Teacher Smeacher real elearning comes from using Desktop Search. I have been using search since the mid 80's and the Dec VAX computers. Search is so important that I created my own. It does video, music, pictures text and a lot more. Open Source too. Simple fast and the only program I need. Archive all your personal info simply, safely and easily.
Get your copy at: http://www.topshareware.com/Spectate-Swamp-Search-download-42932.htm check out the source code at: http://www.telusplanet.net/public/stonedan/source.txt Doug Pederson AKA Spectate Swamp ----- Original Message ----- From: "Barbara COMBES" <[EMAIL PROTECTED]> To: "The Digital Divide Network discussion group" <digitaldivide@digitaldivide.net> Sent: Monday, October 13, 2008 8:53 PM Subject: [SPAM] Re: [DDN] PhD research on OLPC > > Hi All, > A major aspect missing in the elearning environment that cannot be > simulated is the teacher-learner dynamic. For some subjects especially > highly technical ones such as computer programming - this is a real > issue - Yuwanuch Gulatee's DIT research is on this topic. What needs to > be a major component of this discussion is the recognition that > elearning is a completely new paradigm, not the same as face-to-face and > not an alternative. When this happens we will be able to move forward > and introduce new learning frameworks and structures that cater for > students in the different environment. Currently, we are trying to > re-invent the old model. This about-face also means new ways of > assessing learning, different learning resource formats and delivery > modes. It also means some research into Human Computer Interaction, the > types of skills required to interrogate learning materials on the screen > and an individual's emotional response to learning in what is a very > isolating environment - largely unexplored in any great detail. An > observation from my own PhD research in this area - students use the > cursor as a line of sight guide to read text on screen and everyone is > still printing. > > Are we there yet? No - I don't think so. > :) > BC > > Vice President, Advocacy & Promotion, IASL: www.iasl-online.org > [EMAIL PROTECTED]: http://www.chs.ecu.edu.au/portals/LIS/index.php > Transforming Information and Learning Conference > http://conferences.scis.ecu.edu.au/TILC2007/ > Barbara Combes, Lecturer > School of Computer and Information Science Edith Cowan University, Perth > Western Australia > Ph: (08) 9370 6072 > Email: [EMAIL PROTECTED] > > "Whatever the cost of our libraries, the price is cheap compared to that > of an ignorant nation." Walter Cronkite > > This email is confidential and intended only for the use of the > individual or entity named above. If you are not the intended recipient, > you are notified that any dissemination, distribution or copying of this > email is strictly prohibited. If you have received this email in error, > please notify me immediately by return email or telephone and destroy > the original message. > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of Catherine > Arden > Sent: Monday, 6 October 2008 7:07 AM > To: The Digital Divide Network discussion group > Subject: Re: [DDN] PhD research on OLPC > > Hi Tom > > I agree that the "sage on the stage in the brick space structure" is an > outdated model of education that perhaps has more to do with maintaining > power and control than teaching and learning....However, there are > nonetheless real challenges working within our new paradigm. For > instance, how do we value knowledge? How do we teach 'instrumental' > skills such as literacy and numeracy effectively and how do we know they > are learned? How do we recognise scholarly achievement? How do we > 'transmit' cultural values? Are these questions really still about > hegemony and fear of losing control or do we need to have some way of > controlling education if we are to further our human development and not > find ourselves wallowing in a sea of pseudo? > > Catherine Arden > > > ----- Original Message ----- > From: "tom abeles" <[EMAIL PROTECTED]> > To: "The Digital Divide Network discussion group" > <digitaldivide@digitaldivide.net> > Sent: Wednesday, September 24, 2008 1:36 AM > Subject: Re: [DDN] PhD research on OLPC > > >> >> this conversation in several variances is being considered currently >> elsewhere on the net, particularly around the issue of virtual worlds >> >> Steve's example is right on target. academics hold the center stage >> because they control the grades/certification which provide for > student >> advancement. >> That is the one unique product that universities, in click or brick > space >> have to offer. And it is the one reason in the dominant US model that >> get's student attention for the sage on the stage >> >> What business has found out, as have many others, is that social > networks >> (those articles that Steve cites as examples) allow knowledge to be > gained >> in entirely different and collaborative fashion, a fashion that > academics >> might call cheating or disrespectful of the sage. While, Mark is > right, >> that these technologies will find a place in The Academy, they are, > almost >> more importantly, a mirror for the educational system which passively >> makes the point that Steve so eloquently made. The brick space > structure >> with the sage is a vestigial manifestation of the good old days, going > >> back to pre-print where knowledge was transmitted by those who had the > >> information stored in their heads or had access to the very few >> collections of knowledge such as the libraries of Alexandria. >> >> Even pre-internet, social networking provided ways for gaining > critical >> information. What ICT's show us is that we now have many more and much > >> more to access, perhaps more than a single sage on the stage can > offer, >> except where it has been packaged for delivery in nice 3-credit >> experiences and vetted by a mid-term and a final for adding a > certificate >> leading towards a collection for cashing in for a sheep skin. >> >> It is not important that universities adopt the technologies as much > as >> that they realize that, all factors considered, a brick space campus > in >> its current embodiment is probably untenable- note the increasing cost > in >> human lives (adjucnts) and rising tuition. >> >> thoughts >> >> tom >> >> tom abeles >> >>> Date: Mon, 22 Sep 2008 12:29:59 -0700 >>> From: [EMAIL PROTECTED] >>> To: digitaldivide@digitaldivide.net >>> Subject: Re: [DDN] PhD research on OLPC >>> >>> Mark, >>> Your point out that the computer and the new communication > technologies >>> are >>> important to "knowledge workers" in the new socioeconomy, while the > older >>> technologies of radio and television and film were not, and of course > you >>> are right. Your conclusion--that this difference will result in the > new >>> technologies finding their way into the schools--does not seem to > speak >>> to >>> the point of the building-centered -teacher-centered school as itself > an >>> organized technology that accommodates some new technologies and >>> pedagogies >>> and resists others. >>> >>> To fashion an outlandish example, consider the assembly line as an >>> organizing technology. If the suggestion is made to add a cell phone > or >>> computer to each station because the new "knowledge economy" us built > >>> around >>> cell phones and computers, the counter is that the issue is not the > needs >>> of >>> the larger society but the rhythms and routines of the assembly line, > and >>> whether cell phones and computers can somehow be adapted to the > moving >>> belt. >>> >>> Online universities seem to be doing very well: since there are no >>> brick-and-mortar instructional technologies to contend with the new >>> information technologies that problem is dissolved. "Blended" or > "hybrid" >>> approaches that combine traditional classroom and lecture hall >>> instruction >>> with online instruction seem to run into the conflict of technologies > >>> issue. >>> I have a small collection of experiences with blended learning > culled >>> from >>> The Chronicle of Higher Education and elsewhere that illustrate the >>> clash. >>> In one, a professor puts all of his lectures and readings online--and > the >>> students stop coming to class, and the professor has to require >>> attendance. >>> In several others, faculty hospitable to the computer ban computers > from >>> their classrooms because students are texting to friends or playing > video >>> games rather than attending to what is going on in the live > classroom. >>> >>> If there is indeed a conflict between the computer and the 600-square > >>> foot >>> classroom with a desk, blackboard, 30 tablet arm chairs, and a live >>> teacher >>> at a lectern , it may be that the needs of society for knowledge > workers >>> won't make for reconciliation. >>> >>> Steve Eskow >>> >>> >>> >>> On Mon, Sep 22, 2008 at 11:26 AM, Mark Warschauer <[EMAIL PROTECTED]> > wrote: >>> >>> > Without comment on the rest of the Steve's interesting thoughts, I >>> > would like to briefly comment on this point: >>> > >>> > >We might begin by trying to understand why radio, television, >>> > >film--all >>> > the >>> > >earlier technologies that promised to reform education--have > failed to >>> > make >>> > >a difference in what goes on in those "brick spaces" that Tom > talks >>> > about... >>> > >Steve Eskow >>> > >>> > A major argument made by historian of education Larry Cuban is > that, >>> > since radio, television, and film did not transform schools, >>> > information & communications technologies (ICTs) will not do so >>> > either. >>> > >>> > Though I agree with the underlying idea that no technology in and > of >>> > itself, will automatically transform institutions (and, indeed, >>> > critiquing naive assumptions about the deterministic role of >>> > technology has been one major focus of my work), I think the >>> > comparison between radio, television, and film, on the one hand, > and >>> > ICTs, on the other, is problematic. Radio, television, and film >>> > have never been critical day-to-day tools of knowledge workers in > the >>> > U.S., certainly not in the way that ICTs are. Almost anybody who > is >>> > producing knowledge, whether in academic, business, entertainment >>> > fields, or otherwise, uses computers and the Internet constantly to >>> > do so, in ways that such knowledge workers seldom used radio, >>> > television, and film previously. The role of ICTs in education is >>> > thus much more natural and compelling than that of radio, > television, >>> > and film. I would suggest that attempts to generalize a "ceiling >>> > effect" for the long-term role of ICTs in schools based on prior >>> > educational technology research on the diffusion of radio, >>> > television, and film are flawed. >>> > Mark >>> > -- >>> > Mark Warschauer >>> > Professor of Education and Informatics >>> > University of California, Irvine >>> > Berkeley Place 2001 (for mail); Berkeley Place 3000 (for visitors) >>> > Irvine, CA 92697-5500 >>> > tel: (949) 824-2526, fax: (949) 824-2965 >>> > [EMAIL PROTECTED]; http://www.gse.uci.edu/markw >>> > _______________________________________________ >>> > DIGITALDIVIDE mailing list >>> > DIGITALDIVIDE@digitaldivide.net >>> > http://digitaldivide.net/mailman/listinfo/digitaldivide >>> > To unsubscribe, send a message to >>> > [EMAIL PROTECTED] the word UNSUBSCRIBE in > the >>> > body of the message. >>> > >>> _______________________________________________ >>> DIGITALDIVIDE mailing list >>> DIGITALDIVIDE@digitaldivide.net >>> http://digitaldivide.net/mailman/listinfo/digitaldivide >>> To unsubscribe, send a message to > [EMAIL PROTECTED] >>> with the word UNSUBSCRIBE in the body of the message. >> >> _________________________________________________________________ >> See how Windows connects the people, information, and fun that are > part of >> your life. >> http://clk.atdmt.com/MRT/go/msnnkwxp1020093175mrt/direct/01/ >> _______________________________________________ >> DIGITALDIVIDE mailing list >> DIGITALDIVIDE@digitaldivide.net >> http://digitaldivide.net/mailman/listinfo/digitaldivide >> To unsubscribe, send a message to > [EMAIL PROTECTED] >> with the word UNSUBSCRIBE in the body of the message. >> >> >> __________ NOD32 3495 (20081004) Information __________ >> >> This message was checked by NOD32 antivirus system. >> http://www.eset.com >> >> > > _______________________________________________ > DIGITALDIVIDE mailing list > DIGITALDIVIDE@digitaldivide.net > http://digitaldivide.net/mailman/listinfo/digitaldivide > To unsubscribe, send a message to > [EMAIL PROTECTED] with the word UNSUBSCRIBE in the > body of the message. > > > This e-mail is confidential. 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