ࡱ> zI &  !"#$%'()*+,-./0123456789:;<S>?@ABCDEFGHKLMNOPQTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxy{|}~RdO)XbHR@Pictures 7PowerPoint Document(SummaryInformation(=$( l/ 0DTimes New Roman SP;  ;azZDArial Blackman SP;  ;azZ" DArialBlackman SP;  ;azZ"0DMonotype Sorts SP;  ;azZ@DTimespe Sorts SP;  ;azZPD@O<>9 @>?ts SP;  ;azZ  @n?" dd@  @@`` t:   /Xb$ɿ(a>+, B$P~F00* c $@8 g4~d~d;4ppp@ g4>d>d;4p@ pp<4!d!dg` P <4BdBdg` P ? % Collaborative Learning Learning Activities & Technology Choices  Merrill Oates 25 Aug, CEENet 2000 Budapest$)-)-V The Assumptions Collaborative Learning based on Constructivist theory of learning The importance of involvement and experience Ability to learn from peers$ k k  Key Themes  eLeadership Authority vs. equality Personal Responsibility Establishing Relationships Need for Supportf Activities (Techniques) Debates Games/Simulations Role Plays Case studies Discussion Groups Brainstorming Project Groups  M.F. Paulsen 1995$aau Selecting Media/Technology Bates ACTIONS model  'Technologies Mediating Learning Content( -One Alone One-to-One One-to-Many Many-to-Many.     `    References `   |Harasim, L. 1989. On-line education: An {ߡwיЁɿ(a>+,PNG  IHDR0 ܤsBIT&C`PLTE!!9)ޭJ91޵!{ZRkcKVtRNS@fbKGD IDATx횉HYC!m@t#39vD2N9^򒗼%/y'/W>OuS%,3d?wHu;',3$ ~%?OBvR::eVCkvԩ0 $ T"fZPv.I/g ]w]Eu pW38 ! )8:3 eB Lѩ 4攉(;|5E(tɡؿn5ϕ\<4;لfdV9p1Ǯ 4=f-EG0xpNT Yԅ%kq#ƠDhFD0(0fUk#SȮQ 5;`Pqa;Y[_vL0],JdPGhԵg@-pllK]xSGj$PZtlb IfqQO\sjS8-9%@ۥ!U=≆n,PJC&xArmJojLd㩖dP"I0Jz2Vˉ.f`^/F3 xP@ K)x͍:,@oѫ¶#A^x\e-B(vȬvhN6갣ݠK$Wg|KZb}:QI>f褶\{VR]n-h"w®ac2 ߊRWf e'"F! 7#d$l=DIRcɨ ܰ(J~/LZ*Xr4rZ5rC$AZ`>v(Y=պ_A4%]HC >=407R5bgV Ȣ'Y3sx|b7Q#HUkȪ*!%@v9$GC.]LuVSf# &J]m=];qON\tʄH"4(C?O2^wy/gY`4Νnnջ$|Y~H5"w(|>x,'wo }z#+t#5%5hc>"|_@ƙlD>d-b gdKBޫqDJQgY葍:6jG#2<&;GH#!-W^lG3/~܎O=ȁQ ՗3о:{q1*s. 5d=)@( rT\^ )ꪞ[YNk)?RgD%EZelrbU+=gpA`̪_@azmƬ 6~(`ѨW x$cS&ŸMpWl^^_*C)rFY&"-2mRm]?J#N@GoGoO= дpY#3y5(Xn?81qXU3 kSpVR;z"4+Iw1MR(t7<"ç˸>Ї9аâ)B]ȷ:ѐ蟋G?O#-@:r!Xh. DcyoFjz#B|G*"2 |c l xJPFel#+t"Fxfa Gii)?J]ÆFʒ\2IENDB` T*P~F00(Mkdxh{g*x=iGyeٲ-L@EGGR!I8~$* T90E"U ?l*`06W0>1619lK%_| D/m{53ltw{oV`Ufz7dOf<0eGdGgYu5e2߫$_OeSֻVޑVGo=>3kɧVXNͳщƮ4vr)̗ͯRe”)d|iM80`Q֟>xgE)xK' (ABhAV.#!Aj|hA^1x("~ߟHWW)J,Jq91yO z 31ьԞ|l6%dyˁRA5~FJrW ^dH@9h]T 9ɀDßPQ*j!IW0vtc)G8ŸdTEԃ_P@K!8Iq)$ufx]>sq!bAP^ w"Cb~@Cu85߂@9jq.5qyWmP],(Q0{LBqL!; Q/xY|/>ʘ\[:'Q܌&sy%OVTs[Δex:ZK1E=EM+5J\~`R~w`l7Kk+~`+%{Xtr4[R遚C.eI:[9<#R0s%\+-7vegC5&K@00tcNH|WØmBDjMA(CkECmi.yCڔ iߡ0z3?0{.>K~ք7YfwK! $g}cˀ`2G N*#Qh,\}khDd,՗ܗ |_ʛnFPWU-\u˞b~Cp.kߚG tk,*WT_g!ȕ^Ou E=nLw'2%u# НBGs| Nd g/50umB Xc!\%tҸyc6y hSh|j-Cߥh^'G$-l W/p-$] - 6 rPyZ.8ε{ ~{_[Mһm2PւšMaJs43n@;c>H5ڧE, [û |mkЙ;VG^4ڰϨsgzm=k]G.T26h3}S0國]]pÓ/m(.PyQƵ^V<[ȃ}a>! *}de-Sz}ێW`OfnB^a/fL%:HY]Z(< ښawV>OMY`pێ$-gw\Hw{vT9A̷ i4}RWT OuD)V2`'+ۭu">)&mɧ`jlո;P 6X)?5Ϩ/>)׍ʋxT p QDx!fX6lM\ԂXW"V~<#v:@qT39\#"z%k`ibB6XshHRO($U uo(Ӣ`TTSrT 'P#rGD{a؀;,!"# ̣w,;M.GrGIK4iA|" 2ŝ!/e2 .hDU %P`qpLxٛڠ8ˬdoBmt}\Fpg{溅Cjumkyoo>e+Tlo%\Wep@xI-\S Cz,qv9ov>* nM$@A6VwKyV DGh| q2"N?0`*A 6CYո< Z͏02xWKaȭ?z~- tEl}$[Wz }lli e%Ux3N1JPĆ>Kb׌ɜK؉TWSEpt 6Gu'ң5C|UڶWߧ!#d}y**~z BӚI=0kÛN% JۤE2!g\IV=Q(Q^Q> s*kMYVxx3h6Ȅ{N;uoJ.`c0p EC _ b_Fe!(^(~Ng]|ҍWubcڀx$~u9)e =NU@B]z#hqruteC8|XsHVBRBs0~hOǠBV >Iۇ:.k.4ec07u)7;3< 5˾<__ypE^!X|溹3ee}n qc( >?;Nߍ yMhasROҊ 2KfnF_4f/ ن2+0v;޺ ;;kB>.NΥ cjy.kJКXn[*imѬZ򳴸V]"[2e"~|deVMY$?L̜FݢI5 $?>uV܆hgK?liln鋭{5;ۚJqB}d][x黫%!]U,amhw0VΒ1ׄbG(~5B]iov~jj%.&X|O z,k5Îq1 |8d<v.FI/ti5Nm%Z%D2/`|-|S)DcRWX#saIBۛ3_9F .9ΆeGmf48 -{R^Shm͐xQ]ҶXaG }!P 쎺92Ѻ]1Zjh1O6ESp,}^AvA'00s^ $ǁkuJK85[RoJ-9 R NϏ >ʄg8oƓ-nV bcSdISUCa̸78gH U`5s.j؎x8*d^jeJ:^ϖP7"NA|4G&TnsSa'hkDJsJ:+=_G6n/mv<= Q ʔnH#g>(b=0BJQ@~pagL_ p)w|XuFԊ&2';=m>}V)NmN//HsOĶg][>p 8/pͦDLIg 1z!_desxKzƦ4eXaf2: <<D]6ןCQc |>1Tym ңIDYW h#% Au.r NrsmۏmS% &=bcǴY/JG5i%9ex&![ L9 =Թ&~}qmرdb9P~iѐT| 0-:M26ĺ o9,$"}crQ~Q8s=)ZȝXjxa=H+ڏIge۶%k4]{ْȚ_ZXOv": :O-Dэd ]JQw,MxϒmF6X,x.S=gy)j$m JeWAL캅h) ÉIΪ[k9M(KJԼg1- ".Lr℅6Me${NjsuU=8fOq,z Ꞗyׄ<6{|L쁖ס(HjF,"C̍#O*U7 ǰ ǹ^΀co&M9zJQǝU-.'FhZU㇑i%`xfg<~$k(-VɑކQPXh'qԣ ƍ(ͧ!3"ʌ8e< mD)R8]rL \C )=gĂ\?gҗpĭR;>7<*v&F0Bۀ﶐Β8M kӨȐ<:.{ W@#7n`qm(r2Wk3 HT:r+-tJ=9vPjgMG%ū47l`)p#T㬍Rc k-သm^OTp2Z&GֱBWѱCsBWL3ż{)5[TE<|w4ի}`(E?