Technology Enhanced Learning: Opportunities for Change

by Goodman, Paul S.; Goodman, Paul S.; Corbett, Albert T.; Griffiths, Jose-Marie

• ISBN13: 9780805836653
• ISBN10: 0805836659
• Format: Hardcover
• Copyright: 2001-08-01
• Publisher: Lawrence Erlbau

Summary

This book focuses on how technology may create new learning environments and enhance basic learning processes. The book identifies and informs some of the strategic decisions involved in designing and implementing new technology to enhance learning. It also examines specific learning applications of TEL in order to understand the context of different learning environments, as well as some of the critical lessons learned in designing these environments. Mixing both conceptual perspectives and actual case experiences should create different learning opportunities for the reader. Technology Enhanced Learning is divided into two parts. Part I deals with strategic issues, such as trends in technology, implications for educational systems, designing infrastructure, and learning environments. Part II looks at specific cases of new learning environments to learn about strategy, infrastructure, impact assessment, and change in TEL learning environments.

Table of Contents

Contributors by Chapter	xi
Preface	xv
Part I: Issues
Technological Trends and Implications for Learning in Tertiary Institutions	3	(18)
Raj Reddy
Paul S. Goodman
Exponential Growth Trends in Computer Performance	5	(1)
Power	6	(1)
Memory	6	(1)
Price	7	(1)
Components per Chip	8	(13)
Edu-Tech: What's a President to Do?	21	(40)
Richard C. Larson
Glenn P. Strehle
Cave Drawings that are 30,000 Years Old (The Chauvet---Pont---d'Arc Cave)	26	(1)
Stage Coaches Attached to Steam Engine (Mohawk and Hudson's De Witt Clinton, 1987)	27	(34)
Cooperation Between Educational Technology and Learning Theory to Advance Higher Education	61	(14)
Herbert A. Simon
The Art and Science of It Infrastructure	75	(48)
Jose-Marie Griffiths
Alan McCord
Michigan Model of Information Technology Services	81	(42)
The Disquieting Dilemmas of Digital Libraries	123	(30)
Sara Lou Whildin
Susan Ware
Gloriana St. Clair
Creating Organizational and Technological Change	153	(30)
Paul S. Goodman
Framing Organizational Change	158	(8)
Summary of Change Process	166
Learning Environments by Space and Time	160	(1)
Forms of Knowledge Conversions	161	(3)
Forms of Change	164	(4)
A Sociotechnical System	168	(15)
Part II: Applications
The Virtual University: Customized Education in a Nutshell	183	(20)
Carlos Cruz Limon
Ten Lessons Learned from the Virtual University	189	(14)
Appendix Product Lines of the Virtual University	200	(3)
The Fast Program: A Computer-based Training Environment	203	(32)
Sanjay Srivastava
Basic Dimensions of Fast Components	209	(6)
Learning Features in the Fast Environment	215
Sample Bond Tutor Calculations	214	(1)
The Simulated Market	215	(4)
Appendix A: Summary of Trading Case B04	219	(1)
Cash Flows from Securities	219	(1)
Sample Trading Screen	220	(2)
Appendix B: Trading Case RE1	221	(1)
Independent Events and Paid Dividends---Period 1	222	(1)
Details of Case RE1	222	(1)
Sample Trading Screen	223	(1)
Appendix C: Sample Tutorial	224	(1)
Excel Spreadsheet	224	(1)
CAPM Tutor Contents Screen	224	(1)
Historical Data Module Interface	225	(1)
Historical Data Module Interface	226	(1)
Sample Historical Data	227	(1)
Excel Data Link Example	228	(1)
CAPM Tutor Data Analysis Interface	229	(1)
CAPM Tutor Display: Portfolio Return Histogram	230	(1)
CAPM Tutor Display: Volatility Analysis	231	(1)
CAPM Tutor: Contents Menu	232	(1)
CAPM Tutor Display: Efficient Portfolios	233	(1)
CAPM Tutor Display: Portfolio Selection	233	(1)
CAPM Tutor Display: Portfolio Selection	234	(1)
Cognitive Tutors: From the Research Classroom to All Classrooms	235	(30)
Albert T. Corbett
Kenneth Koedinger
William S. Hadley
Year-End Assessments of Cognitive Tutor Algebra I	250
The Algebra I Cognitive Tutor Screen Near the End of a Problem	238	(2)
Example Student-Tutor Interactions	240	(3)
Average Lisp Programming Problem Completion Times Across Five Lessons for Student Using the Lisp Tutor and Students Working in a Conventional Programming Environment	243	(1)
Impact of Cognitive Tutor Technology on the Classroom	244	(1)
The ANGLE Geometry Tutor	245	(3)
Algebra I Final Exam Question	248	(4)
Dissemination of the Cognitive Tutor Algebra I Course	252	(7)
Excerpts from Letters Describing the Cognitive Tutor Algebra I Classroom	259	(6)
The Development of the Studio Classroom	265	(24)
Jack M. Wilson
Some Features of the Studio and Traditional Courses	279	(10)
Concluding Thoughts	289	(6)
Paul S. Goodman
Author Index	295	(4)
Subject Index	299