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• W269782789 abstract "Last year in this column we introduced a generational model for distance education. We discussed generation one (G1) online courses, providing students with handouts and links to developmental education sites; generation two (G2) online courses, providing the G1 kinds of materials but also providing student interactivity through asynchronous e-mail, bulletin boards, or web-based forms; and generation three (G3) online courses, providing all of the previous two in addition to synchronous interactivity through chatrooms, audio/video conferencing, and/or MUDs or MOOs. Each generation provides increasingly sophisticated technology, but each would be used for different educational purposes. In this year's columns, we will chronicle how we have developed online courses through each of these generations. First, let's look at teaching a writing course as a GI online course. Process Writing One of the courses the first author of this column teaches is a developmental reading and writing course covering how to critically read educational research as well as how to collate learning through the writing of a research paper. Although these are master's level graduate students taking the course, we see them as developmental education students in their ability to critically read and write about educational research, particularly in their ability to use technology as a tool to enhance this. Extensive research (Burnstein, 1997; Valeri-Gold & Deming, 2000) has documented the effectiveness of the four-step writing process (i.e., prewriting, drafting, editing, and presenting) with developmental students. Other research (Phipps & Merisotis, 1999) has found supplementing on-campus courses with both offline and online technology improves learning. So, the author decided to enhance his on-campus course with offline and online technology, thus making it a Gl online course. You can visit this course (Caverly, 2000a) to see how it is organized; following is an account of the stages of development of the course through the author's perspective. Prewriting During the prewriting stage, the professor introduced his students to Inspiration (2000) to teach them how to brainstorm and then map the initial ideas they wanted to present in their papers. While writing this column, he modeled how he added the major and subordinate ideas, rearranged the links, and created a skeleton of a column (cf., Caverly, 2000b). As students learn from the modeling and explore the program in small groups through guided practice, they come to understand how (a) to move between the outline view and the diagram view (i.e., concept mapping) as they add ideas, (b) to arrange the connections to fit a particular rhetorical structure, and (c) to identify weak support for major ideas. Later, they are taught to differentiate between the ordination of the points by the shape of the graphical image (e.g., using squares for the topic, circles for the major points, triangles for the details, etc.), as well as to differentiate the major parts of their paper by color. Whether they continue to use the Inspiration program or not, students come to realize the importance of mapping their paper prior to doing research. Moreover, the professor is able to use the technology as an instructional tool modeling effective learning. Demonstration copies of Inspiration can be found at their homepage for both Macintosh and PC-compatible computers. Once students have a skeleton of their papers, the instructor models how to use online libraries and databases to review books, journals, and newspapers for references for students' papers. First, they search their own library (Alkek Library, 2000) as well as online library card catalogs from around the world through On-line Library Catalogs_(2000). As they begin this process, those that have access to home computers have to learn how to configure their computer to allow access from off campus (Caverly, 2000c). This entails allowing their browsers to be converted to be an automatic proxy of computers on campus. …" @default.
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• W269782789 title "Techtalk: Teaching Writing Online" @default.
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