1 / 12

Using WebCT to Extend Learning in Graduate Educational Technology Courses

Using WebCT to Extend Learning in Graduate Educational Technology Courses. Mhairi (Vi) Maeers University of Regina Canada E-Mail: maeers@uregina.ca. What is WebCT?. Web-based course tools Complete on-line course capabilities Course supplement

maude
Télécharger la présentation

Using WebCT to Extend Learning in Graduate Educational Technology Courses

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using WebCT to Extend Learning in Graduate Educational Technology Courses Mhairi (Vi) Maeers University of Regina Canada E-Mail: maeers@uregina.ca

  2. What is WebCT? • Web-based course tools • Complete on-line course capabilities • Course supplement • Tools: communication; study; personal account information; quizzes & survey -- tools are personalized for instructor use

  3. Why Use WebCT? • Provincial Education Department • Mathematics 101 at U of R • Many professors are experimenting with different features of WebCT in their courses • Need for students (undergraduate and graduate) to know about WebCT and to be able to use it to extend their learning

  4. The First WebCT Course • “Classroom Computers--Advanced” http://webct.uregina.ca:8080 • Special course features • Instructor-directed organization--modules • Opportunity for students to exchange ideas • Community of Learners model--boundaries disappeared; different types of expertise • Instructor also a participant in the class “conversations”

  5. The Second WebCT Course • “The Internet and Curriculum Integration” http://webct.uregina.ca:8080 • Only graduate students • Exploration of effective and appropriate integration of the Internet into the curriculum • Examination of different organization frameworks

  6. Frameworks • Virtual Architecture (work of Judi Harris) http:ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture • Virtual Environments (work of Chris Dede) • Filamentality (work of Bernie Dodge and Tom March) http://edweb.sdsu.edu/webquest/webquest.html

  7. Theories and Beliefs • Cognitive apprenticeship and situated cognition • Communities of Learners • Seymour Papert • World views--e.g., objectivism vs constructivism • Commonplaces of Learning

  8. Theories and Beliefs • Theory informs practice • Different theoretical views (and beliefs) inform practice differently • What theory (ies) inform best use practices of technology integration? • See Fulton, Couros, Maeers, SITE 2000

  9. Structure of Course • Skills involved in learning about WebCT • Regular use of WebCT features (esp. Bulletin Board & Chat Rooms) • Students given instructor privileges • Students had input into content and structure • Instructor--mediator and enabler • Sharing of expertise

  10. Investigation of the Use of WebCT • Skill development--steep learning curve • Course content modules • Bulletin Board

  11. Investigation of the Use of WebCT • Bulletin Board • Fora and organization • Time to read and digest material • Busy lives--a class beyond a class • Clarify/stimulate thinking • Sharing websites, books, articles, etc. • Learning from peers • Chat Rooms

  12. Personal Reflections • Instructor assumptions re. student WebCT skill level • Posting course content material on WebCT • Bulletin Board discussion stimulating but fragmented at times--help needed in forum participation and moderating • How to establish effective use of the Chat Room facilities

More Related