Author: "Jacquelyn S. Kent" <jkent@h-net.msu.edu> Date: Sun, 2 Mar 1997 15:04:40 -0500

Date: Sun, 2 Mar 1997 14:03:55 -0500 (EST)

I'm curious about Skip Knox's class online and that of others who teach in that fashion. How do you structure the online course? Do you disseminate lecture material for them to read and then they have to respond? Do you test online? How does your institution arrange for students to participate - with a connected center where all must congregate or from their homes?

Forgive my ignorance in teaching in this fashion, but I've seen distance learning with combinations of interactive television/ computers, but am curious about this particular format. Thank you for your input.

Jackie Kent
jkent@h-net.msu.edu

Author: Guy Bensusan <Guy.Bensusan@nau.edu> Date: Sun, 2 Mar 1997 16:40:46 -0500

Date: Sun, 02 Mar 1997 13:22:09 -0700 (MST)

In response to Jackie Kent's inquiry of Skip Knox, I have come to computer online teaching via the Interactive Television route, but before getting there, had already developed individualized learning methodologies.

In my Arts and Culture courses, which examine a particular region (Southwest, Iberia, Mexico, etc) from both the arts perspectives and the socio-historico-cultural perspectives: I ask each student to select an "art" from a long list, and then develop a semester long project which encompasses ten assignments: three self assessments [early, middle and late], six essays [each of which functions like steps on an escalator or stairway] and then the project itself.

The steps involve formulating a research design; verifying the information from library and other resources; consulting with each other about the process and having input from each other about ideas and areas to explore, commonalities of context underlying the art, etc.

There are also essays exploring the biases and perspectives of the most important sources of information; a simulation of dialogue that might take place among several proponents of various schools of thought on the specific art, and a final resolution essay at the end of the semester examining how far each student has progressed along the road to learning both in the specific topic chosen and developed as well as the overall comprehension about the region, the historical range, and the common ground among the arts of that region and chronological evolution.

These worked well on interactive television; they also work well on computer networking; email, chat groups, etc. I plan a combination this summer (assuming folks sign up for it) in which we complete a course on three Saturdays, 8-12, 1-5 --- which will be the interactive TV time, plus 5 hours per week required for asynchronous discussion about class questions and other matters via email.

In the fall, I plan another course which will be offered in four ways: (1) IITV to multiple sites; (2) videotape delay to off-line sites with email interaction; (3) non video computer interaction only via chat-groups, group-systems and email, and (4) the combination of IITV and email. I go through cycles of apprehension-anticipation, but I also believe every new step manages to work out its own challenges and wrinkles. The Learning by each student is what is important, and I find that the fewer restrictions and control I place over the process, the better, more participatory, open and fulfilling it is.

I would sure like to hear what others are doing.

Guy Bensusan, NAUNet

Date: Mon, 03 Mar 1997 14:59:19 -0500 (EST)

Jackie Kent has asked about the nature of the on-line course. At City College of New York, about of half of the class is done on-line. We have a dedicated computer lab and server for the program. Students join an in-house list-server that proposes generalized questions about the main topics of World Civilization. We, my colleague George Owendijk and I, have designed multimedia projects based on the Black Death, Ancient Astrology, Images of Buddha and Medieval Warriors. Students are presented with images, text, and soon sound from which they are asked to make inference and interpretation. These assignments can be emailed, and as the semester progresses more and more students do use this method of submitting papers. We have also composed an embryonic on-line reader, both image and text, of primary sources that students are required to read and discuss. The other half of the class is in a more traditional classroom where discussion of the topic, in general, and of the sources and images in particular are debated. The ability of the students to verbalize their opinions is vital, as well as their ability to respond to questions posed by myself and other students. These are usually the best classes, when the students argue over the meaning and interpretation of what they have seen. Aside from imparting some little historical knowledge my main aim is to foster critical thinking and the computer and on-line assignments are a fine tool in reaching this end. You can surf into City College and browse through the syllabus and projects.

Bill Rednour
http://134.74.216.29/history/

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