Computer underground Digest Sun Oct 19, 1997 Volume 9 : Issue 75 ISSN 1004-042X Editor: Jim Thomas (cudigest@sun.soci.niu.edu) News Editor: Gordon Meyer (gmeyer@sun.soci.niu.edu) Archivist: Brendan Kehoe Shadow Master: Stanton McCandlish Shadow-Archivists: Dan Carosone / Paul Southworth Ralph Sims / Jyrki Kuoppala Ian Dickinson Field Agent Extraordinaire: David Smith Cu Digest Homepage: http://www.soci.niu.edu/~cudigest CONTENTS, #9.75 (Sun, Oct 19, 1997) File 1--Second Special Issue on Net-based Teaching File 2--"Analysis of Technology in Adult Education" (Excerpt) File 3--The Vacuity of Information File 4--Euro Commission / protection of minors in AV/Info services File 5--Education and the Net -- Read and Weep File 6--Internet Research and Information for Social Scientists File 7--Learning Technologies Postdocs wanted! File 8--Review of "Net Lessons: Net-based Projects for your Classroom" File 9--Cu Digest Header Info (unchanged since 7 May, 1997) CuD ADMINISTRATIVE, EDITORIAL, AND SUBSCRIPTION INFORMATION APPEARS IN THE CONCLUDING FILE AT THE END OF EACH ISSUE. --------------------------------------------------------------------- Date: Sun, 19 Oct 97 23:27 CDT From: Cu Digest Subject: File 1--Second Special Issue on Net-based Teaching This is the second special issue on Net-related technology and education, a topic periodically requested by CuD readers. We will try to do an issue like this every six months or so. Readers pursuing Net-based pedagogy/curriculum might be interested in NET-TEACH, an academic-oriented discussion group addressing the subject primarily for post-secondary education. --------------------------------------------------------------------- Date: Mon, 13 Oct 1997 16:40:41 -0500 From: ISABAU Subject: File 2--"Analysis of Technology in Adult Education" (Excerpt) ((MODERATORS' NOTE: The following is a brief dissertation extract on computer mediated learning by Isabelle Sabau. The complete manuscript, A CRITICAL ANALYSIS OF SELECTED PROBLEMS IN USES OF TECHNOLOGY IN ADULT EDUCATION is available at: http://venus.soci.niu.edu/~cudigest/other/isa-dis.html Introduction The brink of the 21st century is permeated with giant technological advances in the relationship between education and communication systems. The dizzying pace of the advances in the digital world has resulted in rapid metamorphoses in the understanding of such concepts as information, knowledge and learning, on one hand, and the methods employed for conveying these concepts on the other. The explosion of high tech has resulted in the necessity to redefine many of these previously familiar ideas. Reliance on technology demands more specialized qualifications for working with the increasingly more intricate equipment. At the same time, this amplified demand for technical knowledge appears to overshadow other areas of both practical and philosophical significance. Rapid exchanges of information leave little room for analysis and contemplation, thereby blurring the distinction between mere data and the further reaches of knowledge. This a priori conceptual analysis provides a means for a philosophical investigation of knowledge as it applies to culture and technology and as these aspects relate to distance education. This investigation opens the discussion of issues concerning the introduction of technology into the educational process. At the same time, the discussion is presented as a cautionary tale to raise awareness of the issues and suggest further studies. Since the accumulation of information has been expanding at an exponential rate of growth, its processing and significance have become increasingly more difficult for the average person to understand. These accelerated developments contribute to the ever-widening gap between the mass of information and possibilities, on the one hand, and an individual's personal opportunity to achieve mastery over the elusive yet increasing body of knowledge, on the other. Commercial advertising entices the consumer to purchase various computer programs under the promise of one's newly acquired ability to download "knowledge into their hard-drives." Such advertising promises further confuse the issue of facts and their meaning. In order to make sense of all this progress, knowledge must be distinguished from information in kind as well as in degree. This investigation will attempt to unravel the distinction between information and knowledge in the hope of discovering the limitations of technological means of educational delivery. As will be shown, knowledge refers to a wider process of manipulation of information along with synthesis and analysis. Understanding basic principles that govern the underlying reality requires more than transmission of data. If this definition is correct, then technology may enhance the learning and education process, yet it can not relay knowledge. The risks inherent in overconfidence in technology may conflate the transfer of information and knowledge. The distinction between these two concepts refers to information being the precept while knowledge provides the concepts and means of integrating the data. Technological advances offer a solution for dealing with