|-2}XA~٧H&~5I5THD@|+ҕqY lXhdzg[m6e|Aj&u&_}%-QЮ!#'CÎ t,h~tek>x$yg+< KkZPZIks#^.38h h4 &Q hWdyr/fCq1O Dw8z2T=rHY|3NC,43kqd)7-ș8y9/d`6-SFٕۼ2SWk!sDa6l7c+~%O?)@k?b:b֊mLϠwL*ܛ(bӊ%nJGS BxN3XU <[i[C)#Gͭ-`% 'gEY f"nbnm0\^䀍-у~J!I&BNj kaE%x_U*ŗzoBj\t_*hRdOos:~Uz4-8uC~8MVI-X"s"|c ~Ffp!8/X'Iķߖ>GjVz4N󄮁vݜgbu\"JPY3f5p18J+4 {=WJv$nX(ڧ%KqFRгIn0aš^r?5Iޛ4c?KH'Ll}R<+G6ԐIcw-YZc;Jh)2iGw9@!%G,ZMan"Tg>m;c^>c YeOg(K)^8/zBrLa Ѡ1(cCSYۣ= fnS_H0^]5/tA?& Z+&2Ԥ =uG?;.'n&4q /€8qm- xO5^j+֛'TjAɀwʴsT|5%-|o"$&-Qp%s?R& #xt:"ʣ|iГǰS\$'jAKB:ea=V9!„]%=]G$WC\ A71EJDC)띣BIyX'_^Xrax--4 ;X %pfXaM NgJf;A8Q&0w^Ti{b#(t8Z |Uq>Dd>+4&(8p;2HID+}50/)?mb;dVm4^[o'7Szך'7`C؝>hwȔW}$ `hخ6D EכOӗ#'~&k!\6]PُU_ ?.IL(А,S_7dCb\X~QH sWP[9Z/-NyRh-p枽 /V\Md<Ґ{R_%Qg|/P9е%p1&^B_>|–i3| w"zG;h0C8!ὑpb|i0ؕ#Jyܴ]{] A,wMXϸAVfsK7!3? ,7.UUrC\Eu=w4ISb|Tݷ#\/kɛkKZd~`̽ư8\N|?KD͆5c3¦gܹa^kh߄`.2eK฽o$_̚?[BT7cӻ|pJƼ7[yi[ FQ`G܁p:Eĵl 3c1=KmiTfwM<c5݊CG=[o*3@ϲU΅{ůU㊍. UY?g s~eq٫ ?6J!\W\ȅ޶. _<.S '3.fګo;݉q\cc2䊀I !]}"S䨭>qt$?-~dֶwIVF3Ӎ.^\0kVU }mKmOY ZVAc*xژ0T‰d#k[$ (Ά7U\NpןQxfi=:,vʀ)"Z"Z񦀥/;;+j5Zpł*_rӏ&WE ,)6Ah@5t6jF`8Ww;{;^=ec%:=[na7`}k,4++KyT#] 9]` _Wlh{dž8{ߘ7p0s/Q柶 ӿ=`g/ouy2 ˦UuΨpg[US.N.WK&Sj~b`ۨMx {1>gG-dg!G8,ۆ"?WS}y; Tu+v7G*Ev8;Л.w)~E=,J_7T_8.С:[ۘrA4]JB/4L~(S'qòtL" <79RIRtͷbX"g1}NJHa bA˾ pD&\/QCstd-UTjr,teax:2M+DӁ=!%8cJY|,pN(p'Gs6suzebz!9~)5+*1`A!rחkN^ BS;{U[mEC+^=;" :=zd %e$"ɽ!s3$aDdhH?ѕr]A FKN֠R{frdyW^87*EyfB t2ht5A{hUfn$9=YQjU;nJc-cT =M9ΛP0܉BfH d~'J18[Sk~.S!x[c!}z%[Фǯ;mƓCzDcrmyY@; LԐ՜Mcҕ%MzF"JG=E,@o{޹cJNm%0^KuGI[ %ctWOr#&T<fwW1,.  ֧QUw_iJ})'pz]Z~w!(YgQT&6qNMMLLL new domain. In Mindweave: Communications, Computers, and Distance Education, eds. R. Masonand A. Kaye, 5062. Oxford: Pergamon Press. Paulsen, M.F. 1995. The Online Report on Pedagogical Techniques for Computer-Mediated Communication. WWW: http://www.hs.nki.no/~morten/cmcped.htm Rapaport, M. 1991. Computer Mediated Communications: Bulletin Boards, Computer Conferencing, Electronic Mail, and Information Retrieval. New York: John Wiley&Sons. Stubbs, S. T. and B. R. Burnham. 1990. An Instrument for Evaluating the Potential Effectiveness of Electronic Distance Education Systems.The American Journal of Distance Education 4(3): 25-37. Verner, C. 1964. Definition of terms. In Adult Education: Outlines of an Emerging Field of University Study, eds. G. Jensen, A. A.Liveright and W. Hallenback, 27-39. Washington, D.C.: Adult Education Association.@}`(=}  Course Development Scenarios                ` ^WN̙f` ^WNff3` 999MMM` ff33` ff33` ^WN̙f` ^WNfT>?" dd@(?zdd@ y x@" `  n?" dd@   @@``@n?" dd@  @@``PR   @ ` ` p>> )(    s *Tk  `   V Click to edit Master title style! !    c $l  @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   s *T Tt   a* 2    s * Tt    c*(2    s * T@t   c*(2  x  PAA:\paint.GIF<@.Z  B޽h))? ? ^WNff3 *Contemporary Portrait  d\  (     s *Ԫ @@   V Click to edit Master title style! !   c $  @    Y#Click to edit Master subtitle style$ $   s * T   a* 2^WN    s * T    c*(2^WN    s *T T@   c*(2^WN  x  PAA:\paint.GIF@rZ  B޽h))? ? ^WNff3 @ (   l  C ԰ @@   l  C   @    H  0޽h ? ^WNff3  P$(  $l $ C  `   l $ C  @   H $ 0޽h ? ^WNff3  p,( ff3 ,l , C  `   l , C ԭ @   H , 0޽h ? ^WNff3  4( @ 4l 4 C  `   l 4 C  @   H 4 0޽h ? ^WNff3  <( 8ܺ| <l < C t `   l < C  @   H < 0޽h ? ^WNff3  D(  Dl D C 7 `   l D C 3 @   H D 0޽h ? ^WNff3J Pd(  d d C $7@     $ d C A Picture 1 0001C2F4G3-1 HD ABA78158:\$ d C = @   D`  B d s *޽h ? ^WNff3   X(  Xl X C $ `   l X C  @   H X 0޽h ? ^WNff3  t( @ tl t C t `   l t C  @   H t 0޽h ? ^WNff3  P( @ Pl P C  `   l P C 6 @   H P 0޽h ? ^WNff3  0\(  \l \ C D `   l \ C  @   H \ 0޽h ? ^WNff3  T(  Tl T C Ժ `   l T C d @   H T 0޽h ? ^WNff3rD"$|&\(<*,58 @-N16.3 ?: ( l/ 0DTimes New Roman SP;  ;az DArial Blackman SP;  Oh+'0 hp (4 T ` lx'Collaborative LearningPSysLab G3 OneLe^G3-1 HD:Applications:Microsoft Office 98:Templates:Presentation Designs:Contemporary PortraitPSysLab G3 Oneat5sLMicrosoft PowerPointMic@;@&@8Ϟ7cGlPICTd @@2uu 2vHHL2m۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmNm۶mmmm@m۶mmmm m۶mmmm m۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmo0ooo3.oSs0s/o1o1s0w-w,wMw.s-s0o0s