Academic Infotecture: Course Design for Cyberschool.

Autor/inn/en	Couples, Chris; Luke, Timothy W.
Titel	Academic Infotecture: Course Design for Cyberschool.
Quelle	(1996), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Class Activities; Computer Assisted Instruction; Computer Mediated Communication; Distance Education; Educational Resources; Electronic Mail; Higher Education; Instructional Design; Instructional Innovation; Internet; Teaching Methods; Telecommunications; World Wide Web + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Bildungsmittel; Elektronischer Briefkasten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Telekommunikationstechnik; World Wibe Web
Abstract	This narrative recounts experiences at the Virginia Polytechnic Institute and State University in the design process of two university courses meant to test the potential and the limits of the technologies represented in the Internet. The courses described evolved as a means for teaching a junior and senior level political theory class for students at distant locations. These courses were designed to be fully Internet-based, i.e., students could take the class from anywhere if they had Internet access. These two courses were designed to exploit the capabilities of the World Wide Web to carry text, e-mail, and online chat sessions as the communications means for teaching political science without convening face-to-face meetings at preset times. The students were able to: access all course materials (syllabi, course assignments, and class notes), read the assigned texts in full, original forms, submit all graded work online and receive grades back online, and interact with the instructor and each other in one-on-one or group e-mail and chat sessions. The course was self-paced and self-directed. The course design was constrained by the need to make source materials available (finding already available text and securing copyright permission for other text), the need to implement standard hypertext markup language to present the text, maintenance of the Web site, and the administrative and institutional framework of a large university. (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC