Assignments

Introduction

Assignment for Session 2 - January 18

• Carefully read the article, Evaluating What Really Matters in Computer-Based Education, by Tom Reeves.  Consider the various perspectives represented in that article and begin to think about your own position with regard to educational philosophy and beliefs about how people learn, especially in your own organizational setting.
• Investigate possible places for web pages you create be placed on-line.  This might be a company site, your ARCHES account with the university, any number of "free" locations on the web (Homestead, Xoom, Crosswinds, etc.) that are available, or your local ISP.  Evaluate the pros and cons including how much space is allowed, whether commercial materials can be placed on these sites, how long materials can be there, and whether banners and pop-ups will be posted on your pages.
• Complete Exercise 1 prior to class and be prepared to present a brief introduction of yourself using the PowerPoint slides created.

Assignment for Session 3 - January 25

• Complete Project 1 in the Netscape Composer textbook, but substitute your own name in the title for the web pages.  Create folders on your ARCHES account inside public_html called NC1a and NC1b, FTP the files to this folder, and rename the files index.htm.  You will either need to wait until moving them to your ARCHES space to rename or place them in separate folders on your disk to allow the same name on the files.  The file from the first part of chapter 1 goes in NC1a and the file from the second part goes in NC1b.  This activity will provide additional practice with some of the activities we completed during our first class.
• The assignment for last week included reading the article, Evaluating What Really Matters in Computer-Based Education, by Tom Reeves.  Using a word processor or other software of your choice create a copy of Figure 15 and consider how you would apply this model to an instructional program that you are familiar with.  Bring a printed rough draft of  your efforts to class.  Note: The process is more important than the end product for this assignment.

Assignment for Session 4 - February 1

• Complete Project 2 in the Netscape Composer textbook, but substitute your own name for "Cunningham" in the instructions for creating the web materials.  Create a folder on your ARCHES account called NC2, FTP the file to this folder, and rename the file index.htm.  Be very careful as you work with the folders on your ARCHES account and the materials you have saved on disk.  Each of your folders under the public_html area of ARCHES will have an "index" file and care should be taken not to accidentally overwrite a file by copying it to the incorrect location.
• Use the materials contained in The Role of Philosophy in Education-for-Work, by Bruce Strom; A Thumbnail Summary of Philosophical Positions, by Robert Barger; The Ism Book: A Field Guide to the Nomenclature of Philosophy, by Peter Saint-André; and Learning Theories, based on work by Greg Kearsley to further explore the issues of learning and instruction we have been examining in class.  Be prepared to further discuss epistemology and theories of learning.
• Continue work on Exercise 3 as needed.

Assignment for Session 5 - February 8

• Complete Project 3 in the Netscape Composer textbook, but substitute your own name for "Bob's" in the instructions for creating the web materials.  Note that there is a link from the class web site resources page to the textbook page described in the book.  Create a folder on your ARCHES account called NC3, FTP the file to this folder, and rename the file index.htm.  Be very careful as you work with the folders on your ARCHES account and the materials you have saved on disk.  Each of your folders under the public_html area of ARCHES will have an "index" file and care should be taken not to accidentally overwrite a file by copying it to the incorrect location.

Note: The instructions beginning on page 3.48 would have you use the publish feature of Netscape Composer to publish you pages.  Remember that I have provided a link to instructions for doing these types of things on the resources page but the specific instructions for this are at this location. As suggested earlier and practiced in class, FTP is the recommended method for transferring your web pages to your ARCHES folders so you can skip the steps in the Composer book that refer to this if you choose.
• Select an education or training program that you are familiar with.  Analyze the program using Reeve's 14 pedagogical dimensions and construct a chart like the one in Figure 15 to illustrate your understanding of the applicable characteristics. Be prepared to provide a brief explanation about your evaluation.
• Complete Exercise 3 and begin work on Exercise 4.

Assignment for Session 6 - February 15

• Complete Project 1 in the PowerPoint 97 textbook, but substitute your own name for "Elizabeth McGiver's" on the title slide.  Printing operations are optional -- only print the PowerPoint materials for this chapter if you want them for yourself or if you need to print them to see how something works.  You will turn the assignment in electronically by copying it to your folder in the Inbox.  Do be sure to go through the section on page 1.56 about controlling slide numbering and footer information.
• Begin reading the materials listed under the session 6 section of the On-line Materials and Resources page.  You might not have enough time to cover all of these items, but visit each site and become familiar with what is there at a minimum.
• Continue work on Exercise 4.

Assignment for Session 7 - February 22

• Complete Project 2 in the PowerPoint 97 textbook.  If you desire to create a presentation on an alternative topic -- perhaps one that you can actually use -- first create an outline that is similar to that on page 2.6 of the textbook.  It will be important to have six slides and the same number of levels represented in your outline.
• Complete your reading of the materials listed under the session 6 section of the On-line Materials and Resources page.  Review other materials we have previously read and catch up on anything you are behind on.
• Continue work on Exercise 4.