o/s-s-s-s-s-w-s-w+w-s-s-w-s.w.sm۶mmmmMsSwqwq{n{lwo{lkI{m{lkIiI{kK{jI{jJiGHhIHG&{F&GIkkijiIijjJjkJkjkJ{jIHH{'''{'G{'G{''{&{&&{%{&{&{{{{vzzwzzw{{v{vvwvvwvvvwvvwvzz{s s+o/s/s0w-s/s0sSm۶mmmm{{{{okkjIHHkljJIHH({(H(G{'G'{GG'{H(H1GHHIHHIH{H({'{'''{'{{'{{zwvvvvvvwwvwvvwvvvvrvvrrvrvvvvrv'vvz{{{''{(({HHI{I{JwKJ{Kl{MsRsSkUsRoTm۶mmmm sww{{lkll{mkkKjklkjkkjJjjJiIHH{(G'{'H'{'&{''{&&{{{{{{z{z{zzzzzzzzzzzzzzzzzzzzzzzzzvzzzzvzz{{{&{{{{{&'(H()IJ){Jm۶mmmmoUoV{suoUoVkWk6k5 oTsr{p{N{L{LKkkjIkKjJjIkJJKHH''{'{{zz{{z,{zvw vs s {){{'({'wv~{~~~z~~zzzzzz~~zz~zzzz~zzz~{{&&{'H{(H'(''I(s/m۶mmmmxk6kWsUoVo4sSo1s1kk2k3konss s s.o/oo0sQs/wOwPm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmm۶mmmmzvutrqqqpoooklmnopqqw|ɻȿ~||||ŻɾDocumentSummaryInformation8JCurrent User- ՜.+,D՜.+,|8    'On-screen Show CEUP:  Times New Roman Arial BlackArialMonotype SortsTimes Contemporary PortraitCollaborative LearningThe Assumptions Key ThemesActivities (Techniques)No Slide Title ReferencesSelecting Media/TechnologyCosts Teaching and Learning $Interactivity and User-friendlinessOrganizational Issues NoveltySpeed(Technologies Mediating Learning ContentOne Alone (oa) One-to-One (o>o) One-to-Many (o>m) Many-to-Many (m>m) Course Development ScenariosNo Slide TitleCourse Development ScenariosNo Slide TitleNo Slide TitleNo Slide Title Have fun & be creative!  Fonts UsedDesign Template Slide Titles 6> _PID_GUID'AN{0D3B9701-7B56-11D4-9DAD-FB58EA6F2EE1}Ǿ½¾żž]^]^_``aehnpt{½ĿŻĻ\\\]]^__cglosz¿½ûĻ[[\]]^__aeknrzĹüĺ[[\]]^__aejmry³üĺLMPRVX[\_cgjmuľľùLMPRUXZ[^cgjmtŹøMNPRVXYZ^bfilsǾ~}zzyyyyxx{{}ÿ¸NNPQUWXY]aehkr~ĺ|zyvvuuuuttuuwzNOPQTVXX\`ehjq}¸~zxwuuttssssrsvyĹʿNOPQTUWW[_dgip|ȿ|xwvssrrqqqqqrux~øȾ%_ SysLab G3 One|vrppnnnnmmmmnoqu{öȾOOPQSTUVZ^bdho{ƻ~xqnlkiiiihhhhjknqw}µȽ ;az " DArialBlackman SP;  ;az "0DMonotype Sorts SP;  ;az @DTimespe Sorts SP;  ;az PD@O<>9 @>?ts SP;  ;az   @n?" dd@  @@`` d\5U   $')+./Xb$ɿ(a>+, B$P~F00* c $@8 g4~d~d;4ppp@ g4>d>d;4p@ pp<4!d!dg` P <4BdBdg` P ? %Collaborative Learning Learning Activities & Technology Choices  Merrill Oates 25 Aug, CEENet 2000 Budapest$)-)-V The Assumptions Collaborative Learning based on Constructivist theory of learning The importance of involvement and experience Ability to learn from peers$ k k  Key Themes  eLeadership Authority vs. equality Personal Responsibility Establishing Relationships Need for Supportf Activities (Techniques) Debates Games/Simulations Role Plays Case studies Discussion Groups Brainstorming Project Groups  M.F. Paulsen 1995$aau     References `   |Harasim, L. 1989. On-line education: A new domain. In Mindweave: Communications, Computers, and Distance Education, eds. R. Masonand A. Kaye, 5062. Oxford: Pergamon Press. Paulsen, M.F. 1995. The Online Report on Pedagogical Techniques for Computer-Mediated Communication. WWW: http://www.hs.nki.no/~morten/cmcped.htm Rapaport, M. 1991. Computer Mediated Communications: Bulletin Boards, Computer Conferencing, Electronic Mail, and Information Retrieval. New York: John Wiley&Sons. Stubbs, S. T. and B. R. Burnham. 1990. An Instrument for Evaluating the Potential Effectiveness of Electronic Distance Education Systems.The American Journal of Distance Education 4(3): 25-37. Verner, C. 1964. Definition of terms. In Adult Education: Outlines of an Emerging Field of University Study, eds. G. Jensen, A. A.Liveright and W. Hallenback, 27-39. Washington, D.C.: Adult Education Association.@}`(=} Selecting Media/Technology Bates ACTIONS model Access How accessible is a particular technology for learners? How flexible is it for a particular target group? LjjA  Costs  What is the cost structure of each technology? What is the unit cost per student? What are the opportunity costs vs. other technology choices? A  Teaching and Learning   What kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting teaching and learning in this environment? Can the content be adapted to the technology? What skills does the technology develop?  