Without a method for recognizing and demonstrating development in reading, writing, and thinking, we cannot justify the use of scarce class time and costly resources for composing in computer-based environments including MOOs and MUDs, hypertexts, and the WorldWide Web. Last year, Peg Syverson and John Slatin submitted a proposal under the Computer Aided Education and Technology Initiative sponsored by ARPA to develop methods for evaluating literacy learning in online environments, particularly MOOs and MUDs. Summary of the Proposal New technologies present daunting challenges for educators. Hardware in many classrooms is likely to include a bewildering array of peripherals such as modems, CD ROM, removable storage drives.
Networks add still another layer of hardware, software, and communications complexity.
It is essential to develop systems that will support and legitimize the kinds of teaching and learning that we value in environments that are learner-centered, collaborative, authentic, and interactive. It is also essential that these systems relieve, rather than increase, the burden on teachers. The goal of this project is to develop tools, both conceptual and technical, to support teachers and learners in interactive learning environments such as MOOs and MUDs. The principles guiding the development of these tools are context-independent, that is, they will have application regardless whether the interface is text only, graphical, or a mixture of text and graphics. The tools will take advantage of the database features of MOOs and MUDs to give learners and teachers a place, a framework, and a means to collect observations of learning activities as well as samples of student work in flexible, searchable formats.