The module is part of a Part Time Med degree in Telematics Learning and requires at least 20 hours study time each week. Some of this time will be spent online communicating with course participants and tutors, finding resources on the Web etc. Other time will be spent reading and preparing course assignments offline.
September 17th 1996 - January 17th 1997 (Autumn Semester 1996/97)
A good command of English is required. Much of the work on the module requires online discussion and group work.
University of Sheffield UK, Division of Adult Continuing Education and Department of Information Studies.
Designing for computer supported cooperative learning and integrating information resources/skills support into the networked curriculum.
This module will be in three phases, starting on September 17-18th with the face to face meeting at Sheffield University, and concluding on 17th January when the assignment is due.
Phase One :
Face to face meeting at Sheffield University 17-18th September, followed by Week 1 (23rd September) - Week 5 (Friday 25th October )
Designing for computer supported cooperative learning :
What does the concept of the electronic campus/virtual college mean for us as professional educators ? A paradigm shift in our approach to education ?
The paradigm shift is from one based largely on individualistic learning, to one base on learner cooperation. In this pahse of the module we will map out the territory of designing for CSCL, look at some of the dominant ideas and concepts and consider what is 'needed' in order to make the shift to this new generation of learning.
Your starting point will be your own perspective on your professional practice, and how it relates to the concept of computer supported cooperative learning.
Themes that will be covered include :
Groups and learning :
What is the role and purpose of the tutor/teacher in CSCL ? How does that compare with your existing role ? What, if any, changes in your role do you think may be necessary for working online ? What skills, attitudes, values does CSCL embody ? How do these ralate to your own present ones ?
Process
We will start discussion about this part of the module at the f2f in September, and continue with an online seminar up to week ??.
A resource pack of initial readings will be distributed to each
participant at the f2f meeting (eg McConnell chapters 1, 3 and
4 as starting point for reading )
Phase Two :
Week 6 (28th Ocotber) - Week 10 (Friday 29th November)
Information Resources for Networked Learning :
Aim
To address issues around integrating information resources / skills support into the networked curriculum.
Objectives
Through the assignment in particular participants will be able to relate concepts of NLS to the development of their own professional practice, and to design an information resource "model" applicable to a relevant curriculum initiative.
Activities
Phase Three :
Week 11 (2nd December) - Week 18 (Friday a7th January), time to work on assignments plus, two / three weeks for feedback and assessment.
Participants will be actively involved in some aspect of teaching, training or librarianship, or be self employed in this field. A PC/Mac with 16 mb RAM, printer and modem for Internet access ( or other access to the Internet ) is required. The module uses the Web, so a browser such as Netscape is necessary ( with FTP etc ). LotusNote is also used, and on registration participants will be provided with a client copy for the purposes of the module.
Considerable self management is required of participants on this module.
A module reading pack will be provided for each participant. Other learning resources are provided on the module Web page.
Assignment
Participants will design (a framework for) an online course / learning event. Details to be discussed online, but this could incorporate designing your own course Web pages.You may prepare a collaborative assignment with another / other particpants if you wish.The assignment process will involve you working in learning sets where you will use the resources of the set to discuss your assignment, plan it and carry it out. A tutor will also work with you in the learning set.
Assessment : self / peer / tutor collaborative assessment.
This module has a 30 credit rating in the UK ( equivalent to 5 credits in Norway ?)
Participants collaborate on their learning throughout the module, and work in a learning set of about 7 plus a tutor. Tutors will work as part of this community and be available online throughout the Semester.
Tutors are :
Dr David McConnell, Dr Sue Fowell, Ms Philippa Levy and Mr Michael Hammond, all from Sheffield University, UK
No fees applicable for MECPOL partner students, otherwise 400.00 pounds sterling ( plus accommodation etc at initial face to face meeting in Sheffield ). It MAY be possible for MECPOL participants to study for Phase One or Two only.
Participants are expected to take part in the online seminars and group work regularly every week throughout the Semester.
NB A resource pack will be given to all participants on registration
Journal of Computer Assisted Learning 1995 0266-4909 Blackwell Science 378 JOU:Sup 12922
Boud, David (1988) Developing student autonomy in learning. 1850912769
Kogan Page 371.394 BOU:Dev 12789
Canadian Journal of Educational Communication, Vol 16 (2), Spring 1987
Special Issue, Computer Mediated Communication .
Carr , W and S Kemmis Action research as critical education science
1986 1850000891 Falmer Press , P/C 04/1
Cunningham , I (1994) Self managed learning. 056607446X, Gower , P/C 07/1
Davies, G. and Samways, B. (eds) (1993) Teleteaching : Proceedings of the IFIP third teleteaching conference, IFIP, North-Holland.
Elliott, J Action research for education change. 1991 0335096905, OUP, P/C 05/1
Galegher, J., Kraut, RE., Egido, C. (eds), 1990, Intellectual Teamwork : Social and Technological Foundations of Cooperative Work, Lawrence
Erlbaum
Assoc, Hillsdale, NJ.
Greif, Irene (1988) Computer-supported work. 0934613575 Morgan Kaufmann Publishers 004.019 GRE:Com 12783
Harasim, Linda (editor) (1993) Global networks : Computers and international communication. 0262082225 MIT Press 004.6 HAR:Glo 12820
Harasim, Linda (editor ) (1995) Learning Networks. 0262082365 MIT Press 371.39 HAR:Lea 12814
Hiltz, S R and Turoff, M (1978) The network nation : human communication
via computers, Addison Wesley, Reading, Mass.
Kaye, Anthony (editor) (1992) Collaborative learning through computer conferencing : the Najaden Papers. 3540557555 Springer Verlag 374.4 KAY:Col 12807
Kerr , E (1986) Electronic leadership. 0361-1434 IEEE Trans, P/C 02/1
Kling, Rob (1995) Computerization and conflict. 0124150403 Academic Press 301.243 KLI:Com 12905
Mason, R & Kaye, AR (1989) Mindweave: communication,computers and distance education, Pergamon, Oxford. ( on order )
McConnell, David (1994) Implementing computer supported cooperative learning. 0749412372 Kogan Page 371.39 MCC:Imp 12834
Meeks, B (1987) Quiet revolution. 0360-5280 Byte P/C 01/1
Paulsen, M (1994) Some Pedagogical Techniques for Computer-Med 1994 3540557555 Springer Verlag P/C 03/1
Pedler, M (1981) Developing the learning community. 0566021943 Gower P/C 06/1
Reynolds, M (1994) Why groups. 0749410272 Kogan Page P/C 08/1
Sharan, Shlomo (1990) Cooperative learning. 027592887X Praeger 371.37 SHA:Coo 12787
Slavin, Robert (1990) Cooperative learning : Theory, research and practice. 0131725947 Allyn and Bacon 371.37 SLA:Coo 12818
Sproul, Lee (1991) Connections. 026219306x MIT Press
David McConnell Tel : 0114 282 5376 (direct)
Division of Adult Continuing Education 0114 282 5405 (secretary)
University of Sheffield Fax : 0114 276 8653
196-198 West Street,
Sheffield S1 4ET,
England, UK