A   #Interactivity and User-friendliness$ uWhat kind of interaction does this technology enable? (synchronous or asychronous) How easy is it to use and learn? vvAu  Organizational Issues  What are the organizational and Institutional requirements to provide stability and support? What are the barriers to using this technology successfully within the institution? What changes need to be made within the organization to incorporate the technology? A  Novelty BHow new is the technology? What are its technical capabilities? CBAB  Speed pHow quickly can courses be created and distributed with this technology? How quickly can materials be changed? qpAp            'Technologies Mediating Learning Content( -One Alone One-to-One One-to-Many Many-to-Many.   `   Course Development Scenarios                @(  l  C h `   l  C  @   H  0޽h ? ^WNff3  (  l  C : `   l  C t_ @   H  0޽h ? ^WNff3  (  l  C b `   l  C 4c @   H  0޽h ? ^WNff3  ( 8ܺ l  C 7 `   l  C 6 @   H  0޽h ? ^WNff3  (  l  C d9 `   l  C 9 @   H  0޽h ? ^WNff3  p(  l  C $4 `   l  C 4 @   H  0޽h ? ^WNff3  (  l  C c `   l  C c @   H  0޽h ? ^WNff3  (  l  C Td `   l  C d @   H  0޽h ? ^WNff3  (  l  C e `   l  C te @   H  0޽h ? ^WNff3r0;XZq\Q^1`bceg?:i x4( l/ 0DTimes New Roman SP;  ;azȇDArial Blackman SP;  ;azȇ" DArialBlackman SP;  ;azȇ"0DMonotype Sorts SP;  ;azȇ@DTimespe Sorts SP;  ;azȇPD@O<>9 @>?ts SP;  ;azȇ  @n?" dd@  @@`` 0Ea  $')+.2345;>?@/Xb$ɿ(a>+, B$P~F00* c $@8 g4~d~d;4ppp@ g4>d>d;4p@ pp<4!d!dg` P <4BdBdg` P ? %,Collaborative Learning Learning Activities & Technology Choices  Merrill Oates 25 Aug, CEENet 2000 Budapest$)-)-V The Assumptions Collaborative Learning based on Constructivist theory of learning The importance of involvement and experience Ability to learn from peers$ k k  Key Themes  eLeadership Authority vs. equality Personal Responsibility Establishing Relationships Need for Supportf Activities (Techniques) Debates Games/Simulations Role Plays Case studies Discussion Groups Brainstorming Project Groups  M.F. Paulsen 1995$aau     References `   |Harasim, L. 1989. On-line education: A new domain. In Mindweave: Communications, Computers, and Distance Education, eds. R. Masonand A. Kaye, 5062. Oxford: Pergamon Press. Paulsen, M.F. 1995. The Online Report on Pedagogical Techniques for Computer-Mediated Communication. WWW: http://www.hs.nki.no/~morten/cmcped.htm Rapaport, M. 1991. Computer Mediated Communications: Bulletin Boards, Computer Conferencing, Electronic Mail, and Information Retrieval. New York: John Wiley&Sons. Stubbs, S. T. and B. R. Burnham. 1990. An Instrument for Evaluating the Potential Effectiveness of Electronic Distance Education Systems.The American Journal of Distance Education 4(3): 25-37. Verner, C. 1964. Definition of terms. In Adult Education: Outlines of an Emerging Field of University Study, eds. G. Jensen, A. A.Liveright and W. Hallenback, 27-39. Washington, D.C.: Adult Education Association.@}`(=} Selecting Media/Technology Bates ACTIONS model Access How accessible is a particular technology for learners? How flexible is it for a particular target group? LjjA  Costs  What is the cost structure of each technology? What is the unit cost per student? What are the opportunity costs vs. other technology choices? A  Teaching and Learning   What kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting teaching and learning in this environment? Can the content be adapted to the technology? What skills does the technology develop?  A   #Interactivity and User-friendliness$ uWhat kind of interaction does this technology enable? (synchronous or asychronous) How easy is it to use and learn? vvAu  Organizational Issues  What are the organizational and Institutional requirements to provide stability and support? What are the barriers to using this technology successfully within the institution? What changes need to be made within the organization to incorporate the technology? A  Novelty BHow new is the technology? What are its technical capabilities? CBAB  Speed pHow quickly can courses be created and distributed with this technology? How quickly can materials be