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Digital Information and Communication

Digital Information and Communication. Peters Chapter 6. Unparalleled Change. Development of the PC Improvement of telecommunications Development of multimedia technology Development of larger and more extensive databases connected to Internet. An Optimistic Assessment.

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Digital Information and Communication

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  1. Digital Information and Communication Peters Chapter 6

  2. Unparalleled Change • Development of the PC • Improvement of telecommunications • Development of multimedia technology • Development of larger and more extensive databases connected to Internet

  3. An Optimistic Assessment • Convergence of media • Computer as a multimedia communications device • Audio and video conferencing on the desktop

  4. Widen Communication Channels • Distance turns into virtual proximity • Writing can be replaced with oral • Inclusion of live voice of teacher and learner • Rich dialog

  5. A Realistic Interpretation • Presence of media does not guarantee use • Hype does not translate into practice • Obstacles include: • Money • Practice • Institutional custom

  6. First Pedagogical Analyses

  7. Learning with files • The ability to create and extend personal files of knowledge • This potential for self-learning can only be speculated at (growing hypertexts)

  8. Hypermedia • Changing teaching behavior • Must teach on many levels • Break text into nodes • Great promise for addressing students in a multi-modal way • Difficult to create

  9. Hypermedia • Changing learning behavior • Granted more freedom • Must find their way through hypertext • Strategies dealing with implicit and explicit linking. Three possible ways: • Browsing • Searching for defined information • Following a teacher-defined path

  10. Knowledge-building Community • Bootstrapping knowledge creation through shared contributions • All have role as learner and teacher • Is constructivist, autonomous, collaborative, authentic

  11. Teaching Programs • CAI - known strengths and weaknesses

  12. Learning with data-file courses • From print to new media • Is the medium the message, or is there no difference between delivery? • Richer opportunities in new media

  13. Computer Conferencing • Dominance of text is “absurd”

  14. Computer Conferencing • Advantages • Detailed record of class proceedings • Students consider replies more deeply • Virtual tutorial space • Peer discussion predominate • Lessens isolation • Even some emotional and social bonds that are uniquely strong

  15. Computer Conferencing • Disadvantages • Less spontaneous • Some students tend to dominate • Students can drop out and not be missed • Can be overwhelmed by data if not logged in for a while • If not well moderated, can degenerate to "small-talk"

  16. Audio- and Video-Conferencing • What innovations do these bring? Garrison • Essence of learning and teaching is communications • Dependent on quality of communication • Are able to [re]capture all classroom techniques • Many strive to recreate the university classroom in these media

  17. Audio- and Video-Conferencing • Four types of teleconferencing • Two-way audio • Two-way audiograhics (adds graphics to communications line) • One-way video and two-way audio • Two-way video and two-way audio • All improved by great bandwidth and computer enhancement

  18. Audio- and Video-Conferencing • Have created an explosion of learning

  19. Audio- and Video-Conferencing • American model • Extended university classroom • Always interactive and in real time • Requires the least change of instructors • 'Face to face teaching at a distance’

  20. Audio- and Video-Conferencing • Ways to get beyond this conservative model • Mixed mode with only some class functions in teleconference • Partial use as extension of classes • Search for other pedagogic models • Concludes that use intimating classroom is transitory

  21. Commentary on VC • Does this represent the future of distance education? • NO! • American videoconferencing is NOT distance education • Americans are concerned with 'access', Europeans with pedagogy

  22. Autonomous Learning • This is the ultimate goal of education • Reality cannot be taught, but must be constructed by an autonomous learner • Argues that learning is simple a process of individual searching and constructing

  23. Autonomous Learning • Tight leash or more autonomy? • Computer • Storage frees student memory • Provides access to large quantities of information • Create independent assessment • Create personal knowledge structures • Graphical representations

  24. Summary • Learners become researchers and designers

  25. Integrated Presentation • Escape from tyranny of text to orality • Motion pictures and animation • Accounts for television and new sense balances • DE practitioner must provide multi-modal environment

  26. Occasional & Transversal Learning • Just-in-time learning • Trans-discipline learning • Embedded in life • Non-sequential, but determined by need

  27. End Return to Agenda

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