PGCE COURSE ENTERPRISER MODULE
Tim
J.Owston BA(Hons), PGCE(FE),PGCE(FE)
MY CHANGING ROLE AS A TEACHER
(WITH EMPHASIS ON THE USE OF MODERN IT AND THE INTERNET)
1. Introduction
1.1 Information Technology based methods and resources are becoming an important part of teaching. Recent changes at York City Library, where I teach my WEA family history courses, have included the introduction of the Internet. The Change has been the introduction of the resource, but the Enterprise is in making use of it in both teaching and learning, and in seeking to develop this resource.
1.2 Increasingly the teacher and student is going to have to turn to the Internet to provide the resources traditionally sought in colleges. The rate of change in course and resource requirements cannot be sustained by College or City Library budgets.
1.3 Traditional teaching has been Pedagogy based, with teacher dominated learning. I hope to show how my role and that of other teachers will change in the light of the move to Andragogy based models of teaching, giving a more student centred view of learning. This is the Theoretical Perspective of the Project.
2. What IT is used in my teaching?
2.1 IT Equipment
2.11*. Word processor. Used to prepare syllabus, handouts and letters to students.
2.12. FAX machine. Within Computer to send written messages via the telephone line.
2.13*. MICROFORM. Microfiche copies of Census material are important contributors to my subject. Other Databases like the Mormon IGI are only available on microfiche. Microfilm copies of the Civil Registration Index means that researchers do not have to travel to London to consult this useful resource.
2.14*. The Internet. A valuable media for communication and resource provision.
2.15*. CD ROMS. Played on computers, containing vast amounts of material more than Computer Discs, useful for larger files.
2.2 None of the first three or fifth example, are really having any effect on teaching. apart from the first makes changing and producing handouts a lot easier, and copies of letters are stored easily. The third allows for copies of databases to be in the possession of the teacher producing great interest amongst the students.
2.3 The IT based resource that will have the greatest effect on the future teachers experience will be the Internet. This could have the effect of changing the level of face to face teaching and change the role of the teacher. The Internet is now available to many students and teachers at home and at College and can have a beneficial contribution to teaching and learning.
3. What is the Internet?
3.1 The Internet is a network of individuals, groups and organisations using computers. The telecommunications links which connect these networks together has become known as the Internet. Additionally millions of other users make a connection through a subscriber organisation, an internet service provider (ISP).
3.2 Users can store information on the Internet. For example I can store 10 megabytes of information on the server run by the Virgin organisation to which I subscribe. In practice I use some of this space for my own 'pages', headed by my own Home Page. Theoretically these can be accessed by people throughout the World. My provider allows me to send and receive e-mails from other subscribers/suppliers throughout the World. To receive e-mails I have to publicise my own address which is owston.tj@virgin.net.
4.0 How can the Internet be used in teaching and learning?
4.1 One of the over-riding themes of the many articles that I have read concerning the Internet in this area is that of the Internet allows for the teaching and learning to go outside the classroom. Interestingly the student can access traditional lectures and learning resources through the Net, possibly allowing the tutors to change their aims as learning providers from teaching to learning.
4.2 I have found Ron Owston's (no relation) article and perspective useful to examine how teaching and learning work on the Net, Educational Technology articles have also helped and I have noted the experiences of MANCAT in the same area..
5. Accessibility of learning and the Internet
5.1 Accessibility points
5.11 The Internet is bound to improve accessibility to learning as those who are unable to attend school or college can access the Internet, thus eliminating some cultural, economic or social barriers.
5.12 This has changed the nature of distance learning, for some institutions who have relied on paper or TV/video based material. The Open University in the United Kingdom is a good example of a learning provider who has expanded to use the facilities that the Internet can provide. Students are recruited outside the UK. The Manchester College of Arts and Technology (MANCAT) is to set up servers in other countries to better provide Internet based services for its students throughout the World. In Higher Education Birkbeck College of the University of London and the University of Massachusetts are expanding overseas from their own bases. The Web activities can be supported by discussions over the Internet. Students have found that importantly they can "study at his own convenience, access course resources simply by the click of a mouse, and maintain contact with a large number of scientists easily and informally" (R. Owston p 28). Thus I think that the students can use the Internet to 'function as self directed learners' as in Mezirow's view of Androgogal learning outlined in Reece and Walker (p66).
5.13 Other providers have made use of the Internet ability to convey images, sound and video. Joseph Priestley College at Morley in the UK reported in their Newsletter 'Oxygen' in March 1997 an experimenting in video conferencing, and this is developing over the Internet.