changed? qpAp  'Technologies Mediating Learning Content( -One Alone One-to-One One-to-Many Many-to-Many. One Alone (oa) ( print  article print  textbook print  reference resources print  exercise workbook print  comic books software tutorial/self-test database query/searchable index Web browsing CD-rom/multimedia/animation computer games laboratory experiment simulation/modeling      $One-to-One (o >o) ( 4advisor mentoring  learning contract apprenticeship internship teacher comment and evaluation peer feedback telephone call fax voice mail e-mail message   &One-to-Many (o >m) ( classroom lecture classroom demonstration/presentation stage performance visiting specialist blackboard/whiteboard field-trip/site visit (also m->m) e-mail distribution list overhead projector audio tape video tape broadcast television closed-circuit television video conferencing (also m >m) RealAudio RealVideo PowerPoint presentation RQQ  (Many-to-Many (m >m) ( classroom discussion hallway/cocktail conversation e-mail open listserve Usenet newsgroup on-line conferencing forum on-line chat phone conferencing (also o >m) CUSeeMe/NetMeeting Shared Workspace MOOs/MUDs Virtual Worlds   Course Development Scenarios" Teaching Scenario Choices Activity Situation: You have been asked to prepare a new course. Select one of the following teaching scenarios and place it in the context of your home country, filling in any additional details needed to make it a more realistic situation. F#       Assignment: In a group, discuss your chosen scenario and decide which educational technologies you will use to teach the course. Provide justification for each of your choices using the ACTIONS model and any other relevant criteria we have discussed in the workshop. \ 5&     Course Development Scenarios tA) As a teacher at the National Pedagogical University, you are to run a teacher-training course on new pedagogical methods for about 150 teachers from around the country. While all of the teachers do have access to a computer, some will be sharing the only computer in the school, and many are using slow dial-in connections. Your budget is, of course, very limited. uuu #  -B) The Ministry of Agriculture has selected you to design a training course for about 500 pig farmers nationwide. The Ministry wants them to be able to make use of the newly developed PORK (Pig production On-line Resource and Knowledge-base) web-site. You have a reasonably good budget allocation. ..,   "  C) You have been hired by a high-tech multinational company to train 20 executive managers from several branch offices in the use and implementation of new promotional campaign. These managers will be responsible for training their staff. Connectivity are cost are not an issue  in other words, you have as much as you need. JJJ !!  _D) In collaboration with another university across the country, you are to prepare a joint course in the social sciences or humanities for a group of 30 final year and Graduate students. Each university has reasonably well equipped student computer labs with reasonably good bandwidth between them. A small amount of supporting funds are available.  `__    Have fun & be creative!&       (  l  C c `   l  C c @   H  0޽h ? ^WNff3   X(  Xl X C $ `   l X C  @   H X 0޽h ? ^WNff3   (  l  C D2 `   l  C D5 @   H  0޽h ? ^WNff3  0(  l  C 3 `   l  C _ @   H  0޽h ? ^WNff3  @(  l  C 4` `   l  C b @   H  0޽h ? ^WNff3  P(  l  C Tg `   l  C  @   H  0޽h ? ^WNff3  ( 8ܺ l  C D; `   l  C ; @   H  0޽h ? ^WNff3  P( @ Pl P C  `   l P C 6 @   H P 0޽h ? ^WNff3  (  l  C 4f `   l  C 4 @   H  0޽h ? ^WNff3   ( 8ܺ  l   C  `   l   C  @   H   0޽h ? ^WNff3  ( 8ܺ l  C f `   l  C e @   H  0޽h ? ^WNff3  T(  Tl T C Ժ `   l T C d @   H T 0޽h ? ^WNff3rHi Mm- ͧmM-?i! x4( l/ 0DTimes New Roman SP;  ;azDArial Blackman SP;  ;az" DArialBlackman SP;  ;az"0DMonotype Sorts SP;  ;az@DTimespe Sorts SP;  ;azPD@O<>9 @>?ts SP;  ;az  @n?" dd@  @@`` 0Ea  $')+.2345;>?