Topic 20: Education and telecommunications in today's systems of learning. By: john (teluride) on Sat, Jul 24, '93 5 responses so far Education paridigm shift appears to be in a shift away from technology where technology is really only the tool. 5 responses total. Topic 20: Education and telecommunications in today's systems of learning. # 1: Dianne Howerton (teluride) Sat, Jul 24, '93 (10:01) 20 lines Session: Sat., 7/26 9:15-10:35 AM Conveners: Chuck Howerton, Metro State College, Denver; Joseph Lounge, Adams State College, Alamosa, CO. Attendees: Ken Hamel; Rob MacMillan; Pam Zoline; Peter Gaschee (sp?); Rick Fossett; Patty Fossett; Ed Lydell; Dan Collins; Jane Metcalk; Jacques Leslie; David Fidel; Gregg Law; Joanie Moster (sp?); John Lipton. Notes: --How is process of teaching in this new technology going to be accomplished? The computer is today's "slate and chalk". There appears to be only a small difference between local and global networks. Some adults still computer phobic; must use a different approach in teaching them than the technique used with younger users. Networks will "force" users into patterns due to structure needed on the networks...at least for now. Education should be to make the users more comfortable using newer technology. The over-riding paridigm currently appears to be that learning should be the control...not teaching. Includes instruction. distribution, delivery & navigation. The on-line should have no specific levels. The necessary $$$ coming in to acquire equipment necessary for networking is and will continue to be a problem. Re Networks: Students should do real work, not just exercises. Communicating is the key. Should be active learning rather than passive. Topic 20: Education and telecommunications in today's systems of learning. # 2: johnr (jrsumser) Sat, Jul 24, '93 (11:34) 8 lines Sometime, checkout the North Dakota public schools. They are at the forefront of distributed learning for sheer geographical necessity. To date, the basic American education model has been teaching, not learning. It makes paradigm busting even harder because the roles are so entrenched. American industry has come a long way towards veiwing leaders as learning partners. I wonder how we could move the successes of industry to Education without carrying the core business values along with them? Topic 20: Education and telecommunications in today's systems of learning. # 3: waiting for a mudpuddle... (kwinb) Sat, Jul 24, '93 (21:51) 14 lines one of the graet things about the internet is you have to search for information, and that is a skill all students need. We (Emery HS) are on the internet in two ways. One we are participating in the super computer program out of Lawrence Livermore National Labs, and two the CIS net of the CA state school system, which allows us a general access to the internet. ne of the favorite activities of the students is to use the chat mode to communicate with other students across the nation. It is the carrot I use to get them to learn how to use communicationsx software and protocols One of the biggest problems is that the schools don't have enough money to invest in the needed computer equipement, phone lines and training. As far as CAI with computers, there is a movement afoot that believes if you set up the computer programs correctly, students will easily use the self guided programs and debug their misthinking thru proving excercises, but I see a lot of money going to waste. Topic 20: Education and telecommunications in today's systems of learning. # 4: Lisa Kimball (lcarlson) Sun, Jul 25, '93 (06:28) 16 lines I think it's critical to frame the use of information technology in education in a way which is much larger than access to data bases - or even email exchange with other professionals. The value of the old teacher resource center model was that people came together in a space enriched with human and information resources where they were able to CREATE knowledge - not just access it. That created knowledge could then be put on the "shelf" where others who entered the space could explore it ... and where they could find ways of making contact with those who put it together. The human and other tools necessary for co-creation are often overlooked when we become fascinated by the tools for accessing (and interfacing) Topic 20: Education and telecommunications in today's systems of learning. # 5: Greg Law's notes (teluride) Sun, Jul 25, '93 (12:07) 86 lines 1993 Telluride Ideas Festival Saturday, July 24, 1993 9:00-10:30 a.m. Education & Training: Use of Telecom / Education: A New Paradigm Ideas/Thoughts: With regard to the use of global networks/information systems in education: the difference between local and global databases on line is small. Teaching adults about computers/telecom is the real problem: the average middle age adult is computer-phobic. Use of computers has become kind of stereotypical to show oneUs competence: need to avoid this. Computers donUt have the DWIM (Do What I Mean) function, which human interaction does; i.e., computers complain of syntax, etc. How do we teach those about value of technology in learning, in what venue do we teach, how do we accustomer them to a delayed response (i.e., email, etc. vs. a phone call or live conversation)? Maybe we look at computers as an *environment* that we work in instead of a *tool* we work with. Computer networks can replace physical schools. There is now lots of use of technology: as many as 1 million kids are doing projects on networks today. Need to pay attention to when and how computers are *needed* instead of using them because of their *techno-ppeal* (gadgets). Why do educators stand in the way of thee own paradigm shifts? Existing phones and other communication technologies still have their place in education and training. We need to learn what technology can do to *genuinely* enhance childrenUs education. Our physical environment is being transformed as well with use of computers and networks. It used to be that one who accumulated the most information was educated best: now it's going to be that one who can navigate best and set a course through the plethora of info will be educated best. While we recognize what technology can do, we must also recognize what technology *cannot* do. The paradigm shift that should take place in education is that the learner is to be in control of learning instead of the teacher How do we implement the use of networks, etc. in small school systems? We shouldn't infuse technology to do something that we already do. The use of video to just send Rtalking headsS for distance learning does not add anything to learning and may be worse than a live instructor. Talking heads is what teachers are used to doing so thatUs why it is used. In the T70Us Control Data made *Plato*, a windows-based software authoring tool for building custom lessons/courses on a computer for distance learning. This worked well and still does. How do we organize information to make it accessible for "just on time" learning, i.e., learning something when one wants to or needs to instead of having it broadcast to us. Existing networks are doing some of these things already. Kids are doing real tasks instead of doing dry classroom exercises. Montessori schools are good examples of *active* learning and thatUs where we need to go. Is there a changing core of information one needs to learn just to function in society? A paradigm shift really has less to do with technology; but then technology can enhance the new paradigm. === End of file. .