the increasing amount of data and information by extending the natural qualities and capacities of the human mind. Technology may aid the processing and storage of information in a fast and accurate manner, but the sentient being manipulating the information is the one that has knowledge. Reducing knowledge to just information transfer weakens and overly simplifies the idea of education and thereby confuses the need for understanding the concepts for the manipulation of the information. Thus, on the one hand, new information and data grow exponentially, but on the other hand, computers and other related tools provide wider and faster access and usage of the available data. The power of the computer -- especially in the areas of communication and social change -- was made acutely poignant by the implementation of electronic mail in the White House, and its subsequent press release: Today we are pleased to announce that for the first time in history, the White House will be connected to you via electronic mail. Electronic mail will bring the Presidency and this Administration closer and make it more accessible to the people. (letter from the President and Vice-President in announcement of White House electronic mail access, June 1, 1993).[1]1 It would appear that without these high tech advances and equipment, human progress in knowledge and understanding of the world would be very slow and difficult. The opportunities that new technology produces allow for large databases with fast cross-references which have hailed the era of global information highways and the integration of more diverse ideas. The same forces that propel humans to constant adjustment and change -- that is, the technology -- also provide the tools for re-evaluation and thereby enrich the intellectual relationship between individuals and their environments. All these features offer the promise of more free flow of information and thereby greater interaction among diverse populations and geographical spans. Distance learning and education Fast-paced modern societies and demands for specialization increasingly require more precise skills and abilities on the part of individuals. Along with this, there is an increasing need for life-long education, since adults must continually upgrade their knowledge to meet technologic advances. In other words, it appears that on the whole, society itself is becoming a complex school, forcing the necessary participation of its citizens in the continual up-grading of skills in order for these citizens to be able to cope with the ever-changing world. The technological changes in turn affect the available body of knowledge and its component data bases. Philosophical questions arise about the implications of technology in particular dealing with education and learning. It is necessary to address the role of information and its transference in the learning process and the methods whereby information can ultimately become knowledge. The processes of education and learning promise the delivery of knowledge to students, and technology is seen as a possible alternative means of teaching. The question becomes whether technology would ultimately enhance education, and how best it may be employed in the process. Together, technology and its effects on individuals and their understanding of the world, produce new ways of formulating knowledge and also new means to enable individuals to find meanings amidst the data. Knowledge is to be viewed as the ability to synthesize facts, evidence, principles, laws, and logical reasoning. In order for this concept of knowledge to be achieved, alternative teaching and learning methods must be sought. Is education to be to reduced to the manipulation of information, or is the learning process more complex relying on discussion and dialogue and thus necessitating real time personal contact between the teacher and the student? Traditional schooling appears inadequate to meet these new pressures. This deficiency opens the door for new considerations of ways to teach, learn and understand. Time constraints, in conjunction with the many roles and expectations that plague modern adults, place special demands and strains on traditional schooling. This forces learners and educators alike to search for alternative teaching and learning methods. Of primary importance in formulating such methods is the continuous incorporation of the latest studies in neurobiological research, psychological testing, memory and intelligence developments. All these areas significantly contribute to our understanding of the thinking processes of human beings along with sociological and cultural studies. Formulating teaching and learning methods that follow the pattern-forming processes of the brain can greatly enhance education by emphasizing the understanding and synthesis of ideas and their relation to the more complex body of knowledge the individual already possesses. Among the alternative methods are correspondence and evening courses which have a long history, but which are also being replaced by newer methods that incorporate audio/visual and interactive techniques made possible by the latest technological advances.