Foreward to Book — B. Henderson, The Components of Online Education, Published by Centre for the Study of Co-operatives University of Saskatchewan.
Education & learning publications
The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT’s founding organizations are SRI International’s Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University’s Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops.
TAPPED IN is an on-line teacher professional development (TPD) research testbed designed to meet the needs of a large and diverse community of education professionals. The MOO technology that supports the testbed has demonstrated sustainability, usability, desirability, and utility across a wide-rage of activities and users. However, we are quickly coming up against technology scaling and integration issues as our community grows and demands new collaborative capabilities emerging on the Internet. Informed by our experience with TAPPED IN and reviews of related work, we are developing a new online “community-ware” technology called MEOW (Multi-user Educational Online Workspace) which can scale to handle large virtual communities. Under development in Java and related frameworks, MEOW introduces the concepts of persons, places, and things in a way intended to bind together many existing and emerging Internet services (e.g., web, email, ftp, search, recommendation) that are useful to a virtual community. Our goal is for MEOW to become a flexible, powerful, yet inexpensive platform for all forms of educational research and practice on the Internet. We invite others to join TAPPED IN and help us design the social spaces and technology to address the implications of online communities.
Introduction In the beginning, there are children and the learning experiences we want them to have.Now, let’s bring in technology as the means for enabling those learn-ing experiences. If we’re serious about having children use technology in K–12classrooms, then we need to convince the gatekeepers of those classrooms as to the worth of the technology. […]
Introduction In a prior issue of Technology and Society , McFarland argues that we should not view the Internet as a superhighway, but rather as a gathering place, or agora, that “brings people together, encourages participation, and supports creativity,” a place that is “always growing, adapting, and changing in response to new ideas and initiatives.” […]
The National Early Intervention Longitudinal Study (NEILS) is being conducted to address some of the most important questions related to the implementation and outcomes of Part C of the Individuals with Disabilities Education Act (IDEA). NEILS is following a nationally representative sample of children from birth to 3 years old and their families through and after their early intervention experiences. This report provides context and methodological background for interpreting the findings from NEILS. It describes the research questions, conceptual framework, sample, data collection instruments and procedures, and timeline for the study.