@/Xb$ɿ(a>+, B$P~F00* c $@8 g4~d~d;4ppp@ g4>d>d;4p@ pp<4!d!dg` P <4BdBdg` P ? %,Collaborative Learning Learning Activities & Technology Choices  Merrill Oates 25 Aug, CEENet 2000 Budapest$)-)-V The Assumptions Collaborative Learning based on Constructivist theory of learning The importance of involvement and experience Ability to learn from peers$ k k  Key Themes  eLeadership Authority vs. equality Personal Responsibility Establishing Relationships Need for Supportf Activities (Techniques) Debates Games/Simulations Role Plays Case studies Discussion Groups Brainstorming Project Groups  M.F. Paulsen 1995$aau     References `   |Harasim, L. 1989. On-line education: A new domain. In Mindweave: Communications, Computers, and Distance Education, eds. R. Masonand A. Kaye, 5062. Oxford: Pergamon Press. Paulsen, M.F. 1995. The Online Report on Pedagogical Techniques for Computer-Mediated Communication. WWW: http://www.hs.nki.no/~morten/cmcped.htm Rapaport, M. 1991. Computer Mediated Communications: Bulletin Boards, Computer Conferencing, Electronic Mail, and Information Retrieval. New York: John Wiley&Sons. Stubbs, S. T. and B. R. Burnham. 1990. An Instrument for Evaluating the Potential Effectiveness of Electronic Distance Education Systems.The American Journal of Distance Education 4(3): 25-37. Verner, C. 1964. Definition of terms. In Adult Education: Outlines of an Emerging Field of University Study, eds. G. Jensen, A. A.Liveright and W. Hallenback, 27-39. Washington, D.C.: Adult Education Association.@}`(=} Selecting Media/Technology Bates ACTIONS model Access How accessible is a particular technology for learners? How flexible is it for a particular target group? LjjA  Costs  What is the cost structure of each technology? What is the unit cost per student? What are the opportunity costs vs. other technology choices? A  Teaching and Learning   What kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting teaching and learning in this environment? Can the content be adapted to the technology? What skills does the technology develop?  A   #Interactivity and User-friendliness$ uWhat kind of interaction does this technology enable? (synchronous or asychronous) How easy is it to use and learn? vvAu  Organizational Issues  What are the organizational and Institutional requirements to provide stability and support? What are the barriers to using this technology successfully within the institution? What changes need to be made within the organization to incorporate the technology? A  Novelty BHow new is the technology? What are its technical capabilities? CBAB  Speed pHow quickly can courses be created and distributed with this technology? How quickly can materials be changed? qpAp  'Technologies Mediating Learning Content( -One Alone One-to-One One-to-Many Many-to-Many. One Alone (oa) ( print  article print  textbook print  reference resources print  exercise workbook print  comic books software tutorial/self-test database query/searchable index Web browsing CD-rom/multimedia/animation computer games laboratory experiment simulation/modeling      $One-to-One (o >o) ( 4advisor mentoring  learning contract apprenticeship internship teacher comment and evaluation peer feedback telephone call fax voice mail e-mail message   &One-to-Many (o >m) ( classroom lecture classroom demonstration/presentation stage performance visiting specialist blackboard/whiteboard field-trip/site visit (also m->m) e-mail distribution list overhead projector audio tape video tape broadcast television closed-circuit television video conferencing (also m >m) RealAudio RealVideo PowerPoint presentation RQQ  (Many-to-Many (m >m) ( classroom discussion hallway/cocktail conversation e-mail open listserve Usenet newsgroup on-line conferencing forum on-line chat phone conferencing (also o >m) CUSeeMe/NetMeeting Shared Workspace MOOs/MUDs Virtual Worlds   Course Development Scenarios" Teaching Scenario Choices Activity Situation: You have been asked to prepare a new course. Select one of the following teaching scenarios and place it in the context of your home country, filling in any additional