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<DIV><FONT color=#000080><FONT size=2><FONT face=Tahoma><SPAN
class=201114716-11032006>"</SPAN>There is a lot of theory and posturing and
hypothesizing, but people seem very reluctant to actually look at approaches vs.
results. What I have seen most distance people do is simply move text onto the
computer . . . not all that far removed from the dreaded
kill-and-drill. <SPAN
class=201114716-11032006>"</SPAN></FONT></FONT></FONT></DIV>
<DIV><FONT color=#000080><FONT size=2><FONT face=Tahoma><SPAN
class=201114716-11032006></SPAN></FONT></FONT></FONT> </DIV>
<DIV><FONT color=#000080><FONT size=2><FONT face=Tahoma><SPAN
class=201114716-11032006>==================</SPAN></FONT></FONT></FONT></DIV>
<DIV><FONT color=#000080><FONT face=Tahoma size=2><SPAN
class=201114716-11032006></SPAN></FONT></FONT> </DIV>
<DIV><FONT color=#000080><FONT face=Tahoma size=2><SPAN
class=201114716-11032006>This paper offers some help to those who'd like to
assess the interactivity of their current distance learning programs and
consider the importance of this issue in their design and delivery. There are
references to studies on learning outcomes and
bibliographies<BR></SPAN></FONT></FONT></DIV>
<DIV><FONT face=Arial><FONT color=#000080><FONT size=2><SPAN
class=201114716-11032006><FONT color=#000000><FONT face="Times New Roman"><FONT
face=Tahoma><EM>M. D. Roblyer, and </EM><FONT size=-1><FONT
face=Tahoma><EM>Leticia Ekhaml (2000)</EM><STRONG>.
</STRONG></FONT></FONT><STRONG>How Interactive are YOUR Distance Courses? A
Rubric for Assessing Interaction in Distance Learning</STRONG></FONT><FONT
size=3><FONT face=Tahoma> <SPAN class=201114716-11032006><A
href="http://www.westga.edu/~distance/roblyer32.html"><FONT
size=2>http://www.westga.edu/~distance/roblyer32.html</FONT></A><STRONG><FONT
size=2> </FONT></STRONG></SPAN></FONT><I><FONT size=-1><FONT face=Tahoma>,
</FONT></FONT></I><FONT face=Tahoma><STRONG>*</STRONG> <FONT size=2>This paper
was one of three selected as a "Best Paper" among </FONT></FONT><A
href="http://www.westga.edu/~distance/conf.html"><FONT face=Tahoma size=2>DLA
2000</FONT></A><FONT face=Tahoma size=2> proceedings, Callaway, Georgia, June
7-9, 2000.</FONT></DIV>
<P><SPAN class=201114716-11032006><FONT face=Tahoma>The article below is for you
Mia, I thought you'd find it interesting, and I'd be interested in your
interpretation of the article. I quoted a segment verbatim below. As I
read, I found support for many "best practices" in web based learning based
on knowledge of the how the brain learns. Katrina A. Meyer assertions
about what is needed in a well designed web based learning
environment</FONT><FONT face=Tahoma> corroborate well what I'm seeing from
my own teaching experience and informal assessments and student reports of their
learning experience.</FONT> </SPAN></P>
<P><FONT color=#0000ff><FONT face=Arial><FONT size=2><SPAN
class=201114716-11032006><FONT size=3>The implication of Brain Research for
Distance Education</FONT>.<A
href="http://www.westga.edu/~distance/ojdla/fall63/meyer63.html"><FONT
face=Arial
size=2>http://www.westga.edu/~distance/ojdla/fall63/meyer63.html</FONT></A><FONT
face=Arial><FONT size=2> </FONT></FONT></SPAN></FONT></FONT></FONT></P>
<BLOCKQUOTE><FONT><FONT face=Arial><FONT size=2><SPAN
class=201114716-11032006>
<P><B><FONT face=Tahoma><FONT color=#0000ff><FONT size=3>Abstract<SPAN
class=201114716-11032006> </SPAN></FONT></FONT></FONT></B><FONT face=Tahoma
color=#0000ff size=3>This article presents information drawn from research on
brain processes that impact perception, memory, learning, and understandings
about the world. This information is related to the use of interactive video
and the Web in distance education through a discussion of how best to enhance
learning - or mitigate problems caused - through the use of these
technologies.</FONT></P>
<P><FONT face=Tahoma color=#0000ff size=3><B>Creating a "New Brain" Through
Media?</B></FONT></P>
<P><FONT face=Tahoma color=#0000ff size=3>Healy (1999) argues that based on
what we know about brain development in children, new computer media may be
responsible for developing brains that are largely different from the brains
of adults. This is because "many brain connections have become specialized for