Assignment for Session 8 - February 29

• Complete take-home portion of midterm examination and bring it to class to be turned in.
• Bring notes and other materials in preparation to complete hands-on portion of midterm examination during class.
• Continue working on Exercise 5 (PowerPoint).

Assignment for Session 9 - March 14

• Complete Project 3 in the PowerPoint 97 textbook.
• Continue working on Exercise 4 (web site) and Exercise 5 (PowerPoint) as needed.

Assignment for Session 10 - March 21

• Work on Project 4 in the PowerPoint 97 textbook.  You are encouraged to create a presentation on an alternative topic -- perhaps one that you can actually use.  Be sure to include all of the features covered in the chapter exercise in the presentation you create.
• Continue working on Exercise 4 (web site) and Exercise 5 (PowerPoint) as needed.
• Begin reading the materials listed under the session 10 section of the On-line Materials and Resources page.  You might not have enough time to cover all of these items, but visit each site and become familiar with what is there so that you can participate in our discussions in class.  (Note: The last two links in this section are to materials on the ABI Inform Database in GALILEO [the University on-line libraries].  Please check with you instructor or with another student for assistance if you are unfamiliar with use of Galileo from an off-campus location.)

Assignment for Session 11 - March 28

• Complete Project 4 in the PowerPoint 97 textbook.
• Begin work on Exercise 6.  Locate or create videotape materials that will be used for this assignment.
• Continue working on Exercise 4 (web site) and Exercise 5 (PowerPoint) as needed.
• Complete reading the materials listed under the session 10 section of the On-line Materials and Resources page.

Assignment for Session 12 - April 4

• Continue working on Exercise 4 (web site), Exercise 5 (PowerPoint), and Exercise 6 (video) as needed. The Dazzle video capture equipment will be available in class for your use.
• If any of the final exercises (4, 5, or 6) are completed, please go ahead and schedule a brief presentation of your work and prepare needed materials to show what you did. If the materials are for use in instruction, the objective will not be to present the lesson but to show what has been developed and explain its intended use.

Assignment for Session 13 - April 11

• Complete reading the materials listed under the session 13 section of the On-line Materials and Resources page.
• Continue working on Exercise 4 (web site), Exercise 5 (PowerPoint), and Exercise 6 (video) as needed. The Dazzle video capture equipment will be available in class for your use.
• If any of the final exercises (4, 5, or 6) are completed, please go ahead and schedule a brief presentation of your work and prepare needed materials to show what you did. This will allow us to see what each other did and should be of interest to all.

Assignment for Session 14 - April 18

• We have focused primarily on materials related to use of educational technology in human resource and organizational development in this class.  The emphasis of this course has been that particular arena because of its origins and function within that program of study.  Many of the present participants in the class are adult education majors who might not have a special interest in human resource development.  The objective of this assignment will be to broaden the scope of our study to include other areas of adult education.

 

 

Identify an article about use of educational technology in adult education that should be added to our class readings and prepare a brief critique.  In several of our earlier assignments we have used Galileo to locate and have access to on-line articles.  Using these or other comparable on-line materials, identify and read a full-text article that is related to use of educational technology in the broader field of adult education.  The article might focus on a particular area of interest such as adult literacy or some other area of adult learning.  The reference and critique should be e-mailed to rbhill@arches.uga.edu by Monday, April 17.  Be prepared to discuss the article you read and critique when you come to class.

• Continue working on Exercise 4 (web site), Exercise 5 (PowerPoint), and Exercise 6 (video) as needed. The Dazzle video capture equipment will be available in class for your use.
• If any of the final exercises (4, 5, or 6) are completed, please go ahead and schedule a brief presentation of your work and prepare needed materials to show what you did. This will allow us to see what each other did and should be of interest to all.

• Please go to your web page link on the student contact page of the class web site and check to be sure links are provided to allow review of your Netscape Composer exercises from the textbook as well as exercise 2, 3, and 4 that were handed out in class.  If modifications are needed to provide a path to these materials, please complete those prior to our next class session.
• Use the Windows 98 file explorer in our computer lab to determine that the completed materials for each chapter in the PowerPoint textbook have been submitted.  Also in your inbox folder should be a copy of the Reeves model from Session 3, exercise 5, the critique required as a part of exercise 5, and exercise 6 materials unless incorporated within exercise 4 or 5.
• Please be prepared to present your final exercises (4, 5, and/or 6) to the class if you have not already done so.

• Note:  Tuesday, May 2nd, is reading day.  Classes end on Monday, May 1st.  Final examinations begin on Wednesday, May 3rd.
• Bring the take-home portion of your final examination to class.  Be sure that instructions have been followed and all items are adequately addressed.
• The hands-on portion of the examination will be completed during the exam session on May 9th.  Bring your books and notes to class.

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