2 (1), 2001
Prof. Edna APHEK
KAMRAT: The Story of a Virtual Multicultural Learning Community in Israel
Israel is a multicultural country, a country made up of different ethnic groups : many having their own culture, language and even religion. There isn’t much contact between some of the groups, especially between the secular Jews and the ultra orthodox Jews and between the Jewish population and the Arab population which comprises about 1/6th of Israel’s population. The new technologies and especially the technology of on-line computer telecommunication endow us with new tools and possibilities for on-going multi- cultural and multi- age communication between different ethnical groups. The new technologies know no stigma and no prejudice and as such easify and make possible neutral, less biased communication between groups, which are much apart.
This paper is about the creation of an on- going learning community Kamrat, a multicultural on-line learning community, between two schools, in Israel, in 2000:
One Israeli Arab school (A) and the other Israeli Jewish school (J). The tools used for the creation of this community were two: a closed network in Hebrew and the internet. Participants were learners in 7-9 grade. The project was conducted between Jan- May 2000 (with one introductory meeting in November 1999). The communities participating in the project, master two different languages: the language of the Jewish Israeli community is Hebrew, where as the language of the Arab community is Arabic. The project was conducted in the Hebrew language, and the Arab learners were encouraged to write some of the material uploaded in Arabic in Hebrew letters.
Prof. Dr. Ali Ekrem OZKUL
Anadolu University Distance Education System From Emercence to 21st Century
For human beings education is a tool to develop abilities and exploit opportunities in the society. By creating new possibilities in the field of education, democratizing the educational process, providing lifelong education opportunities, distance education is a strategic opportunity for nations in improving the educational services. Distance education is also strategic to the 21st century university. It provides students with access, independent of place and time, to learning programs, resources, and services, including interaction among faculty and students, through synchronous and asynchronous technologies.
As a developing country with considerable economic and cultural potential, education is vitally important issue for Turkey. Parallel to the population growth, the demand for all types of education is increasing whereas the resources such as schools and teachers are limited and not possible to reach to adequate levels in short period of time. Therefore it seems quite difficult for Turkey to achieve an overall education level required by a modern society using conventional educational approaches and techniques. Anadolu University Open Education System is the major attempt in Turkey in integrating the distance education approaches with national education system. Since the involvement to distance education in 1982 as a dual university, the institution contributed more than 190 000 bachelor and pre-bachelor graduates to the country. Although considered as one of the mega universities of the world Anadolu University is also least known institution among the similar institutions.
Asst. Prof. Dr. Maria Elena REYES
The Virtual Classroom to Rural Alaska: Web-Based Professional Development For Teachers
Delivering course content to students in rural Alaska has historically been problematic. This paper will discuss the development of a web-based course designed for licensed teachers in rural Alaska. The graduate course was offered fall of 2000 by the University of Alaska Fairbanks’ Center for Distance Education. As recently as two years ago, the primary means of teaching a distance education course at the university was by correspondence or by audio conferencing. The objective of the new course was to provide professional development to practicing classroom teachers in rural Alaska schools. The academic focus was on the integration of technology into the content areas of mathematics, science, social studies, and language arts. Two University of Alaska Fairbanks education professors co-taught the course-using Blackboard, the university’s web-based, instructional program.
The researchers concluded that adding a visual component in a web-based format, in addition to real-time interaction with the instructor can greatly enhance the delivery and effectiveness of distance education courses. For licensed teachers taking the web-based course in fall of 2000, this was the first time that they had used so many technologies while taking a distance education course. In a post survey given by their teachers, they uniformly reported a positive learning experience.
Giovanni Giacometti CERONI
Success Drivers in an Electronic Performance Support Project
Electronic Performance Support Systems (EPSS) were born in the United States in 1991 to address the problems that raising software complexity was creating to employees. It is now a well-established software niche in the US, with many case histories and success stories and a very active research community working on it. In Europe there have been only a few implementations of EPSS in the last years, and still the acronym EPSS and the approach, methodologies and technologies it implies are almost unknown. Nevertheless the European approach to performance support deserves some insights, as it is not only a late copy of American experiences, but also a new innovative way to develop highly flexible software tools to introduce, support and manage best practices inside corporations.
The Back Office Performance Support (BOPS) European project is one of the most recent initiatives to investigate this field and develop methodologies and products. Carried out by a consortium of eight European firms and partially funded by the European Commission, the BOPS project goes beyond the traditional EPSS boundaries and combines net coaching with knowledge management, training management and decision support. BOPS has developed a fully integrated web-based solution for performance support in medium and large companies.
The final product of the project, an intranet system, has been installed and extensively tested in 4 pilot organizations. The Centre for Advanced Learning Technologies (CALT) of the INSEAD Business School has monitored these four pilot tests, collecting data through questionnaires, interviews and analysis of the log files. These data have been used to assess the impact of the adoption of an IT system like BOPS in the target organizations. This impact analysis focuses on the following points:
Benefits (improvements in efficiency, training and quality of work);
Barriers to the adoption, both external (social and legislative) and internal (company culture);
Potential organizational changes due to new processes and practices introduced by BOPS;
Resistances to change and effectiveness of change management plans.
Keywords: Electronic performance support, learning technologies, on-line training, intranet, balanced scorecard, change management, learning organization.
Assist. Prof. Dr. Gulsen BAGCI KILIC
Descriptive Study of Student's Attitudes Toward Communicating Computers in an Elementary Science Methods Course
This research study was conducted in Indiana University in the fall semester of 1998-99 academic-year. The aim of the study was to analyze the affect of using telecommunication technologies on pre-service teachers’ attitudes toward computers and their attitudes toward communicating on computers.
The telecommunication technologies integrated were Alta Vista Forum and Tapped In. Alta Vista Forum is an electronic conferencing program and Tapped In is a Multi User Virtual Environment. A survey was applied as pretest and posttest to observe attitudinal change of students.
Keywords: Attitudes toward Computers, Attitudes toward Communicating on Computers, Telecommunication Technologies, Science Education.
Assist. Prof. Dr. Mediha SAGLIK & Assist. Prof. Dr. Serap OZTURK
Television as an Educational Technology: Using Television at Open Education Faculty, Anadolu Universty
In distance education, it is a fact that the rate of learning has increased by the help of augmenting variety of technologies. Television, as an audio-visual medium, is one of the effective media in distance education by its characteristics like widespread coverage of audience, supplying equality of opportunity, transmitting the human resources to big audience mass. In distance education the lack of mutual interaction and face to face education are important. As well, another problem is to overcome the loneliness feeling of the students. It is possible to make use of television programs both to obtain face to face education, mutual interaction and to create the feeling of state of belonging.
Open Education Faculty (OEF) has benefit from educational television programs to prop up and to consolidate printed materials. Being parallel to tendency of individualism, OEF is producing live broadcasts which supplies face to face communication besides the programs providing the feeling of belonging over the students. This will be evaluated in the announcement.
Keywords: Distance Education, Open Education Faculty, Anadolu University, Television.