Graphics Programs Reference
In-Depth Information
above, this is justified given that the private sec-
tor has had to spend a great deal of time thinking
and overcoming problems of virtual teaming. As
a result, we suggest following these best practices
taken from Chinowsky and Rojas (2003). These
suggestions can be used for both international
and domestic collaborative classroom activities
involving a virtual interface. Depending on the
kind of collaboration however, professors may
wish to consult additional guidelines addressing
distance learning and online collaboration. Even
so, all can start with these fundamentals:
students that involve ICTs, especially advanced
applications such as MUVEs.
FUTURe ReSeARCH DIReCTIONS
Clearly there are more research questions to be
investigated when it comes to the use of ICT
applications in higher education. Given the edu-
cational value of their integration, current trends
to explore virtual laboratories, virtual space sta-
tions, and other immersive education initiatives
are important to advance. The European Union
treats ICTs as part of its supranational research
framework, investigating topics such as:
•
Plan for face-to-face time in the beginning
of a course
•
Team leaders should be assigned and
should have a conversation with each indi-
vidual on the team
•
Future emerging technologies;
•
Digital libraries and content;
•
Project roles and responsibilities should
be communicated and re-communicated
throughout the project
•
Healthcare; and
•
Service infrastructures
•
Establish conflict resolution procedures
early
Virtual campuses are also frequently being
established in a number of countries such as
China, the United Kingdom and Australia. As a
consequence, the United States may benefit from
creating funding mechanisms for research in these
high-priority areas.
Education technologies are inevitably part of
the fabric of the Obama Administration's long-
term plan for recovery and growth. This is evi-
denced by emphasis on education as well as several
other “game-changing” approaches to policy that
include the “Open Government Initiative,” “data.
gov” and the creation of a Chief Technology Of-
ficer for the United States who reports directly
to the President. Perhaps we can now watch and
see how a President that appreciates innovation
and the importance of things like broadband can
translate such “innovation” into the integration
of advanced applications of ICTs in university
classrooms.
In addition to the President's focus on informa-
tion and communication technology, he has also
pushed hard for international collaborations, with
•
Set guidelines for meetings and discussions
•
Establish team-member expectations early
•
Team leaders should be chosen based on
interpersonal skills
•
Training for all users in the virtual team is
a must
•
Establish communication protocols
•
Establish interoperability of software
Along with these suggestions for “covering the
bases” in order to maximize returns to learning
with ICT applications, it is important to note that
integrating ICT applications into a course will
require the dedication of the professor in both
time and enthusiasm. While students may be able
to absorb new applications of ICTs in a learning
context more rapidly today than three decades
ago, this does not mean that they alone will be the
drivers of positive integration. Positive integration
must start with the strong will of a professor to
provide new kinds of learning opportunities for
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