ED-MEDIA 1999 Proceedings Book - Association for the ...

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own beliefs in favor of the "delivered wisdom" (p. 733). On the other hand, Shulman (1992) argues that, for example, experts’ comments provide additional perspectives or lenses through which to view the events of the case. So, they add complexity and richness that gloss rather than simplifying or trivializing the events (p. 12). In the MUST-project the use of multiple modes of representation has been applied in different ways. Firstly, the earlier mentioned edited non-scripted videotapes and audio comments on the video represent science lessons in elementary classrooms in different modes. Moreover, other modes of representation are depicted by all kinds of textual information. Ownership an voice in the learning process A third design principle is to warrant ownership and voice in the learning process by prospective teachers. This implies that they are encouraged to reflect on their knowledge construction processes and take responsibility for setting learning goals and pursue learning processes. In the design of the CD-ROMS of the MUST cases this principle has been applied by constructing an open non-linear interface. A second, and more important, way to account for this design principle is to formulate assignments that have an open character and stimulate the users to reflect on their learning processes. The voice of practise: teacher educators Especially the four teacher educators in the MUST-team refer repeatedly to the issue, that students are not familiar with working in a constructivist learning environment. The teacher educators question how much responsibility their students may handle. Moreover, they are worried about their role both in terms of their responsibility and in terms of practical implications. The former point may be illustrated by a remark of one of the teacher educators: she stated that it is her responsibility to do her utmost that students will reach the predefined learning objectives, so she wants to implement one of the multimedia cases in a rather traditional setting. This setting consists of a science method course, which is assessed by a uniform test for all students. The latter point consists of concerns of teacher educators to assign all different types of more open assignments, such as portfolios. Or as one of them formulated it: For time reasons it is simply impossible for me to grade all these assignments. Conclusions: towards flexibility-in-use In this paper a dilemma is sketched between the ideal of multimedia cases in a constructivist learning environment and the reality of teachers and students in teacher education programs. In order to overcome this dilemma, the MUST project introduced the notion of flexibility-in-use. This notion implies that, especially, teacher educators have a considerable freedom in the way they want to use the multimedia cases, because from an implementation perspective it is neither possible nor desirable to impose a change in practice on teacher educators. By doing so, we take the warning of Louden and Wallace (1994) seriously. They warn reformers not to fall into the trap of the constructivist paradox. This means that reformers press teachers to make the transformation from conventional to constructivist practise in a single step. We opt for a more realistic reform agenda in which learning to teach with multimedia cases is perceived as a process of gradual reformation and elaboration of teacher educators' established patterns of teaching. References Honebein, P.C. (1996). Seven goals for the design of constructivist learning environments. In B.G. Wilson (Ed.), Constructivist learning environments (pp. 11-24). Englewood Cliffs: Educational Technology Publications.
Merseth, K.K. (1996). Cases and case methods in teacher education. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 722-746). New York: Macmillan.
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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instructional designs while introdu
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Global Educational Multimedia Serve
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Assured Access/Mobile Computing Ini
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The University has set up a secure
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* Changes in educational paradigms
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Using Computer Imagery and Visualis
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Publishing an imej Journal for Comp
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In summary, we offer the following
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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3. RESEARCH METHODOLOGY A 10-day ex
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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International Collaborative Learnin
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Facilitation frameworks Bostrom et
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From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
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A Reporting Simulation Using Toolbo
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environment — it is impossible to
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Actually, when a particular author
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Any instance of this type is an HC
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Figure 5: Saving an Educational App
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To address this problem Webfuse dra
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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Charlottesville, VA., 691-696. Muly
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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exchange information with other cla
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whether compiled or interpreted. So
Page 113 and 114: A web site system for instructors t
Page 115 and 116: is to monitor the status of learner
Page 117 and 118: the capability grant G13 as Not Set
Page 119 and 120: Slavin R.(1994), Small group method
Page 121 and 122: tutor. Support offered in the form
Page 123 and 124: Apart from utilising the functional
Page 125 and 126: Rogoff, B., & Lave, J. (Ed.). (1984
Page 127 and 128: Java can significantly increase the
Page 129 and 130: The modules are designed for a vari
Page 131 and 132: adapted tests to assess the student
Page 133 and 134: Architecture of HEZINET The system
Page 135 and 136: Berners-Lee, T. & R. Cailliau, (198
Page 137 and 138: The ParlEuNet system will provide a
Page 139 and 140: 3. Students use a dedicated HTML co
Page 141 and 142: The prototype under development is
Page 143 and 144: make an hypermedia educational envi
Page 145 and 146: accreditation or standing in countr
Page 147 and 148: A government designates a certain a
Page 149 and 150: will be involved - either in partne
Page 151 and 152: Streaming 7000 films... Uwe Sander
Page 153 and 154: and how to innovate will be paramou
Page 155 and 156: Toward a framework for instruction
Page 157 and 158: A knowledge integration approach to
Page 159 and 160: In 1978, the University formalized
Page 161 and 162: comparisons to conventional instruc
Page 163: Multimedia Cases in Teacher Educati
Page 167 and 168: Using Multimedia to support mentors
Page 169 and 170: Conclusion The project is still und
Page 171 and 172: An Investigation into Faculty Attit
Page 173 and 174: Web-Based Testing in Distance Educa
Page 175 and 176: Selecting Internet Technologies to
Page 177 and 178: Designing and Implementing Web-Base
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