about the topic.

Good luck.  Doug Johnson
            PALSDAJ@VAX1.Mankato.MSUS.EDU
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Date:         Wed, 16 Dec 1992 10:50:12 EST
From:         David Davenport <david@trbilun.bitnet>
Subject:      What is IQ?

Part of Tom Vickery's recent message,

> ..... no one--at least
> to my knowledge--has ever come up with a way to measure IQ, however
> defined, that doesn't correlate positively with school achievement.
> ....

reminded me of an amusing little item I came across recently,

  Measuring intelligence: IQ tests etc. Example tests, such as,
  "Biscetion of a 50cm line. How accurately can one point to the
  center of an ebony rule?" , "Judgement of 10 sec. interval" and
  "Reaction time for sound" inspired by Galton (c1890), did indeed
  reveal differences among people but these could not be
  correlated to educational achievment or social standing. He
  rejected any correlations because "Britain's ruling families
  were found to have an 'intelligence' no greater than that of
  common labourers". {Abstracted from: Introducing AI, G.L.
  Simons, NCC Pub.1984, p25}

David Davenport
Bilkent University
Ankara - TURKEY           { email: DAVID@TRBILUN }
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Date:         Fri, 11 Dec 1992 17:23:28 EST
From:         MAXSON@GC.BITNET
Subject:      Re: Windows or OS/2 in a Student Lab Environment

My suggestion is to stay with Windows, and look at NT when it comes out.
It has the same look and feel of Windows (i.e. you won't have to retrain
folks on how to use OS/2), plus it's much faster than OS/2 and uses 32 bit
coding to provide a 32 bit operating system (unlike OS/2 which uses a lot
of 16 bit code to provide 32 bit system).  The system requirements are
about the same between OS/2 and NT as well.  I have seen that NT will have
some really nice security provisions too.  We have about 75 machines with
hard drives, windows and a multitude of other applications, so I understand
what you are facing...sometimes makes for a VERY long day troubleshooting..
.<sigh>

Paul Maxson
Innovation Center - Glendale College
Glendale, Arizona
MAXSON@GC.BITNET
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Date:         Wed, 16 Dec 1992 19:33:27 EST
From:         Guy Nishimoto <guy@uhunix.BITNET>
Subject: Re: windowcraft

Oops.  I've been recommending Windowcraft mainly on the small work
that I have done and the project I've been helping with (it has
ended up with a rather large collection of stacks and associated
program files (13 MB), which works just fine.  But we haven't
done much with HC conversion.  The people whom I have heard from
doing HC conversion reported good results.

HC guru Dan Shafer was PRAISING the results he was getting
with HC conversion (messages on CompuServe).  He reported
not just faster conversions but more reliable conversions.

Oh well . . .

Guy Nishimoto
guy@uhunix.BITNET
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Date:         Thu, 17 Dec 1992 08:29:21 EST
From:         William Winn <billwinn@carson.u.washington.edu>
Subject:      Re: Toolbook

Brenda Pfaehler <BPFAEHLER@macc.wisc.edu> writes:

>Yesterday, I had the opportunity to spend a day  watching
>demonstrations
>of IBMs higher education applications. Have any of you used
>TookBook for
>the development of educational materials at that level? If so,
>does it
>really work as "slick" as it seemed?

A few of my students have used Toolbook for authoring -- in dentistry,
anatomy, cueing theory to name three topics. It is indeed "slick". However,
it's a bit sluggish if you have anything but a fast 386 or 486, and is
a memory hog for RAM and disk space. Also, it's hard, though not
entirely impossible, to construct instructionally-effective interactions
that require extensive answer-judging and branching. Before you buy (if
that is what you're thinking of doing), I suggest you look at Authorware
Professional. It's now available for MSDOS, but established itself as
a Mac product.
Good luck
Bill WInn
billwinn@carson.u.washington.edu
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Date:         Sun, 20 Dec 1992 06:09:45 EST
From:         EDTECH Moderator <21765EDT@MSU.BITNET>
Subject:      Happy Holidays

Thanks to all of you who wrote me personally about my statement
on flames and moderating in general.  I much appreciate your
comments and your support with EDTECH.

Mauri Collins and Zane Berge are guest moderating as of now for
a couple of weeks.  I'm inviting them to share their insights with
you about the similarities and differences between EDTECH and
other lists they have moderated.

