Final Report to the WSU Research, Scholarship
and Professional Growth Committee
for the 2001 Hemingway Award "Humanities on the Internet"
Project Directors:Carol Hansen and Catherine Zublin
Title of Project: "Humanities on the Internet, A
Collaborative Model for Faculty Development" a presentation at the
Ed-Media 2001 World Conference on Educational Media, Hypermedia and Telecommunications
in Tampere, Finland June 25-30 2001.
Award Date:Spring 2001
Completion Date: Summer 2001
Amount of RSPG Award: $3,400
Amount of RSPG Award Spent: $3,400
Type of Proposal: Faculty Vitality
Purpose of Project: The purpose of this grant was to enable Carol Hansen
and Catherine Zublin to deliver a conference presentation and to attend
the 13th annual Ed-Media 2001 World Conference on Educational
Media, Hypermedia and Telecommunications in
Project Outcomes:The purpose of this project was to disseminate
information about this innovative model course to a wider, global audience.
Zublin and Hansen delivered their presentation to a group of interested
international attendees. A copy of the conference paper, and a copy of
our PowerPoint presentation follows this summary.
In addition we hoped to gain useful information from attending conference
presentations given by others. The conference sessions we attended were
extremely interesting and very useful. We found it to be particularly
beneficial to attend sessions with international participants. The global
perspectives presented by international attendees was new and engaging.
We felt we came away with many more new ideas for teaching and learning
because of the global perspective of presenters and other attendees.
Evaluation & Dissemination Outcomes: Our conference session
was well attended and we received excellent feedback from other interested
attendees from all over the world including attendees from Brazil, Italy,
Malaysia, Finland and Idaho.
We have provided short summaries of some of the most interesting sessions
we attended below to share with colleagues at WSU. Each of these sessions
described below has provided inspiration for new or ongoing activities
Pre Conference Workshop: Evaluating Interactive Learning,Thomas
C. Reeves, University of Georgia.
This half day pre conference workshop focused on the rationale and criteria
for evaluation, and on models and steps required for interactive learning.
The presenter defined e-learning as "the content, tasks, problems
and most importantly feedback and collaboration mediated by a networked
computer." E-learning that works well will include
- project based learning in an information rich, tool rich environment,
- collaborative learning when communication can be synchronous and asynchronous,
- learning that occurs at the pace and times of a student's choosing,
- learning marked by continuous improvements of a piece of work
- improved student faculty and student-student interaction and enhanced
- tasks that are authentic
The presenter discussed the shift from instructional design to learning
design. He discussed in detail each of his crieria for evaluating E-learing
including: learning, consistency, economy, safety, flexibility, efficiency
and enjoyment. A major evaluation challenge is determining what your stakeholders
regard as credible evidence. Evaluation paradigms can be quantitative,
qualitative, postmodern (critical), pragmatic, and empirical.
Ideas/Outcomes for WSU from this session: This session has influenced
my thinking on assessment as we developed assessment
plans for each type of library instruction this fall.
Conference Keynote Address by Julia Lipianen, Director of Systems and
Applications, Nokia. "M Learning."
As this conference was held just down the road from the world headquarters
of Nokia, the keynote was given by Nokia's Director of Systems and Applications.
His focus was on the evolution he sees taking place from e learning (computer
based learning) to m learning (learning that takes place in a mobile environment).
Cell phones are everywhere in Finland and more and more information and
ultimately even learning opportunities are being made available via mobile
learning environments such as the cellular phone. He stated the newest
Nokia phones have the technical capabilities of an average PC. The mobile
Internet is not just one new media, but the combination of at least 4
or 5 new medias coming together in new ways. Many new developments are
expected in 2002 and 2003. Public and private partnerships are needed
to expand and extend m learning opportunities. Some geographic locations
are still bandwidth hungry and this will cause access problems. In summary
he feels future communications will be mostly mobile/wireless. Mobile
networks will support voice, text and video in a high quality way.
Ideas/Outcomes for WSU from this session: Get a palm. Submit a
grand to do a library tour students and other visitors can download onto
"Participant Interaction Models and Roles in a CSCL Environment:
A Malaysian Case Study." Ester Daniel, Faculty of Education, University
In this case study the professor studied how students interacted with
her Web based course materials. She discovered three distinct cyclical
models of interaction. Students kept a journal on how they interacted
with the teacher, the web site and with their peers. The journal enabled
them to think and reflect about how they are getting information and how
they interact. They can now visualize the roles of the instructor, the
learners, and the computer.
Ideas/Outcomes for WSU from this session:Ideas from this session have
resulted in more reflective assignments in Module 1 and 4 of the Internet
Navigator course. This presenter also mentioned the VARK (Visual, Aural,
Read/Write, Kinesthetic) online learning styles inventory (see http://www.vark-learn.com/questionnaires/general.pdf).