[2]2 One may ask if the introduction and emphasis on technology encourages a commercialization of knowledge and what the reprecussions of such a view would be. There are a number of companies sprouting which, enabled by access to the Internet, promise individuals a variety of educational activities that claim to produce knowledge. One very important point to consider is the role that academic institutions play in this process of commecializing education, and what can happen to such ideas as standards, quality and curricula. As electronic and informational technologies proliferate and become more readily available, their philosophical implications and their subtle influences on the individual need to be discussed and evaluated. At present the gap between those who have access to technology and those who don't is widening, especially the disparities between various countries. The analysis of current methodologies for the implementation of technologically based alternative methods, employing the ever-growing array of technological possibilities should provide prescriptions for their improvement as well as uncover their inherent limitations. The increasing dependence that modern humans exhibit toward the electronic and technological world creates different paradigms for defining knowledge and its reliance on accumulation of information and data bases. Does increased access to the proliferation of information improve knowledge accumulation, and who should be in charge of controlling the quality and standards of learning? In other wor ds, if education is to be viewed as a business enterprise, can anyone become an educational entrepreneur? Does the business paradigm threaten the quality of education by placing it at the whim of a free market which is based on supply and demand? To remain economically viable and progressive and to continue to grow in personal terms, individuals today need to understand the ubiquitous role technology plays in their lives, and especially in their education. This understanding should provide a window to the metaphysical world inhabited by modern persons and render vague and ambiguous the distinction between "reality" and "possibility." Technology has enabled the creation of new worlds -- virtual reality and cyberworlds -- in which individuals meet, communicate and interact. These new virtual spaces provide different dimensions for dialogue and may become increasingly useful in the learning process. Dialogue provides the opportunity for exchange of ideas, but it also emphasizes the personal, co-learning dimension that is necessary for a deeper understanding of the educational process. Currently, video games and other computerized techniques are employed to enable individuals more stimulating as well as remedial learning environments, especially providing alternatives to cope with learning disabilities.[3]3 In order to maximize the potential of the information technology, the ideas concerning learning require a discussion that will synthesize philosophical with educational practice and theory. Various philosophical questions arise, for example: what is knowledge? What is its relationship to data and information? Other important questions are: is all knowledge and communication to be understood in terms of the transmission of digital information? Are there any inherent dangers in such overwhelming dependence on electronic media and technology? Education has long been understood in terms of providing knowledge, but this aspect relies on viewing "knowledge" as a process that includes ideas about truth and reality. The educational enterprise is deemed responsible for producing knowledgeable individuals who are sanctioned by institutions of learning with various degrees designed to reflect a standard curriculum that aims at integrating the individual into the larger society. The curriculum emphasizes skills and knowledge about the self and the world at large. The degrees conveyed by various institutions relfect the standards society deems necessary in order to recognize an individual's accumulated knowledge. What is the process by which persons begin to integrate relevant information into the complexity that becomes an "educated" citizen? The metamorphosis of information, data and understanding into knowledge needs to be analyzed to reveal the role of technologically based processes of learning in the educational enterprise. To this extent, this investigation is a conceptual exploration of these ideas. One important cornerstone of American democracy is public education, which was designed to ensure the thoughtful exercise of civic duty within the community and the voting booth. In the words of George Washington, the First President of the United States: "Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged."[4]4 Yet, our rapidly changing world demands scrutiny and continuous re-evaluation of the concept and processes of education, of the assumption of the purposes of education and the end products education is thought to produce. This discussion will juxtapose theory and application in an attempt to synthesize them. The philosophical framework of semiotics will inform this work for conceptual as well as practical analysis. REFERENCES 1. Steven G. Jones Cybersociety: Computer-mediated communication and community (CA: Sage Publ. Inc., 1995), p.2 2. Borje Holmberg, Distance Education: a Survey and Bibliography (London: Kogan Page, 1977), p.9 3. Mary Peterson Kauffold, "Changing Perception", Chicago Tribune, Sunday Feb 18, 1996, section 17, p.3 ++++++++++ {The full dissertation can be obtained from: http://venus.soci.niu.edu/~cudigest/other/isa-dis.html ------------------------------ Date: Wed, 30 Jul 1997 15:33:17 EDT From: Steve Talbott Subject: File 3--The Vacuity of Information Issue #54 Copyright 1997 Bridge Communications July 30, 1997 ------------------------------------------------------ Editor: Stephen L. Talbott (stevet@oreilly.com) On the Web: http://www.oreilly.com/people/staff/stevet/netfuture/ You may redistribute this newsletter for noncommercial purposes. The Vacuity of Information ------------------------- According to David Shenk, author of *Data Smog: Surviving the Information Glut*, For many businesses, the irony is that the cheaper information becomes, the more expensive it is to deal with. Yes, although I'm not so sure about the irony. If "information" is precisely articulable, if it is measurable as so many bits stored in a database, if it is easily transmissible -- in other words, if it fits the criteria for information according to the prevalent rhetoric -- then it follows in a straightforward way that any preoccupation with information will penalize our pursuit of whatever is important. Why? Because the precision, the measurability, and the transmissibility all stand in a kind of opposition to depth of meaning and significance. This trade-off is clearly demonstrable through an examination of the basic act of communication (see, for example, my discussion in http://www.oreilly.com/people/staff/stevet/fdnc/ch23.html), yet it remains the great, ignored truth at the heart of the Information Age. We have, of course, almost made a cliche of the slogan, "information is not wisdom." But until we vividly recognize the actual *opposition* between the two terms -- and learn to live creatively within this opposition -- the effort to reconceive society in terms of information and its flows will prove extremely corrosive of everything that matters. ------------------------------ Date: Fri, 05 Sep 1997 09:00:03 -0400 From: Paul Kneisel Subject: File 4--Euro Commission / protection of minors in AV/Info services (fwd) [EDITORIAL NOTE: Introduction from moderator: for those who haven't read the documents released by the European Parliament and other European authorities on these subjects, let me translate: "Protection of Minors" refers to blocking pornography, while "Human Dignity" means blocking racist/Nazi propaganda. -- Andy Oram, Computer Professionals for Social Responsibility] The Forum: http://europa.eu.int/en/comm/dg10/avpolicy/forum/index.html General information on the European Commission's Audiovisual Policy: http://europa.eu.int/en/comm/dg10/avpolicy/avpolicy.html Contact: Nathalie LABOURDETTE, tel.32-2/296 67 72 avpolicy@dg10.cec.be fax.32-2/296 69 92 *** New Discussion Forum on the Internet to debate specific issues of the European Commission_s=20 Green Paper on the Protection of Minors and Human Dignity in Audiovisual and Information Services *** Following its Green Paper on the Protection of Minors and Human Dignity in Audiovisual and Information services and the first conclusions presented in a European Commission staff working paper, the Commission services are currently drafting a Communication and draft project for a Council Recommendation on this subject. In order to enrich and update the Commission services' information on the relevant topics and to encourage the networking of organisations and individuals actively working on measures to ensure the protection of minors and human dignity in audiovisual and information services, the European Commission has opened a Discussion Forum which discusses four specific issues: - Labelling, rating and filtering systems on the Internet; - Raising awareness and education of Internet users; - Promoting quality content for children on the Internet; - Monitoring and evaluation of relevant policies and initiatives. The Commission would appreciate very much if you could contribute with your expertise to one or more of these topics. Please feel also free to forward this message to persons and/or organisations which you think could be interested in contributing to the debate. ------------------------------ Date: Wed, 30 Jul 1997 15:33:17 EDT From: Steve Talbott Subject: File 5--Education and the Net -- Read and Weep Issue #54 Copyright 1997 Bridge Communications July 30, 1997 -------------------------------------------------------------------------- Editor: Stephen L. Talbott (stevet@oreilly.com) On the Web: http://www.oreilly.com/people/staff/stevet/netfuture/ You may redistribute this newsletter for noncommercial purposes. Education and the Net -- Read and Weep -------------------------------------- Writing in *Business Week* (July 28), a fourth-grade teacher describes her truly heroic efforts to get her students on the Net in the interest