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Using WebCT to Extend Learning in Graduate Educational Technology Courses

Using WebCT to Extend Learning in Graduate Educational Technology Courses. Mhairi (Vi) Maeers University of Regina Canada E-Mail: maeers@uregina.ca. What is WebCT?. Web-based course tools Complete on-line course capabilities Course supplement

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Using WebCT to Extend Learning in Graduate Educational Technology Courses

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  1. Using WebCT to Extend Learning in Graduate Educational Technology Courses Mhairi (Vi) Maeers University of Regina Canada E-Mail: maeers@uregina.ca

  2. What is WebCT? • Web-based course tools • Complete on-line course capabilities • Course supplement • Tools: communication; study; personal account information; quizzes & survey -- tools are personalized for instructor use

  3. Why Use WebCT? • Provincial Education Department • Mathematics 101 at U of R • Many professors are experimenting with different features of WebCT in their courses • Need for students (undergraduate and graduate) to know about WebCT and to be able to use it to extend their learning

  4. The First WebCT Course • “Classroom Computers--Advanced” http://webct.uregina.ca:8080 • Special course features • Instructor-directed organization--modules • Opportunity for students to exchange ideas • Community of Learners model--boundaries disappeared; different types of expertise • Instructor also a participant in the class “conversations”

  5. The Second WebCT Course • “The Internet and Curriculum Integration” http://webct.uregina.ca:8080 • Only graduate students • Exploration of effective and appropriate integration of the Internet into the curriculum • Examination of different organization frameworks

  6. Frameworks • Virtual Architecture (work of Judi Harris) http:ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture • Virtual Environments (work of Chris Dede) • Filamentality (work of Bernie Dodge and Tom March) http://edweb.sdsu.edu/webquest/webquest.html

  7. Theories and Beliefs • Cognitive apprenticeship and situated cognition • Communities of Learners • Seymour Papert • World views--e.g., objectivism vs constructivism • Commonplaces of Learning

  8. Theories and Beliefs • Theory informs practice • Different theoretical views (and beliefs) inform practice differently • What theory (ies) inform best use practices of technology integration? • See Fulton, Couros, Maeers, SITE 2000

  9. Structure of Course • Skills involved in learning about WebCT • Regular use of WebCT features (esp. Bulletin Board & Chat Rooms) • Students given instructor privileges • Students had input into content and structure • Instructor--mediator and enabler • Sharing of expertise

  10. Investigation of the Use of WebCT • Skill development--steep learning curve • Course content modules • Bulletin Board

  11. Investigation of the Use of WebCT • Bulletin Board • Fora and organization • Time to read and digest material • Busy lives--a class beyond a class • Clarify/stimulate thinking • Sharing websites, books, articles, etc. • Learning from peers • Chat Rooms

  12. Personal Reflections • Instructor assumptions re. student WebCT skill level • Posting course content material on WebCT • Bulletin Board discussion stimulating but fragmented at times--help needed in forum participation and moderating • How to establish effective use of the Chat Room facilities

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