. . . media" (p. 133); in this view, a brain formed by language and reading is
different from a brain formed by hypermedia. Different media lead to different
synaptic connections being laid down and reinforced, creating different brains
in youngsters raised on fast-paced, visually-stimulating computer applications
and video games. "Newer technologies emphasize rapid processing of visual
symbols . . . and deemphasize traditional verbal learning . . . and the
linear, analytic thought process . . . [making it] more difficult to deal with
abstract verbal reasoning" (Healy, 1999, p. 142).</FONT></P>
<P><FONT face=Tahoma color=#0000ff size=3>The implications for higher
education of this view are two-fold. First, it is likely that students
arriving in higher education will have different brains (formed by years at
video games, computer simulations, and web researches) than their teachers
(whose brains were formed by early experiences with text). This disjunction is
likely to cause communication problems and different perceptions of what is a
well-designed (or useful, relevant, or cool) learning experience. Furthermore,
as new media come on the scene and are adopted by schools and families, they
will continue to "affect the underlying neural circuitry that is being
established during childhood and adolescence" (Healy, 1999, p. 131). That
means further changes in the brain structures and capabilities of each group
of students are likely, thereby creating ever more differences to the brain
capabilities and understandings of older or more traditionally educated
faculty. </FONT></P>
<P><FONT face=Tahoma color=#0000ff size=3>If Healy is correct, then higher
education may need to use media and web-based materials to capitalize upon the
next generation's brain connections. However, more traditional instructional
methods should also be used to ensure that students are able to reason in
traditional linear and logical fashion. Given the web's ability to present
long sections of text and retain some of the characteristics of linear
discourse, it may be a tool that is sufficiently flexible as to support both
aims.</FONT></P></SPAN></FONT></FONT></FONT></BLOCKQUOTE></FONT></FONT></FONT>
<P><FONT face=Tahoma></FONT></P>
<P><FONT face=Tahoma><FONT color=#000000 size=3></FONT><B></P><FONT
color=#000000 size=3></FONT></B></FONT>
<P><FONT color=#000000 size=3></FONT></P>
<DL>
<DD><B><FONT face=Tahoma></FONT></B> </DD></DL></SPAN></FONT></FONT></FONT>
<BLOCKQUOTE dir=ltr style="MARGIN-RIGHT: 0px">
<DIV class=OutlookMessageHeader dir=ltr align=left><FONT face=Tahoma
size=2>-----Original Message-----<BR><B>From:</B> Indigenous Languages and
Technology [mailto:ILAT@LISTSERV.ARIZONA.EDU]<B>On Behalf Of </B>Mia
Kalish<BR><B>Sent:</B> Friday, March 10, 2006 6:51 AM<BR><B>To:</B>
ILAT@LISTSERV.ARIZONA.EDU<BR><B>Subject:</B> Re: [ILAT] Info
Request<BR><BR></FONT></DIV>
<DIV class=Section1>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Sue Penfield was
saying that we really need to start writing in the intersection between
language and E-learning. <o:p></o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"><o:p> </o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">I think that the
reason not many people replied is just because there isn’t anything out there:
Last night in my dissertation class, people were talking about all the
“choices” they could make about how far back they went in time for their lit
review, and what views to choose, and what schools to include . . they were
looking at the canon as a cornucopia, a vast area of “choice”.
<o:p></o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"><o:p> </o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">So I pulled out my
book on Rough Rock by Teresa McCarty and Mary Eunice Romero’s dissertation and
showed how the canon was very sparse, and Teresa and Mary Eunice used
ethnography to provide the background and context that in other documents was
being established by the lit review. I also talked about how the “feel” of the
writing was different, because when you are referencing, you can just say
(Gibbs, 1995), and people either know Raymond Gibbs, or they can go read him.
But when its from the People, you have to write a paragraph or two that
includes what they say, and how you see it contributing in your context.