5.2. Improving learning by the use of the Internet.
5.21 I have found myself that the added resources of the Internet have been very useful for accessing information suitable to use in my own teaching and learning this year. For example if I access the site http://opac97.bl.uk then I have access to the indexes of the British Library in both London and Yorkshire. Site http://www.open.gov.uk/pro/frc.htm gives access to the Family Records Centre. The sites for information about Family History Research in Ireland are quite good and will be recommended to my students. The advantage of an Internet Site over a book is that it is possible for them to be updated much more easily, quickly and cheaply.
5.22 The tutor of course can communicate with the students and vice versa by the use of e-mail. E-mails are simply collected by dialling up the mail box - by clicking a mouse pointed at an icon. This mode of communication of course has advantages over oral tutorials and learning in that it is permanent and all e-mails can be kept by either side. This removes a great area of possible misunderstanding, especially when dealing with students who's first language might not be English. Students can contribute at various times and places to the learning process without going to the Campus.
5.23 There are various Equal Opportunities issues which can be addressed by learning on the Internet. Students who have problems speaking in public can take part in the learning via e-mail. Students with disabilities can also access the learning, as computer terminals can be modified to work with a great variety of disabilities. The blind can use computers, for example, one friend of mine who is blind took an IT base Biology Degree, a aural interface could be devised. There are no problem of chaperones being required. In Societies where public learning for women is not allowed the Internet can be suitable for teaching and learning. There are problems with some 'unsuitable' material on the Internet, but there are some versions of software which will assist in the elimination of this problem.
5.24 Teachers and students can write their own pages for the Internet, and will only need a little training to do this. They can be linked to other resources on the Internet. I have my syllabus and City Library information, available on the Internet for users. I am doing this for three reasons. The first to allow students access to the information. The second to encourage other subject specialists to contact me. The third is simply to gain publicity (and students) for my courses. Course preparation not going to waste. If you are going to take your harp to the party make sure that they want you to play!
5.3. Achieving the change without increasing the cost of the education
5.31 A very important thought in the minds of providers is the cost of the Course is added to the costs of development of software and support. The costs can be reduced by several institutions getting together to develop software and facilities. They usually have to provide audio sound, video and any other things which may be developed in the area of multi-media and these things cost. Despite these costs the learning provider can increase accessibility to its courses without providing physical resources, like chairs, desks and library resources. The media may in time become more applicable for courses which are associated with the use of Computers, like Information Technology. Perhaps, and I think Ron Owston would agree with this (p32/3), there will be future developments in educational subjects which will be essential for learning on the Internet.
6.0 What are the problems, and what are the solutions to these?
6.1. Availability in class room
In York City Library the Internet connection is not in the class room so instruction has to be in a public place. The Internet may not be available in certain subject rooms. History rooms may not have a Computer Terminal available. It would be better for Open Learning situations.
6.2. Access to material not considered suitable for production in a public place.
There are many sites which are adult in nature and not suitable to be shown under learning circumstances. This could be got round as in MANCAT by the development of their own Internet or Intranet.
6.3. Technical problems.
Surprisingly and despite the Internet's popularity there are considerable technical difficulties appearing in using the Net.
6.3.1 The telephone connection can be terminated by the provider.
6.3.2 The Web sites' server can be overloaded by too many people wanting to access them.
6.3.3 There is a demand for technical support to be made available by the learning provider.
6.3.4 The Internet can be very slow, incredibly so.
6.3.5 The Internet requires a good quality and high-capacity 'Server'.
6.3.6 Not all browsers can read HTML software code as written by the page provider.
6.4. The Internet connection (especially through ISDN - which is quicker) can be very expensive, as the user has to pay for the provision of the equipment (the software is usually free), the telephone connection and use (usually local so about 60p an hour). The Internet Service Provider (ISP) can now be free in the UK.
6.5. Display problems
If there are not enough Video Display Units (Screens) available for use in teaching in the class room then the teaching provider has to provide a projector linked to the Computer system. There is a development whereby the Computer will become just an Internet connection and not suitable for anything else.
6.6. Students have to be trained in the use of the 'Browser', the software for querying the Internet.
6.7. Whilst for the younger students the Internet is a very appealing mode of learning there are possibly problems for its use with older students using the Internet individually. It is relatively easy for the younger students to gain the knowledge and skills of using the Internet but the older students might have a reluctance to use a computer. I intend to get round this by a learning session as part of my next syllabus which deals with Information Technology in Family History. This syllabus can be seen at http://freespace.virgin.net/owston.tj/wea_ycl.htm
6.8. Although personally I have not had any security problems there is a possibility of security on the Net being breached and files being downloaded which are likely to harm the computer software. There is also a possibility of e-mails being intercepted. In The Guardian on the 10th June 1997, Madeleine Colvin highlighted this possibility in the light of a requirement of having new Parliamentary Control and human-rights safeguards over e-mail and the interception of these.
