Interactive Class

This essay has a total of 3566 words and 19 pages.

Interactive class



How to Go From Class-Room to Web-Room as Painlessly as Possible
By Rik Hall, University of New Brunswick, Fredericton, New Brunswick

1.0 ABSTRACT
Getting your course onto the World Wide Web (WWW) is best done using a systematic approach. There are a number of steps that need to be taken prior to starting any of the actual web work. Meetings should be held with various groups within your institution. Once the actual coursework is begun, there are some essential components and some optional components. There are specific skills and talents that you either need to acquire or you need to access. Each web-based course is unique, but they often have many components in common. Some are essential, others may be optional. Resources can be found on your campus, from the many web companies and from the web itself.
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2.0 KEY WORDS
World Wide Web, WWW, Distance Education, HTML, Web-Based Instruction
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3.0 INTRODUCTION
The number of degree credit courses available on the World Wide Web (WWW) has increased at the same astonishing rate as other activities on the WWW. There are some specific steps that can be taken that will help to transport the professor from the idea stage to the delivery of a course over the WWW. Also, just like any other educational technology, web-based instruction works better for some situations than others. Web-based instruction is useful when you want to create a virtual environment which is not easily or, perhaps, safely accessible. An example is sending learners to a virtual nuclear lab or on a "virtual tour" of the Louver in Paris.
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4.0 WEB BASED INSTRUCTION
Web-based instruction it allows learners to gain knowledge and skill more effectively than traditional methods. Simply transferring material such as lecture notes to the web is not using the technology to its best advantage. Lengthy text such as lecture notes are, in fact, best printed because most learners experience eye strain and sensory disinterest reading long passages of text on a screen. Some specific situations tend to lend themselves to web-based instruction.
4.1 Encouraging Communication
You want to encourage communication through conferencing. Through internet conferencing learners may participate in discussions or group work with one another with or without the participation of the instructor. Role plays, simulations of historical events and debates are also examples of how learning can be facilitated through the conferencing option.
4.2 Accessing Source Documents
You want learners to use "source documents" to complete assignments such as conducting an analysis or designing a project. These source documents may not be readily available to learners or perhaps, based on the assignment, will not be equally significant to all the learners.
For example, you may ask learners to research and analyze issues pertaining to Canadian elections. To complete the assignment, various learners may access archived information such as newspaper and journal articles which specifically relate to their particular interest or point of view.
One example is a site operated by the University of Victoria (http://web.uvic.ca/history robinson/index.html) which contains letters, maps, biographies and newspaper articles about the murder of William Robinson committed on Saltspring Island in 1868. The information at the site allows learners and the public to pursue their research as they please and to access original documents which are not generally available. Individuals are free to interpret the meaning of the documents and reach their own conclusions.
4.3 Flexibility of Learning
You want to provide maximum flexibility to allow learners to undertake learning and research in the order which best suits them. Because the web allows learners to "move around" at will, they do not need to follow a structured hierarchy. Generally learners need and want some direction but the web allows a more flexible approach.
4.4 Further Study
You want learners to pool data and/or analysis to find patterns and trends or to undertake further study.
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5.0 ASSUMPTIONS
For a starting point and to keep us on track in this paper, I will discuss degree credit courses delivered by the University of New Brunswick. I will assume that for your case there is ready WWW web access for the professor as well as web access for students. Again, for consistency, I expect my students to have at least Netscape 3 (or its equivalent), their own internet service provider (ISP), and the skills necessary to access the WWW. These are my starting points - but most concepts discussed will transfer across institutional lines.
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6.0 BEFORE YOU START YOUR COMPUTER
6.1 Steps to Take
There a number of things that you should do before you begin to do any coding, contracting or late night computer hacking. There are meetings to setup, there is paper work to be done and decisions to be made. Then, and only then, do you get to "play" with the computer.
6.2 Meetings
I would advise that you consider the following meetings as part of your endeavors. They will help you set the ground rules, help you avoid some of the mine-fields, and start you off on a working relationship with groups that can be either wonderful allies or formidable combatants, and hopefully help keep you on track as you work towards a finished product.
6.2.1 Your initial meeting with your own department
I feel it is imperative for any relationship you and your delivering agency (Department of Extension, Continuing Education or "University of the World") to start with a good relationship with your own department.
In this meeting you may need to get the approval of the supervisors of your department to be able to deliver in something other than the traditional face to face, on campus mode. Those in authority may have to guarantee the academic support for some period after the first start of delivery of the course (at UNB, the period is three years).
At the University of New Brunswick, instructors delivering courses through the Department of Extension are recommended by the faculties. This is something you might also wish to discuss with your own department at this time. It is often assumed that the person(s) developing a course will be the one(s) that wish to teach the course and the one(s) that the faculty will appoint to teach the course. This is not always the case.
You should also discuss possible sources of help for the development of your course. There are times when stipend relief may be available from various sources. There may also be funds available from other agencies.
6.2.2 Your first meeting with your delivering agency
Having gained the approval of your faculty, you should next meet with your delivering agency. In this meeting, you should discuss the ways that they can help you in the development of your course. They may also share with you what they know about possible funding sources.
As Web-based learning is different from regular face-to-face lecture learning, they will want you to make use of good instructional design methodologies. This is often an area where they can help. Here are some items you may wish to discuss at that meeting:
a. possible methods of web-based delivery for your course,
b. method of payment to the instructor,
c. ancillary support materials and their delivery to the students,
d. how the materials, assignments, marks and communications flow between parties
e. liaisons with the libraries
f. liaisons with Computer Services
g. on-going checkpoint meetings with your delivering agency.