details needed to make it a more realistic situation. F#       Assignment: In a group, discuss your chosen scenario and decide which educational technologies you will use to teach the course. Provide justification for each of your choices using the ACTIONS model and any other relevant criteria we have discussed in the workshop. \ 5&     Course Development Scenarios tA) As a teacher at the National Pedagogical University, you are to run a teacher-training course on new pedagogical methods for about 150 teachers from around the country. While all of the teachers do have access to a computer, some will be sharing the only computer in the school, and many are using slow dial-in connections. Your budget is, of course, very limited. uuu #  -B) The Ministry of Agriculture has selected you to design a training course for about 500 pig farmers nationwide. The Ministry wants them to be able to make use of the newly developed PORK (Pig production On-line Resource and Knowledge-base) web-site. You have a reasonably good budget allocation. ..,   "  C) You have been hired by a high-tech multinational company to train 20 executive managers from several branch offices in the use and implementation of new promotional campaign. These managers will be responsible for training their staff. Connectivity are cost are not an issue  in other words, you have as much as you need. JJJ !!  _D) In collaboration with another university across the country, you are to prepare a joint course in the social sciences or humanities for a group of 30 final year and Graduate students. Each university has reasonably well equipped student computer labs with reasonably good bandwidth between them. A small amount of supporting funds are available.  `__    Have fun & be creative!&     ra?=! 4( l/ 0DTimes New Roman SP;  ;azXDArial Blackman SP;  ;azX" DArialBlackman SP;  ;azX"0DMonotype Sorts SP;  ;azX@DTimespe Sorts SP;  ;azXPD@O<>9 @>?ts SP;  ;azX  @n?" dd@  @@`` 0Ea  $')+.2345;>?@/Xb$ɿ(a>+, B$P~F00* c $@8 g4~d~d;4ppp@ g4>d>d;4p@ pp<4!d!dg` P <4BdBdg` P ? %-Collaborative Learning Learning Activities & Technology Choices  Merrill Oates <oates@c3.hu> 25 Aug, CEENet 2000 Budapest$););d The Assumptions Collaborative Learning based on Constructivist theory of learning The importance of involvement and experience Ability to learn from peers$ k k  Key Themes  eLeadership Authority vs. equality Personal Responsibility Establishing Relationships Need for Supportf Activities (Techniques) Debates Games/Simulations Role Plays Case studies Discussion Groups Brainstorming Project Groups  M.F. Paulsen 1995$aau     References `   |Harasim, L. 1989. On-line education: A new domain. In Mindweave: Communications, Computers, and Distance Education, eds. R. Masonand A. Kaye, 5062. Oxford: Pergamon Press. Paulsen, M.F. 1995. The Online Report on Pedagogical Techniques for Computer-Mediated Communication. WWW: http://www.hs.nki.no/~morten/cmcped.htm Rapaport, M. 1991. Computer Mediated Communications: Bulletin Boards, Computer Conferencing, Electronic Mail, and Information Retrieval. New York: John Wiley&Sons. Stubbs, S. T. and B. R. Burnham. 1990. An Instrument for Evaluating the Potential Effectiveness of Electronic Distance Education Systems.The American Journal of Distance Education 4(3): 25-37. Verner, C. 1964. Definition of terms. In Adult Education: Outlines of an Emerging Field of University Study, eds. G. Jensen, A. A.Liveright and W. Hallenback, 27-39. Washington, D.C.: Adult Education Association.@}`(=} Selecting Media/Technology Bates ACTIONS model Access How accessible is a particular technology for learners? How flexible is it for a particular target group? LjjA  Costs  What is the cost structure of each technology? What is the unit cost per student? What are the opportunity costs vs. other technology choices? A  Teaching and Learning   What kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting teaching and learning in this environment? Can the content be adapted to the technology? What skills does the technology develop?  