7.0 'MANCAT' DEVELOPMENTS
7.1 The Manchester College of Arts and Technology (MANCAT) has developed interesting and informative Teaching and Learning programs on the Internet. I was interested in that it has produced a Portfolio Building system for its students where ever they are in the World. It is an interesting paper-based and electronic document system to aid students to record inputs into the Colleges databases through the Intranet/Internet technology system. The software has three parts, an audit and induction tool, a portfolio building tool and a customisable guide to the acceptable evidence etc., required for the completion of the Portfolio for the Course. It will be used by students, tutorial staff and administrative staff. The Portfolio system will further enable the student as it can also instantly guide the student to further learning or courses which will facilitate learning and development.
7.2 The MANCAT Open Learning System. It allows for a system of Learning Modules (with the option of on-screen annotation), Tutor support, assessment and personal feedback (with inbuilt e-mail system) and Workshop/Conference/Support area which allows for public debate, queries, help and peer group support.
7.3 MANCAT designed a system of networked servers to integrate learning deliver and tutorial support. The servers could be anywhere, home or abroad. The Servers provide support network, modem or ISDN access which in turn supplies all the e-mail, conferencing, file transfer and conference synchronisation. The system will work on a 386 Personal Computer with telephone access via a modem. The machine would be the Server, providing a private network system of security. The MANCAT secure system can provide learning material, tutor support through e-mail, peer group and conferencing support without allowing for unauthorised (and free) access.
8.0 Conclusion
8.1 I think that the Internet and IT will offer great advantages to the tutor and student, both as an information supplier, an information carrier and as an organ of communication with the student.
8.2 I think that there will be a wider effect on the role of the teacher and student as we move to Androgogy based methods. I will be helping students understand how to use the available resources, helping the student assume responsibility for their own learning, help students make decisions about how they learn, help students think about learning process and what they have learned and importantly, for a research based subject, make learning as active and participative as possible.
*Students have been lectured on these since this was written in Summer 1997.
Bibliography
Kennedy A J (1995) The Internet and World Wide Web, the Rough Guide, London, Rough Guides.
Kent P (1995) The Complete Idiot's Guide to the World Wide Web, Indianapolis, Macmillan Computer Publishing.
Owston R* (1997) The World Wide Web: A Technology to Enhance Teaching and Learning?, Educational Researcher, March 1997 issue,
Reece I and Walker S (1994) Teaching, Training an Learning, A Practical Guide, Sunderland, Business Education Publishers.
Wardell D (1997) Developments in the Delivery of the Curriculum, articles on the Internet in MANCAT Pages,
1. Portfolio Building
2. Server based world wide learning and tutor system.
Shaw M ed. (1995) Highways for Learning, an Introduction to The Internet for Schools and Colleges, Coventry, National Council for Educational Technology.
*Ronald D. Owston is Associate Professor of Education and Director of the Centre for the Study of Computers in Education, York University, Ontario, Canada. He is not a relative of the student, but I have communicated with him by e-mail.
Resource File
Educational Researcher, Owston article as above.
Educational Technology Periodical, Volume XXXVII, Number 3 May-June 1997
Article photocopies:
Hackbarth S, Introduction to Special Issue on Web-Based Learning.
Starr R. M., Delivering Instruction on the World Wide Web: Overview and Basic Design Principles.
El-Tigi M and Branch R. M., Designing for Interaction, Learner Control, and Feedback During Web-Based Learning.
Barnard J. The World Wide Web and Higher Education: The Promise of Virtual Universities and Online Libraries.
Berge Z. Characteristics of Online Teaching in Post-Secondary, Formal Education.
Descy D. E. The Internet and Education: Some Lessons on Privacy and Pitfalls.
Wilkinson G.L., Bennett L. T. and Oliver K. M., Education Criteria and Indicators of Quality for Internet Resources.
Booklets
NCET Catalogue, Materials for Teaching and Learning with IT, 1997
DFEE Curriculum IT Support Publications, Information Technology and the National Curriculum.
New Scientist Internet Articles
BT Information
Why not change the way we work? Booklet.
Videoconferencing the Solution for people with vision.
PC-based communications
The Internet for your business
Communicate, faster cheaper better.
A no-nonsence guide to the Internet.
Teaching and Learning with the Internet.
IT for All, The Guide to how IT can help you.
This page is compiled by Timothy J. Owston of York, England.
Please contact me with any comments or information.
You can Email me at:
owston.tj@virgin.net
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