It seems that this form of conversation is one that is growing
rapidly in importance in our world now, and all of us have lots
to learn about its possibilites and how to do it well.

My best wishes to all of you during the various holidays we
are celebrating around the world at this time.

I'll talk with you all again in January.

Vickie L. Banks
EDTECH Moderator
21765EDT@MSU.EDU
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Date:         Fri, 18 Dec 1992 07:18:45 EST
From:         Jennifer Hadley <jhadley@vivaldi.psu.edu>
Subject:      ed tech and writing in elementary and secondary schools

As part of an independent writing course, I am supposed to survey
several individuals from a field which I am interested in. If any of
you work with computers and technology on an elementary or secondary
level (in classrooms or computer centers/labs) and have a few minutes
to reply, I would greatly appreciate it. Please reply directly to me
(not to the list).


What types of writing do you do (with regards to computers and
technology) on a regular basis (writing of *any* kind: proposals,
memos, research, lessons, etc.)?

Who is generally the intended audience of your writing (for example,
is it formal or informal)?

How do you feel you write most effectively? (please include any
thoughts on computer vs. pen and paper, outlines and revisions, etc.)

Do you feel that your educational background prepared you for the
types of writing that your career requires? What changes would you
recommend?



Thank you for all of your help!
Jennifer Hadley
jhadley@vivaldi.psu.edu
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Date:         Mon, 14 Dec 1992 17:04:40 EST
From:         "Mary Boyce, OU" <MBOYCE@UOKUCSVX.BITNET>
Subject:      Position Announcement -- U. of Oklahoma

               Position Announcement

Educational Psychology: Assistant Professor, 9 month, Tenure Track. The
Department of Educational Psychology has an opening in its innovative
Instructional Psychology and Technology program for an individual with
background and interest in developmental psychology applied to instructional
issues.  Required qualifications: earned doctorate in Educational Psychology,
Developmental Psychology, or related field with emphasis in human development;
evidence of scholarly potential. Preferred qualifications: Evidence of interest
in instructional issues; knowledge of both child and adolescent development;
research experiences (e.g.,publications, presentations);  experience teaching
college level developmental courses in educational psychology;  teaching
experience: Preschool-12; grant writing experience;  experience in program
and/or curriculum development.  Responsibilities: Conducting programmatic
research and pursuing external funding; providing leadership in the design and
delivery of developmental psychology curriculum for teacher education and
graduate courses; supervising graduate teaching assistants in the developmental
courses; providing service to the University and profession. Salary:
Commensurate with experience.  Starting date:  8/16/93.  Application deadline:
Applications will be accepted until the position is filled.  We will begin
reviewing  applications 2/1/93.  Send letter of application, vita, official
transcripts, three letters of reference, and reprints/preprints to:  Dr.
Barbara Greene, Search Comm. Chair, Department of Educational Psychology,
College of Education, University of Oklahoma, 820 Van Vleet Oval, Norman, OK
73019

THE UNIVERSITY OF OKLAHOMA IS AN EQUAL OPPORTUNITY/ AFFIRMATIVE ACTION
EMPLOYER.  MINORITY AND FEMALE APPLICANTS ARE ENCOURAGED TO APPLY.

Mary Boyce
MBOYCE@UOKUCSVX
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Date:         Fri, 11 Dec 1992 23:13:38 EST
From:         MUFFOLETTO@iscsvax.uni.edu
Subject:      Re: Raising national IQ

Hi Steve....

your point is interesting..... does a test reflect what a culture values?
Or, is it a reflection of a certain community that benefits by those
values.  I think all you have to do is look at the curriculum materials in the
first part of this century (US education) and you can see where the benefit
falls..... so maybe we have moved to the notion of values.....

which I think you would agree are social constructions

So lets try to move beyond the notion of IQ tests to what they
refer to..... the notion of valued knowing

bye..  bob muffoletto    muffoletto@uni.edu
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Date:         Mon, 14 Dec 1992 17:01:58 EST
From:         Bob Kamper <KAMPER@NERVM.BITNET>
Subject:      Re: Readability, Grading writing

    Jay Lemke makes some good points.  Couldn't say I disagree with any
of them.  But I occasionally use grammar checkers and their summaries
__ Because __ they are superficial and non-semantic.
    1.  If you write instructions for people, you want the instructions as
simple and direct as possible.  Simple sentences and simple, unambiguous
words are desirable for this use.  You also might want a quick summary
of statistics that indicate that the instructions are at a sixth grade
level using the Flesch scale, for example.  Given these, you can comfortably
assume that many college graduates will be able to follow the instructions
 --IF-- they read the instructions.
    2.   If you couldn't care less whether a period goes inside or outside
of a parenthesis, as long as you understand what you read and write, a
checker can point out these sorts of trivial conventions and save time.  You al
so get to concentrate on semantic meaning instead of the hobgoblins of academia
....
    3.   Computers are tools.  Languages are tools.

