Unit 7:The Web’s Impact on student learning

After compiling over 100 research studies focused on how the web has impacted student learning, Meyer summarized the findings of the 30 or more that compared web-based courses against traditional ones. She focused on three areas that have an influence on the effectiveness and are a result of web-based learning environments. They are: The role of individual difference; instructional design; and special skills that are conducive and enhanced and by online environments.
The individual differences in students will affect the learning situation. Certain learning styles and behavior types will benefit from this type of environment, while others will suffer. The author states that gender differences also affect the learning process. Males tend to control the online discussion, while females are more “empathetic, polite and agreeable” (p. 166). Furthermore, student’s brain development are more likely to have been shaped by very visual, rapid movement, hypertexted environments very different from the professors who teach the course.
The second area worthy of mentioning was the topic of instructional design. The web allows for “ample interaction to be feasible, including students interacting with the course material, faculty or other experts, as well as, other students. The ease in which students can communicate, discuss ideas, shape information and form friendships through the web allows a broad variety of beliefs and values that they might not have been exposed to in the traditional setting.
The third issue addressed by the authors is the improvement of skills by online environments. Thread discussions allows student to make important statements and link ideas because they take more time to reflect on the problem or question. Writing skills are improved because of the frequency and public visibility of the comments. This public scrutiny pushes the student to focus their thoughts, making their comments much more insightful.

I enjoyed reading this article and agree with the author. The web has definitely impacted my learning. Blackboard discussion and blogging is new for me and putting your thoughts out there for everyone to see is intimidating at times. I feel that my writing skills have improved since I started the M.I.T program, but I have a long way to go. Giving a paper to my professor seems less stressful to me than posting a blog even though they will provide a final grade on it. I understand that using the web environment for learning is here to stay, I’m just not as comfortable using it as other students.

Meyer, K.A. (2003). The web's impact on student learning. T.H.E. Journal Online.

Unit 7: The Myth About Student Competency

Oblinger and Hawkin’s article explains the level in which today’s college students have been exposed, understand and use computers for their daily routines. The authors point out “today student’s seem to have no hesitation about using technology” (p. 154). Even though this might be the case, the authors question whether or not students are IT competent. They use the term information literacy to help define this level of competence. “Information literacy is the ability to recognize when information is needed and to locate, evaluate, and use that information effectively… it includes cognitive activities, such as, acquiring, interpreting, and evaluating the quality of information” (p. 154). To help develop students IT competency, the authors suggest five questions to pay particular attention to. They are as follows: What skills do students (and faculty) need in a digital age? Do we have an operative definition of IT literacy? Do we help students acquire the skills they need? Is IT literacy integrated across all units? and, do we know how well we are doing? To become IT literate, students need critical skills facilitated by technology to provide them with guidance of the principles of academic honesty. Students must be aware of the increasing use of “visualization, audio, and augmented reality” (p. 155). Students must have access to acquire help due to the fact that their abilities could be all over the board. Students must develop these skills through the context of a discipline; it requires practice, long-term effort.

For me, I understand that my placement, in relation to IT competency, is at the lower end. I am not incompetent, but I do struggle with my ability to locate, evaluate, and use information from technology sources. This is my work in progress, the area in which I want to improve in so that I will develop the skills that will support me in a complex, rapidly changing world. I would have never guessed the amount of change in technology that has taken place during my career as a student. I have a lot of catching up to do, especially if I want to use information wisely for the benefit of others (my students).

Oblinger, D.G., Hawkins, B.L., (2006). The myth about student competency. Educause Review. 12-13

Unit 6:Changing Course Management Systems: Lessons Learned

This article outlines the problems and benefits associated with changing course management systems (CMS) through a small study conducted by the University of North Dakota. During 2003 they evaluated the possibility of moving to one CMS and what that might do to the 300 faculty members who used blackboard for their courses. With a lack of research on how well courses converted from one CMS to another the University decided to conduct their own test (study) to help inform their plan of action. To initiate the test they decided to convert blackboard courses to Desire2Learn for ten faculty members. There were certain research questions they wanted to concentrate on: would all course content of a blackboard convert to Desire2Learn? How intact and accurate would the content be if portions did not convert correctly? How would faculty assess the ease of Desire2Learn, and would they be willing to convert their course to a new system? The results of the study, “indicated that 46.91% of the course content converted and 53.09% of the course content did not convert” (p. 137). This would require a great deal of extra work by the faculty to restore their course content of the institution decided to change CMS. But when the researchers asked the faculty to indicate their willingness to change, based on their evaluation of the new system, 80% of them stated they were willing. Through this study, the authors explain, “that institutions seeking to save money by consolidating with one CMS need to factor in the time and effort of faculty who will need to review, correct, and revise the converted content” (p. 139). Furthermore, CMS providers needed to improve and market their ability to convert materials from one CMS to their own.