A   #Interactivity and User-friendliness$ uWhat kind of interaction does this technology enable? (synchronous or asychronous) How easy is it to use and learn? vvAu  Organizational Issues  What are the organizational and Institutional requirements to provide stability and support? What are the barriers to using this technology successfully within the institution? What changes need to be made within the organization to incorporate the technology? A  Novelty BHow new is the technology? What are its technical capabilities? CBAB  Speed pHow quickly can courses be created and distributed with this technology? How quickly can materials be changed? qpAp  'Technologies Mediating Learning Content( -One Alone One-to-One One-to-Many Many-to-Many. One Alone (oa) ( print  article print  textbook print  reference resources print  exercise workbook print  comic books software tutorial/self-test database query/searchable index Web browsing CD-rom/multimedia/animation computer games laboratory experiment simulation/modeling      $One-to-One (o >o) ( 4advisor mentoring  learning contract apprenticeship internship teacher comment and evaluation peer feedback telephone call fax voice mail e-mail message   &One-to-Many (o >m) ( classroom lecture classroom demonstration/presentation stage performance visiting specialist blackboard/whiteboard field-trip/site visit (also m->m) e-mail distribution list overhead projector audio tape video tape broadcast television closed-circuit television video conferencing (also m >m) RealAudio RealVideo PowerPoint presentation RQQ  (Many-to-Many (m >m) ( classroom discussion hallway/cocktail conversation e-mail open listserve Usenet newsgroup on-line conferencing forum on-line chat phone conferencing (also o >m) CUSeeMe/NetMeeting Shared Workspace MOOs/MUDs Virtual Worlds   Course Development Scenarios" Teaching Scenario Choices Activity Situation: You have been asked to prepare a new course. Select one of the following teaching scenarios and place it in the context of your home country, filling in any additional details needed to make it a more realistic situation. F#       Assignment: In a group, discuss your chosen scenario and decide which educational technologies you will use to teach the course. Provide justification for each of your choices using the ACTIONS model and any other relevant criteria we have discussed in the workshop. \ 5&     Course Development Scenarios tA) As a teacher at the National Pedagogical University, you are to run a teacher-training course on new pedagogical methods for about 150 teachers from around the country. While all of the teachers do have access to a computer, some will be sharing the only computer in the school, and many are using slow dial-in connections. Your budget is, of course, very limited. uuu #  -B) The Ministry of Agriculture has selected you to design a training course for about 500 pig farmers nationwide. The Ministry wants them to be able to make use of the newly developed PORK (Pig production On-line Resource and Knowledge-base) web-site. You have a reasonably good budget allocation. ..,   "  C) You have been hired by a high-tech multinational company to train 20 executive managers from several branch offices in the use and implementation of new promotional campaign. These managers will be responsible for training their staff. Connectivity are cost are not an issue  in other words, you have as much as you need. JJJ !!  _D) In collaboration with another university across the country, you are to prepare a joint course in the social sciences or humanities for a group of 30 final year and Graduate students. Each university has reasonably well equipped student computer labs with reasonably good bandwidth between them. A small amount of supporting funds are available.  `__    Have fun & be creative!&     r?! 3-1 HD K - 1 K -MS Organization Chart 2.0 -|p GPXABPathApplications:Microsoft Office 98:Office:MS Organization Chart 2.0: :ProgID MSOrgChart.2H HVersionInd