Bob Kamper [kamper at nervm.bitnet]  "It don't mean a thing if it ain't got
that swing"
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Date:         Wed, 16 Dec 1992 19:24:59 EST
From:         STEVE <CI52@UKANVAX.BITNET>
Subject:      Royal IQ

If David Davenport's quotation of Galton is accurate then:
1.  IQ scores do not reflect ruling class bias.
2.  IQ scores do not reflect educational opportunity.
Just as they should not, if they measure some innate capacity.
Steve Tripp
ci52@ukanvax.bitnet
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Date:         Thu, 17 Dec 1992 08:24:44 EST
From:         Tom Fitzgerald <fitz@wang.com>
Subject:      Re: CNE training

From: MICHAEL.WILLETT@OFFICE.WANG.COM ("Michael Willett")
Subject: Re: GOT NO ANSWER - CNEs TRAINED IN NYC/CT PLEASE READ!

Greg Gibson at the University of Rochester writes:

>I am trying to find out if the "independent" places that
>teach the CNE are good...

We at Wang Labs are an independent provider of full CNE training and offer
classes in New York, Farmington CT, or at your site.  If you feel you need to,
you can take it again at no charge within 90 days.  To obtain more information
or register, please contact me or call 1-800-543-5551.  Wang is a Novell
Alliance Partner, one level above Platinum Reseller.

Elaine.Deloach@OFFICE.Wang.com


Submitted to EDTECH by Tom Fitzgerald   Fitz@Wang.Com
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Date:         Fri, 18 Dec 1992 07:09:00 EST
From:         Jay Lemke <JLLBC@CUNYVM.BITNET>
Subject:      Multiplying metaphors

A recent posting in the social construction discussion
offered the comment that there are a number of paradigmatic
ways, in European culture at least, to construe the nature
of anything (wasn't Aristotle always saying the same thing?),
such as mechanism, formalism, etc. What particularly interested
me was the suggestion that it is very hard to operate with
more than one of these at a time. For the most part they are
disjunctive discourses in our culture, and it does take a
pretty dialectical approach to play them fruitfully off
against one another. Anyone seriously interested in how
sophisticated social constructivism deals with issues of
material phenomena might like to take a look at a paper
I recently did on the relation of semiotics and the
social construction of meaning to the dynamics of the
complex material ecological and social systems in which
the exercise of meaning-making is necessarily embedded.

For a limited time only, I will offer the paper by
email (request Cultural Dynamics paper), since its
publication date is still, in  the nature of these things,
a ways off.

FYI, my doctorate and early research was in theoretical physics,
and I have worked for many years in the fields of social
semiotics, discourse analysis, and linguistic text semantics.


JAY LEMKE.
City University of New York.
BITNET:    JLLBC@CUNYVM
INTERNET:  JLLBC@CUNYVM.CUNY.EDU
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Date:         Wed, 16 Dec 1992 10:56:41 EST
From:         Gary Davis <davis@UnbSJ.CA>
Subject:      Re "Social construction"

        There is an interesting discussion of IQ and other issues going
on, in which the term "social construction" is being used.  I am trying to
pick up the meaning of this term form the context of the discussion, but
haven't quite got it.  Can someone pin it down for me?  Thanks.
- Gary Davis
davis@UnbSJ.CA
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Date:         Fri, 11 Dec 1992 17:25:01 EST
From:         MUFFOLETTO@iscsvax.uni.edu
Subject:      Re: Gravity as a social construction

I think this is one place to discuss this..... especially since the
ed tech field is built on assumptions which we should question.

Questions about reality, truth, etc.. are at the heart of the matter....
not which gradebook to buy...... (but that is important also if you can not
make your own)

bob muffoletto
muffoletto@uni.edu
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