of bringing science alive for them. Her selfless energy and devotion is matched only by the pitiful insignificance of the treasure the educational establishment has inspired her to seek. Here is one of her anecdotes: Fourth-graders solicited questions from students and submitted them to researchers at Georgia Tech. My students retrieved the answers and aired them over the school's closed-circuit TV system. And a second one: At a planetarium, Megan, one of my girls, interrupted the talk on downloading images to ask: "Is that ProComm Plus you are using?" When the surprised speaker answered "yes," Megan said, "I use that at school." He invited her to demonstrate, and Megan easily downloaded an image from a remote observatory. I was so proud. Almost makes you forget that there's a real world out there for healthy young children to explore. Actually, the teacher does mention in passing a couple of direct learning activities her students engaged in. But these turn out to have nothing to do with the computer. *Business Week* subtitled the article, "A Georgia teacher tells how she got her students on the Web -- and wild about science." Nothing in the article verifies the "wild about science" part, but presumably the children had as much fun playing with their new toys as many grown-ups do. ------------------------------ From: Jdierick@aol.com To: JThomas@sun.soci.niu.edu Subject: File 6--Internet Research and Information for Social Scientists This seemed like something that might be of interest to you. -jennifer --------------------- From--John.Kirriemuir@bristol.ac.uk (John Kirriemuir) To--IVSA@PDOMAIN.UWINDSOR.CA (Multiple recipients of list IVSA) Date: 97-10-19 14:59:13 EDT ======== (apologies for cross posting) ======== 1st call for delegates for IRISS and 2nd call for abstracts for IRISS IRISS'98 Internet Research and Information for Social Scientists 25-27 March 1998 University of Bristol, UK http://www.sosig.ac.uk/iriss/ email: iriss-info@bris.ac.uk A three day conference hosted by the Institute for Learning and Research Technology at the University of Bristol. The first international IRISS conference aims to bring together social scentists who are interested in the Internet, either as a means of supporting and enhancing their work, or as a focus for their research. ***CONFERENCE THEMES*** The themes of this year's conference are Internet skills, sites and social effects. The conference aims to reflect the practical and theoretical questions raised by the increasing role of networked information in the social sciences and society. Topics for debate include: * how can social scientists make effective use of the Internet in their work? * where and how are social scientists using the Internet to enhance their work and what effect is it having on traditional roles and working methods? * what high quality information can the Internet supply to social scientists? * what impact does the Internet have on individuals and society and what visions do we have for the future? ***ATTENDING IRISS AS A DELEGATE*** This is the first call for delegates for IRISS. Confirmed, to date, for the conference are: * several high-profile keynote speakers * a large variety of papers and presentations, covering all of the conference themes, and presented by speakers from a combination of academic, commercial, public and social/voluntary organisations * pre and during conference hands-on workshops, in fully networked rooms and conducted by experienced Internet for Social Scientist trainers * the main conference dinner, held in the prestigious Harveys Restaurant and Museum - see: http://www.sosig.ac.uk/iriss/harveys.html Bristol is a city in the west of England; it is served by an international airport, located 11 miles south of the city. The city has two major train stations, with frequent train services to London (in under 2 hours) and other cities. South Wales is a few minutes away by train or car, and the scenic areas of the Cotswolds, Cornwall and Devon are all easily accessible, as are attractions such as the city of Bath, Stonehenge and Avebury. Bristol itself is a thriving cosmopolitan city, with a very lively social and cultural scene. The city has many famous sites of interest, such as the Clifton suspension bridge and the S.S. Great Britain, which are within a short distance of the conference location and accomodation. Various on-line guides to Bristol include: http://www.epost.co.uk/standards/bestofbris.html http://www.bristol.digitalcity.org/org/council/about-bristol.html A reduction is available to all delegates registering before 19 December 1997. Further details on booking can be found on the IRISS Web site. ***CALL FOR PAPERS*** We invite papers and participation from: * practitioners in the field who use the Internet to support their day to day work * researchers using Internet information and communication in their research * librarians developing their Internet knowledge and skills to serve a social science user group * educators interested in using the Internet for teaching and learning * information providers who publish on the Internet and wish to reach the social science community In addition to concurrent paper and