What surprised me about this article was the willingness of the faculty to do the extra work so that the institution could save money by consolidating to one CMS. I believe faculty/teachers are a unique breed, always ready to do their part to make a situation better as a whole. Being exposed to blackboard for the first time this year, I can only imagine the amount of time it would take for instructors to reorganize and fix the content that didn’t convert correctly during a CMS change. Just thinking about Victor’ 501 course and all the information posted on blackboard gives me a headache. I would hate to be the one trying to restore it. Hopefully, like the author stated, the CMS providers will improve their product and the conversion to a new CMS will be less stressful on all participants.

Smart, K.A., Meyer, K.A. (2005). Changing course management systems: Lessons learned. Educause Quarterly, 1-5 (2)

Unit: 5 Science and Technology: It’s a Perfect Match

In this short article, the author provides great lesson examples on how to incorporate the use of technology in science classrooms. By the use of digital cameras, digital video microscopes, projectors, TV’s, PowerPoint, and computers, Science teachers are reaching their students in new ways. Raising their level of motivation and excitement. Simple projects like: going outside with the digital camera and photographing living and non-living things and then creating an E-Book through PowerPoint; or using a digital video microscope to zoom in on minute details of specimens and then projecting the image onto a screen for the entire class to view, allows students and teachers to understand the content through a new lens. Virtual field trips are another great example of how students can utilize the computer to transport themselves to another place. The web provides an enormous amount of possibilities to focus a lesson on a particular place or culture related to a topic. The author used the lesson example on evolution and how the Galapagos Islands can be investigated through the simple click of a button. The final part of the article seemed most important; it provided some tips for teachers to consider when they decide to use technology for educational purposes.

I particularly like the first tip, “understand your objectives for the lesson. That will help you use the technology more effectively to meet the objectives” (p. 122). Meaning, technology might not be the best way to approach the lesson and if that the case one should not use it. Critically thinking about our options as teachers will help us justify why or why not we use technology in the classroom. As I read this article, I began to wonder how I could use the same concepts in my art/ceramics class. Learning how to see is what art is all about. Taking a very close and methodical look at the natural would is considered an artistic endeavor. The studies of light and shadow, flora and fauna, human anatomy, (the list could go on and on) all are important subject matters to both science and art. These lessons outlined in this article could all be utilized in an art classroom. As a matter of fact, I already have an idea for the extreme magnification of an animal as a drawing exercise. Understanding the subtleties of nature provides deeper meaning for students, and the use of technology will help in this journey of discovery.

Renwick, L. (2003). Science and technology: It’s a perfect match. Instructor.

Unit: 5 Smart Tutor: Combining Smart Books and Peer Tutors for Multi-media On-Line Instruction

At the Brooklyn College Learning Center, they have created an on-line tutoring system to alleviate the pressure from the growing demand for help. The development of an interactive website that offers information about on-campus learning center programs and selected tutoring services on-line, serves as an alternative support system for students that might not be able to use the center in person. This program (SmartTutor), “is a multi-media educational technology based on the SmartBooks system first developed more than a decade ago” (p. 129). It uses the technique of concept mapping to meet the needs of students who have different levels of understanding of course content. The idea behind concept mapping is that it provides links between different information and allows the user to navigate through “complex domain specific material in a non-linear fashion” (p. 128). The order that this system is navigated is entirely up to the user, creating their own way of covering the material. For this technology to work well, it must be constantly updated and possess a plethora of domain knowledge to facilitate learning for each student. The goal of this program is to “provide all with access to the best possible content, and to provide an alternate path for students who may otherwise be too intimidated to seek help” (p. 130). The author reminds the reader that the effectiveness of a system like SmartTutor relies on a number of individual participants. Students, tutors, faculty and computer experts all contribute to the success of a program like this. Evaluation and formal testing has provided them with insight on what improvement needs to be made to continue the success of the SmartTutor program.

I applaud the Brooklyn College Learning Center for trying to reach the needs of their students. The SmartTutor project is a creative way to facilitate learning through the use of technology. I appreciate the fact that they addressed the issue that this program was not intended to replace instructors or tutors, but to assist students who are having trouble and need extra help. The author states, “The aim of the SmartTutor system is to capture and mimic the knowledge and the experience-based intuition of the effective teacher” (p. 130). This explanation is great, as long as we continue to stress that words “capture and mimic” and not use replace. I was particularly intrigued by some of the new features that were in the process of development, like self-tests based on the particular path the navigator has chosen, and keeping track of and storing the students most frequently asked questions and providing links to answer them. Another strength of this system is that it provides the best answers to all users, where as some peer tutors are not equally qualified in their abilities, providing a discrepancy in the level of help offered to the student.