This is a good online tool to use in any class.
A PDA based Classroom Computer System, Adolfo Rivera, Spain
Classrooms can also be managed with PDA's. This session discussed the
hardware and software needs of PDA managed classrooms in Spain. The instructors
used the PDA to control large display, mouse, etc.
Ideas/Outcomes for WSU from this session: Need to request funds for a
PDA and begin experimenting with classroom uses.
Collaborative learning Environments, Helen Brown, BECTA, UK
The BECTa project involves teachers in the UK to research and evaluate
the impact of new technologies on student learning and attainment. The
NGFL (National Grid for Learning) is also used. They have found that collaborative
environments can link learning at home and at school. These collaborative
environments can change our concepts of learning and assessment. They
looked closely at what IT skills students needed and how they are using
IT to learn. Concept maps were a good method they used to get at hidden
areas of learning. Students would draw how they see connections. They
would be asked to draw a picture to describe how they used computers.
The presenter stated that there are 3 things that help us use tools effectively:
1) the tool itself, 2) our mental representation of the tool (concept
maps used here) and 3) our skill in using the tool. All three enable more
effective learning with IT. See http://www.becta.org.uk
for more info on her project.
Ideas for WSU from this session: Use concept mapping in Lib Sci2201
to help students get a better visualization of their skills, roles, tools.
Improving Assessment Rubrics in a Tertiary Multimedia Course, Barney
Learning = quality interactions + assessment. Rubrics are part of the
overall assessment strategy. Rubrics are popular with students because
they are student centered. They let student's know exactly what is expected.
Rubrics help faculty simplify judgments. Rubrics should be given to students
first to provide a clear outline to reduce subjectivity. Students can
even be encouraged to add their own criteria to a rubric. Rubrics can
be used to better explain learning outcomes to students, and they can
be used to incorporate higher levels within Blooms taxonomy into the assessment
process. The purpose of a rubric is to help students focus on key learning
Ideas for WSU from this session: Implement broader use of rubrics in
Internet Navigator and for other classes.
Developing New Roles in Teaching and Learning Through Electronic Portfolios,
Andrea Bartlett, University of Hawaii.
The teaching portfolio is the structured documentary history of a set
of coached or mentored student work with multimedia. It can be a fun and
meaningful way to assess student work and is less bulky than paper or
other hard copies. Student teachers in this project videotaped their teaching,
edited it and displayed the video with a PowerPoint presentation. These
were then copied onto a CD that can be opened on any platform. Additional
documents, beyond video and PowerPoint can also be added.
Ideas for WSU from this session: This could be another possibility
for Humanities on the Internet presentations.
Developing More Effective Access to Higher Education fro people with
Disabilities, Elaine Pearson, University of Teeside, UK
The problems this institution dealt with in meeting the needs of the
disabled included the institutional use of Web CT and its inability to
meet several important needs for the disabled. There were no text equivalents
for some icons, logos and graphics, and the heavy use of tables was a
problem, in addition to the overuse of frames. There were also innumerable
problems with the navigation and structure of their online course Web
site. The solution was to address the issues at the redesign stage, to
use learner centered design principles. Sites need to be checked for accessibility
using available templates. No site can meet every need but a reasonable
effort should be made. Accessibility is about learner centered design.
She mentioned voice can be added to PDF files using the latest adobe plug
in. For broad accessibility guidelines see http://www.cast.org./bobby/.
Ideas for WSU from this session: Send an email to get her guidelines.
Continue to work towards total accessibility for all the Web sites at
Are Experts Able to Predict Learner Problems During Usability Evaluations?,
Maia Dimitrova, City University, London, UK.
This session was particularly interesting as Stewart Library was in the
very beginning stages of discussing our Web usability study. This study
in London examined the variety of predictions various parties make regarding
a Web site's usability. Evaluation methods of an educational multimedia
Web site need to be done by both students and by experts. Learners actually
discovered many more problems in the site than did the experts. Many more
problems were discovered by experts than by students. Meaning some of
the "problems" experts were fixing, were not problems for students
at all. Problems missed by experts regarded comprehension and learning
support. In the final analysis this researcher feels expert evaluation
is not as effective as that of the learners. Expert input is still important
to get at problems relating to media design and navigation.
Ideas/Outcomes for WSU from this session: Student input is critical
in Web usability testing and design. Student focus groups and student
survey data was used in Stewart Library Web usability study this fall.
College of Arts and Humanities faculty were majority participants in the
library's Web usability faculty focus groups. More student feedback methods
have been added to more course and other Web pages.