workshop sessions the conference will feature an ongoing poster session and a dedicated Internet Gallery in a fully networked environment enabling contributors to display high quality Internet resources. ***HOW TO CONTRIBUTE*** If you are interested in submitting a paper, joining the Internet Gallery or ongoing poster session, visit our Web site at: http://www.sosig.ac.uk/iriss/ for conference information together with online booking and submission forms. The Web site will be updated frequently as information becomes available and will include full programme details and abstracts. The deadline for the submission of abstracts is 7 November 1997. ***CONFERENCE FEE*** Delegates presenting papers will pay a reduced conference fee. A reduction will also be available to all delegates registering before 19 December 1997. Full details are available from the Web site. ***HOST A MEETING AT IRISS*** Would your organisation or professional association like to host a meeting at IRISS? We can provide free meeting rooms and refreshments for groups booking to attend the conference. Special discounts are available to groups of 10 or more. For further information contact the Conference Secretary at: iriss-info@bris.ac.uk General conference enquiries should be directed to: IRISS Conference Secretariat Institute for Learning and Research Technology University of Bristol 8 Woodland Road BRISTOL BS8 1TN, UK Tel: +44 (0)117 928 8474 Fax: +44 (0)117 928 8473 Email: iriss-info@bris.ac.uk IRISS Web site: http://www.sosig.ac.uk/iriss/ ------------------------------ Date: Thu, 16 Oct 1997 16:57:47 -0800 From: Roy Pea Subject: File 7--Learning Technologies Postdocs wanted! POST DOCTORAL SCHOLARS Center for Innovative Learning Technologies We expect to select 4 Post-doctoral Scholars to participate in the National Science Foundation funded Center for Innovative Learning Technologies. The center is directed by Roy Pea, SRI International, and Co- directed by John Bransford, Vanderbilt, Marcia C. Linn, University of California, Berkeley, Barbara Means, SRI, and Bob Tinker, Concord Consortium. Successful applicants will be located at one or more of the following institutions: University of California, Berkeley, SRI, Vanderbilt, Concord Consortium. Post-doctoral Scholars will join a multidisciplinary team of researchers aimed at improving the effectiveness of technology in education. Participants will work with leaders in education, technology, and the science disciplines. Each Post-doctoral Scholar will conduct a research program in a supportive, exciting environment with input from leaders in the field. Post-doctoral Scholars will learn about advances on all fronts of technology and education. They will jointly contribute to standards, guidelines, and a theory of design for innovations. We have an immediate opening for someone with background and interest in Visualization and Modeling. QUALIFICATIONS Candidates should have a background in mathematics, the natural sciences, engineering, or computer science and a Ph. D. in mathematics, the natural sciences, engineering, computer science, education, or related disciplines. Applicants should demonstrate ability to work on a team, interest in using collaborative technologies, and interest in developing a multidisciplinary research program. Applicants should be available to start between November 1997 and September 1998. Positions are for two years with possible renewal for a third year. Affirmative action, equal opportunity employer. CENTER DESCRIPTION Center for Innovative Learning Technologies The Center for Innovative Learning Technologies (CILT) stimulates the development and implementation of important, technology- enabled solutions to critical problems in K-14 science, mathematics, engineering, and technology learning. Four founding institutions- SRI International; the University of California at Berkeley; Vanderbilt University; and the Concord Consortium provide Center leadership and infrastructure. "Theme teams" will conduct the Center's research, development, and implementation activities. Participants drawn from both from the founding organizations and elsewhere will represent the best possible mix of expertise. The Center's initial themes are: Virtual Learning Communities; Visualization and Modeling; Low-Cost, Ubiquitous Computing; and Assessment. Theme teams will include experts in technology from natural science, computer science, and engineering; experts in science, mathematics, and engineering instruction, policy, and research; and industry leaders. Participants will work together in national workshops and on-line discussions to review their research results, identify critical challenges and potential breakthroughs in their theme area, and select prototype collaborative projects for CILT sponsorship. These prototype projects will serve as "seed" efforts that, with external funding, can transform the use of learning technologies in education. CILT provides the infrastructure for: *synthesizing learning technology R&D and implementation lessons across projects, *stimulating multidisciplinary collaboration and rapid innovation, and *fostering communication between technology developers, educational