From M/Cyclopedia of New Media
Debbie Butler
===Professional Identity===
Queensland University of Technology (QUT)- Bachelor of Business (Advertising and Public Relations)/ Bachelor of Creative Industries (Media and Communication)
Debbie Butler 10:18, 26 Jul 2005 (EST)media and communication, advertising and public relations
Annotated Bibliography
Web-Based/On-Line Classroom:
Books:
Abbott, Chris. (2002) Special Educational Needs and the Internet: Issues for the Inclusive Classroom, London: RoutledgeFalmer, ISBN 0415268028
- The main ideas addressed in this book relate to the benefits of a web-based classroom for those students with special educational needs (SEN). Abbott highlights the capacity of the internet to be tailored to suit the needs of children with various disabilities. It is a more cost-effective way to provide this much needed diversified educational assistance than having separate learning programs to be managed personally by staff members. This book is segregated into three parts dealing with firstly; the Web, secondly; communication and lastly; inclusion, incorporating the theories of policies and management issues. Abbott raises and neutralizes concerns about inclusiveness in the web-based classroom for children with SEN. His central argument is that web-based technologies have the capability to be customized in order to compensate for any learning impediments of the pupils with SEN. However, he also mentions the persistent weaknesses that are impacting on the effectiveness of these internet learning programs. This includes the lack of experience of the SEN teachers with new media technologies meaning that there is a struggle to adequately match the correct curriculum requirements with its corresponding internet resources. He sums up the future direction of web-based classrooms by showing that web-based learning will take the place of teacher-centred education and focus on a student-centred education.
Aggarwal, Anil. (2000) ‘Part One: Web-Based Learning (WBL)’ in Web-Based Learning and Teaching Technologies: Opportunities and Challenges, Aggarwal, Anil. Hershey, USA: Idea Group Publishing, ISBN 1878289608
- Part one of this book analyses and applies many theories to the web-based classroom. It heavily uses tables and diagrams to map out these theories and creates a measurable aspect to the successfulness of the web-based classroom environment. It highlights the importance of adopting a web-based approach for, not only learning, but also managing administrative tasks online to create a more consistent and organized on-line experience. Also it promotes an environment where data is inter-related, relevant and readily available. To reiterate the advantages to be recognized with web-based classrooms this book employs the concept of having “access to unlimited educational resources…anytime, anywhere, anyone and, any topic.�? It looks at the internet as a collaborative resource of diverse and beneficial information. It also discusses the short yet turbulent history of on-line education, highlighting the reservations many people had towards these new media technologies. It includes practical experiences and reports with web-based classrooms and highlights the issue that for the internet to be an asset in the classroom it requires creative application and prior planning. It does not, on its own, have the capacity to educate but if used properly as a tool, it has enormous potential.
Brooks, David W. (1997) Web Teaching: A Guide to Designing Interactive Teaching for the World Wide Web, New York: Plenum Press, ISBN 0306455528
- This book is a very comprehensive look at many of the features a user would come across with the World Wide Web. It also includes some theory-based discussion. An aspect of web-based learning that is heavily highlighted in this book is that web-based learning has a great capacity to allow independent learning habits to co-exist with set curriculums. It allows students to problem solve and explore their boundaries in a secure and semi-regulated environment. This book integrates theoretical knowledge with the practical application knowledge. It incorporates the step-by-step guide to building a website as well as deconstructing the workings of the internet.
Cotton, Eileen G. (1997) The Online Classroom: Teaching with the Internet, Indiana, USA: EDINFO Press, ISBN 1883790239
- It can be seen that this book is in the same genre as a “Dummy’s Guide to Online Learning�? would be. It has a simplistic layout and tone. Rather than discussing the theories behind the web-based classroom it provides a step-by-step guide on how to operate the internet in a learning environment. It begins at the basics and incrementally introduces the discourse of the internet. It begins with a brief discussion of the interface design that an internet user might come across. It navigates the user though the toolbars, browsers, pull-down menus etc. Progressively through the book, the user learns to surf the internet, build a website and finally to put all of these into action when developing a lesson plan. It provides relevant websites and useful hints. It is not an in-depth look at designing an on-line classroom but it is certainly a good basis. Before anyone can be expected to fully explore new media they need to know the fundamentals and this book provides a reasonable understanding of the technical aspects of an on-line classroom.
