Information Technology Reference
In-Depth Information
guest presentations were done using Web casts or videoconferencing, with students
participating or asking questions live. Panel discussions, hands-on lab work, or demonstra-
tions and field trips could be conducted during a limited on-campus residency.
One potential difficulty with presenting this course in distance mode is the coordination
of the ETPs. Students should be provided with guidelines for seeking appropriate sites and
supervisors for the projects in their local communities.
Technology Proficiency
One of the key problems with the use of WebCT to upload and download assignments
for this course came about because some of the students could not complete the technology
surveys
online
— they simply did not know how to do that. Things were further complicated
by the fact that these students were typically nonresident graduate students, most of whom
worked full time, so they did not get together and help each other figure out how to work with
the WebCT. They were also hesitant to admit in class that they were having trouble until well
into the semester. If some type of technology survey is to be employed to assess proficiency
at the beginning of the course, this should be done using a paper-based instrument and be
completed during the first class session. The instructors will then have an immediate
assessment of the students' technological skills and can structure appropriate computer lab
sessions early in the semester.
A minimum level of technological proficiency will be essential for students taking the
course in distance mode and may also be needed as a prerequisite for all students taking this
course in the future. A means of assessing this proficiency relative to the use of WebCT and
other electronic learning environments used for the course should be developed for this
purpose. At the very least, student proficiency for working in an electronic learning
environment, such as WebCT, should be assessed at the beginning of the course. Tutorials
or workshops could be offered if needed so that students can attain a functional level of online
interaction and competence.
Instruction
In their interviews, some students commented that the reliance on guest speakers
diluted the content and may have obscured the focus of the course. Others felt the expert
speakers added breadth from their experience with many facets of educational technology
that might not otherwise have been incorporated into a typical lecture (one instructor) format.
Instruction should be balanced between the guest speakers and panel presentations, in-class
debriefings, discussions, and hands-on skills presentations.
Evaluation Data Collection
Although sufficient evaluation and feedback data were collected from the interviews
of the course developers and students, only a small percentage of the guest speakers
responded. These were busy professional people who probably chose not to take the time
to complete an email interview several weeks after the speaking engagement. In the future,
a short evaluation and feedback interview could be held with speakers
immediately
after their
presentation. This would ensure that feedback was received from all presenters, and that it
was collected while the experience was still fresh in their minds.