and cognitive researchers, and schools to increase the impacts of research-based technology supports on mathematics and science learning. CILT will train Postdoctoral scholars from multiple disciplines to leadthe field of learning technologies in the future. FOR MORE INFORMATION: www.cilt.ltc.vanderbilt.edu TO APPLY Send CV, statement of purpose, one or more academic papers, and a list of people we might contact for letters of recommendation to: Marcia C. Linn University of California at Berkeley Graduate School of Education, 4611 Tolman Hall Berkeley, California 94720-1670 mclinn@socrates.berkeley.edu Roy Pea SRI International Director, Center for Technology in Learning (CTL) and Director, NSF Center for Innovative Learning Technologies (CILT) 333 Ravenswood Avenue, BS 124 Menlo Park, CA 94025 415-859-5866 Office 415-859-2861 Fax Visit our CTL Web site at http://www.sri.com/policy/teched/welcome.shtml Visit our CILT Web site at http://www.cilt.ltc.Vanderbilt.edu ------------------------------ Date: Sun, 19 Oct 1997 23:20:49 -0500 (CDT) From: Jim Thomas Subject: File 8--Review of "Net Lessons: Net-based Projects for your Classroom" Review of: NET LESSONS: WEB-BASED PROJECTS FOR YOUR CLASSROOM. By Laura Parker Roerden. 1997. Sebastopol (Calif): O'Reilly. 284 pp. $24.95 (paper). The question is no longer whether Web-based pedagogy will have an impact on education. The question is how much, how fast, and how far. NET LESSONS will benefit especially those teachers who are not yet comfortable with the Web, and who remain unsure of how to integrate Web and Internet exercises into their classes or curriculum. Although written primarily for primary and secondary (K-12) instructors, Roerden identifies some basic strategies for a Web-integrated curriculum that can be upgraded fairly easily for post-secondary classes. Roerden begins with the most basic question: Why should any instructor bother learning about the Web? Then, like a patient teacher, she explains the rationale and identifies the resources available for students and teachers. Chapter 2, "Designing your Curriculum," provides a dozen activities that can be developed by instructors at any level. In addition to the obvious tasks of using the Web as a resource and for communication, she lists a few narrower uses, including mentoring, social interaction, simulation, surveys, and Web publishing. The remainder of the book describes how the dozen activities can be integrated into substantive courses, such as math, social studies, language, science, and art. Each chapter contains a well-defined series of exercises for various grade levels, but the excericises can be modified to fit college courses as well. Although the sample activities in the chapters were submitted by the individual instructors who created them, they possess remarkable consistency in quality, format, and substance. Each exercise specifies a project's timeline, objectives, prerequisites, and procedures. Some excericises are designed for individual students and others for students working in groups. All can be modified as needed for content, work load, and grade level. Three appendixes include a Net lesson index, sample worksheets, and a list of useful URLs pointing to curriculum resources and teaching strategies. Although minor quibbles, there are few details that the author might correct in future editions. First, Roerden uses the term "Internet" and "Web" interchangeably. This inaccuracy is especially ironic in a volume attempting to introduce youth to Cyberspace. This faux pas should be corrected. Second, the net is not as race/sex/culture blind as the author claims. Differences in backgrounds and biographies shape facility and comfort with Net interaction. Given the diversity of abilities and personalities, a volume such as this would benefit from including a chapter or two on breaking down differences amongst students. Third, the volume should include a chapter or two on CGI scripts that enhance the exercises. Fourth, the omission of synchronous interactive exercises using discussion groups and software such as Engaged to communicate with others was disappointing. Fifth, given the emerging PC-based audio-visual technology, a future edition should address the potential of web-based synchronous and asynchronous A/V classroom activities. A final criticism focuses on O'Reilly's odd tendency to include supplemental CDROM disks in their works. This volume might seem an exception were it not that the disk O'Reilly provides is AOL 3.0. When the book jacket indicates CD-ROM included, I felt as though I were the victim of a practical joke when I found the same disk that AOL has sent me at least a half-dozen times in the past year. The blatant hucksterism of this misleading promo detracts from the credibility not only of the book, but also from O'Reilly. One expect a bit more from them. ------------------------------ Date: Thu, 7 May 1997 22:51:01 CST From: CuD Moderators Subject: File 9--Cu Digest Header Info (unchanged since 7 May, 1997) Cu-Digest is a weekly electronic journal/newsletter. Subscriptions are available at no cost electronically. 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