Kopec, D., Whitlock, P., & Kogen, M. (2002). Smarttutor: Combining smartbook and peer tutors for multi-media on-line instruction. iNEER, p. 1-5.

Unit 4: An Investment in Tomorrow’s University Students: Enhancing the Multimedia Skills of Today’s K-12 Teachers.

This article describes how one small university has designed a multimedia course to develop the skills of classroom teacher, both inservice and preservice. The author and designer of the course explains that “one way to improve the skill levels students attain in school may hinge on improving the classroom computing skills of their school teachers” (p. 100). Due to it’s low-cost, easy-to-manage design, the course could be implemented at any university. Ross reminds us that the decision to use multimedia in the classroom must be based on “reasonable expectations” by all who are involve making sure that frustration does not become an outcome. “The teacher remains the key part of the student learning equation, and they must decide how to best use multimedia within the classroom.

The course goal was “to equip educators with sufficient knowledge to select and use multimedia products and to create their own multimedia products and to create their own multimedia presentations for use in classroom” (p. 101). They were exposed to different software programs that allowed the creation of PowerPoint presentations, video and audio clips, web pages, etc). They used a textbook to gain a better understanding of terminology associated with multimedia. In reference to the design of the projects, students were advised to keep things basic, to make sure fonts were easy to read and everything should tie into the topic. The author stressed that if teachers decide to utilize multimedia in their classroom they need to “be careful not to become involved in the trappings of multimedia and loose sight of the real goal” (p. 102). Teacher need to remember that getting too elaborate and involved with multimedia presentations might take away valuable time need to plan the rest of the unit.

Reading this article I’ve come to realize how important it is to be versed in basic programs associated with multimedia. The computer is a great tool to assist in your development as a classroom teacher. I must admit, I have avoided the computer for a very long time, and if I had not decided to get my M.I.T. I might still be avoiding the computer. I feel fortunate to be in program that required a technology class like ours and have gained a certain level of confidence to utilize some of the programs in my classroom. Instead of using traditional slide carousels, which are cumbersome and time consuming to organize, PowerPoint will be a great way to introduce art images and information related to specific topics covered during class. Also, requiring students to create their own PowerPoint’s on topics of their choice will raise their level of knowledge and more importantly, confidence when working with a computer. The problem for me will be that most of my students have grown up using computers at a level far exceeding my own. This is the area I need the most improvement in.


Ross, M.J. (2001). An investment in tomorrow’s university students: Enhancing the multimedia skills of today’s k-12 teachers. Journal of Computing in Small Colleges, 52-61

Unit 3: Implementing PDA’s in a College Course: One Professor’s Perspective.

This article explains that the introduction of Personal Digital Assistants (PDAs) in the educational setting is offering faculty and students a unique way to participate in their college courses. “Based on the principles of use-centered design (a concentration on the goals and tasks associated with the use of the technology), PDAs have been used to replace traditional support materials and improve the completion of identified tasks” (p. 52) in college courses. The author states, “the PDAs strengths are flexible data handling, portability, and ease of use” (p. 52). It can offer many advantages for the organization of presented material in a college course. Examples such as, a complete course syllabus and detailed calendars (with class meetings, topic and reading for each day, and sound alarmed notifications for upcoming quiz or test) can be downloaded and imported into student PDAs. The author continues to point out that the use of PDAs allows students to format documents, use different applications for certain classes, track assignments and performance (using the PIM function of the PDA), and prepare for quizzes and tests using practice test applications (Quiz App and Quizzler Pro). Overall, Peterson believes that the PDA will continue to play “ a much larger role outside of the classroom than inside the classroom, implying that the technology does not supplant classroom education, but supports it” (p. 53). He reminds the reader that “like all technologies, a PDA is only a tool; if used inappropriately it can be a source of frustration, but if used correctly it can a tremendous asset” (p. 54).

After reading this article certain questions have risen concerning the level of ease associated with using PDAs. For some this could be an overwhelming burden when trying to comprehend the content presented in a course. They might have to spend an extra mount of time figuring out the applications and steps to access information, taking away from crucial study time. It would be hard to utilize technology like PDAs if used without considering how it might be detrimental to student learning. Another concern of mine is the cost associated with buying a PDA. I understand this technology is getting cheaper, but living on a student budget might hinder the ability to purchase an item like a PDA for some individuals. In many ways, I feel that this approach could be beneficial. The ability to instantly communicate with students on updated material, the lack of paper waste normally produced with all syllabi, handouts, and additional reading materials, and the possibility for taking practice quizzes all factor as plus in my opinion. That said, the most important thing to remember are the goals that have been established and determine whether or not they can be met by the technology. It will be very interesting to see how differently courses will be structured in the future.

Peterson, D. (2002). Implementing PDAs in a college course: One professor’s perspective. Syllabus, 52-54.