Garner, Ruth & Gillingham, Mark G. (1996) Internet Communication in Six Classrooms: Conversations Across Time, Space, and Culture, New Jersey: Lawrence Erlbaum Associates, Publishers, ISBN 080582275
- This book is a collection of six case studies of communication in the web- based classroom. It emphasizes a culture emerging in the web-based classroom that grasps the potential of Internet technology to communicate across time, space and culture and the immense social benefits it can unleash for its pupils and teachers alike. This book harnesses the concept of idea-sharing as a collaborative way of learning by sharing experiences and by recognizing and overcoming time, space and cultural barriers. There is a clear attempt to reposition the use of computer technologies in the learning environment by nullifying the stereotype of computer users “as isolates relating to machines but not to other people�?. It places an emphasis on the strong emotional content of web-based communication and, in fact, seeks to position web-based communication as a tool that augments healthy human interaction rather than hinders it. It claims that by allowing this global communication students are exposed to more diverse views and therefore are becoming further involved in more serious issues than they otherwise would in their local network of friends. It is also considers that a lack in much needed adult interaction for the teachers can be countered via Internet communication and used as a useful tool for sharing triumphs and failures in the classroom environment.
McCormack, Colin. (1997) ‘Chapter One- What’s it All About it?’ in Building a Web-Based Education System, McCormak, Colin. Canada: John Wiley & Sons, Inc., ISBN 0471191620
- In chapter one of McCormack’s book, he introduces the theory side of web-based education systems rather than focusing on the technicalities of its set-up. He states these systems can provide geographical, temporal and platform independence to a classroom. He explores geographic independence as meaning that the location of students in relation to their teachers will not markedly change the quality of the learning experience itself. Temporal independence refers to the breakdown of such time barriers as having to synchronize a whole class’s timetable with their teacher. Platform independence refers to the diverse nature of the World Wide Web. He explains that with many of the existing computer-based learning systems there are many areas missed out due to the specificity of the program applied (Windows, Macintosh etc,). He claims that, with these factors that promote independence, students feel more in control of their learning and are therefore likely to be more willing and involved. This book is a very comprehensive look at building the right attitudes that are needed for an on-line classroom to be successful. He explores the application of these technologies as the key to making them a success because a web-based learning system cannot exist without communication and human interaction that originates with the teacher.
On-Line Sources:
Jason, Leonard A., Kennedy, Cara L., and Taylor, Renee R. (2001). Development and Evaluation of a Web-based Classroom. Journal of Instructional Psychology, http://www.findarticles.com/p/articles/mi_m0FCG/is_3_28/ai_79370569 (accessed August 1, 2005)
- This journal article looks at the psychological deconstruction of the pupils of a web-based classroom. It uses the aspects that differentiate a web-based classroom from a non-web-based classroom in order to perform experiments that value the effectiveness of each learning technique. The experiments consisted of interactive learning websites, incorporating the web into lectures to provide multimedia stimulus and by constructing a site that provided students with every piece of information they would need to complete their course, including administrative and general information. Discussion was made available over the internet and there was an attempt to structure social networks via the Web. Exercises requiring students to submit information about their favourite music, films and books were implemented in order to assist the students to “get to know each other�?. To summarise the findings of the experiment there is a short but insightful discussion into the pro’s and con’s of web-based learning. This journal article is a brief look into the web-based learning environment and it introduces many new topics for further exploration.
Creasy, Kim and Liang, Xin. (2004). Classroom assessment in web-based instructional environment: instructors’ experience. Practical Assessment, Research & Evaluation, 9(7). http://PAREonline.net/getvn.asp?v=9&n=7 (accessed August 1, 2005)
- Creasy and Liang explore the possibilities of incorporating on-line assessment into these new virtual classrooms. It starts by introducing assessment as a vital part of the education process and positions the ideal model of assessment as being a goal for which students can strive to achieve and a way for teachers to understand where a student is at in order to help them. This is opposed to the model of assessment that is a method a teacher uses to grade and rank all students. The journal article goes on to address the challenges and oppurtunities of on-line assessment. Here, it highlights the flexibilty through time and space of the virtual classroom and the benfits to be sought from huge and diverse databases. The negative side to these technologies approached by Creasy and Liang is that teachers no longer have the ability to recognise and respond to facial expressions, body language and other behavioral indicators. They also explore the stresses a student may face if their typing skills are slower than their peers or if some students do not respond favorably to static imagery. This journal article is a very informative look at the logistics of on-line classrooms and takes a realistic approach to the application of such technologies in the learning environment.
Debbie Butler 10:53, 12 Aug 2005 (EST)