At regularly scheduled intervals, you should meet with your delivering agency as they will wish to monitor the development of the course. Your delivering agency should be checking with you to:
* keep abreast of your time lines. They need this to be able to best market your course and to see that it receives the coverage it deserves,
* ensure the consistency of an Academia "look and feel"
* ensure the consistency of any standards for web-based courseware development (for an example, please see http://www.unb.ca/home/webinfo/guide.html)
* keep abreast of your needs and successes.

These meetings are intended to insure the standards and formats consistent with the delivery of your institute's courses, and should in no way be an attempt to interfere with your teaching.
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7.0 NOW YOU MAY START YOUR COMPUTER
There is an ongoing debate as to whether one should do all or some of the web work oneself, or if the work should be jobbed out. I enjoy working with the web, I have instructional design training and have been involved in courseware development for quite a few years and so, as long as I have more time than financial resources, I will do the work myself. There are many very good professional agencies that can be contracted to produce courseware for you. These agencies can be contracted to do a wide range of the jobs necessary to complete any type of web-based application. There are probably agencies within your institution who specialize in instructional design and courseware development. These units should be consulted. For certain areas of the development that you do yourself, you will need some specific skills.
7.1 Skills and Talents
7.1.1 Essential Skills (Talents)
You will need to be very familiar with these or will need access to people who are and can do these aspects of the job for you.
7.1.1.1 HyperText Markup Language - HTML
Stands for HyperText Markup Language, and on a scale of one to ten, learning the basics of HTML is about a three. The web is a great resource (see the Resource list below), and there are a plethora of good books on the subject. I keep the most current version of Teach Yourself Web Publishing with HTML in a Week by Laura Lemay near my computer. As with all aspects of the WWW, the print support is changing constantly, but the most recent edition is usually the best.
7.1.1.2 Instructional Design
Again, there a large number of excellent resources and my favorite is Jerry Kemp's The Instructional Design Process (New York: Harper & Row, 1985). It is however, out of print, and this is one case where I do think the next edition was not as good as the first. Another good choice is, Robert Branch's Common Instructional Design Practices Employed by Secondary School Teachers, Educational Technology, 34, (Englewood Cliffs, NJ: Educational Technology Pub

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