People were stunned to see it from that point. I got to talk about
gatekeeping, and how difficult it was to create a canon before some Native
critical pedagogists started writing and pointing out differences between what
Sandy Grande (Quecha) calls Red Pedagogy and the expectations embedded in
pedagogies for white and Black/African American students, both of whom are
very assimilationist. <o:p></o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"><o:p> </o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Of course, I should
say that there isn’t all that much good research on E-learning. There is a lot
of theory and posturing and hypothesizing, but people seem very reluctant to
actually look at approaches vs. results. What I have seen most distance people
do is simply move text onto the computer . . . not all that far removed from
the dreaded kill-and-drill. People don’t know how to do animations and sound,
create the rich materials that make learning so much easier. They are still
into that, Okay, now your challenge as a student is to translate and interpret
this long string of text into something that makes sense to you, and then, in
the same step as you a building the basic understandings, I want you to
extrapolate to new ideas and new understandings. (Doesn’t happen; too much
cognitive work in too short a space). <o:p></o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"><o:p> </o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Mia<o:p></o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN
style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"><o:p> </o:p></SPAN></FONT></P>
<DIV>
<DIV class=MsoNormal style="TEXT-ALIGN: center" align=center><FONT
face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">
<HR tabIndex=-1 align=center width="100%" SIZE=2>
</SPAN></FONT></DIV>
<P class=MsoNormal><B><FONT face=Tahoma size=2><SPAN
style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">From:</SPAN></FONT></B><FONT
face=Tahoma size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">
<st1:PersonName w:st="on">Indigenous Languages and Technology</st1:PersonName>
[mailto:ILAT@LISTSERV.ARIZONA.EDU] <B><SPAN style="FONT-WEIGHT: bold">On
Behalf Of </SPAN></B>phil cash cash<BR><B><SPAN
style="FONT-WEIGHT: bold">Sent:</SPAN></B> Thursday, March 09, 2006 6:36
PM<BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B>
ILAT@LISTSERV.ARIZONA.EDU<BR><B><SPAN
style="FONT-WEIGHT: bold">Subject:</SPAN></B> Re: [ILAT] Info
Request</SPAN></FONT><o:p></o:p></P></DIV>
<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN
style="FONT-SIZE: 12pt"><o:p> </o:p></SPAN></FONT></P>
<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN
style="FONT-SIZE: 12pt">Good question Andre, and I was hoping for more answers
from our ILAT subscribers. <st1:place w:st="on"><st1:PlaceName
w:st="on">Salish</st1:PlaceName> <st1:PlaceName
w:st="on">Kootenia</st1:PlaceName> <st1:PlaceType
w:st="on">College</st1:PlaceType></st1:place> is probably the best place to
start as they have been doing e-learning for a number of years and have
expanded their offerings to include a whole range of courses. <BR><BR>By
all accounts, it seems that "e-learning" (or distance education) is in itself
a major undertaking.<BR><BR>Take a look at the "E-Learning" link to get an
idea on what is possible: <BR><BR><st1:place w:st="on"><st1:PlaceName
w:st="on">Salish</st1:PlaceName> <st1:PlaceName
w:st="on">Kootenia</st1:PlaceName> <st1:PlaceType
w:st="on">College</st1:PlaceType></st1:place><BR>http://www.skc.edu/<BR><BR>later,<BR>Phil
<BR><BR>Quoting Andre Cramblit <andrekar@NCIDC.ORG>:<BR><BR>> The
Karuk Tribe received an ANA language grant and we are searching<BR>> for
information on teaching indigenous languages through distance<BR>>
education.<BR>><BR>> What are best practices, softwares, systems, models
etc<BR>><BR>> also what has not worked?<BR>><BR>>
.:.<BR>><BR>> André Cramblit: andre.p.cramblit.86@alum.dartmouth.org is
the<BR>> Operations Director Northern California Indian Development
Council<BR>> NCIDC (<A"
href="https://www.email.arizona.edu/horde/services/go.php?url=http%3A%2F%2Fwww.ncidc.org"
target="_blank">http://www.ncidc.org) is a non-profit that meets the<BR>>
development needs of American Indians<BR>><BR>> To subscribe to a news
letter of interest to Natives send an email<BR>> to:
IndigenousNewsNetwork-subscribe@topica.com or go to: http://<BR>>
www.topica.com/lists/IndigenousNewsNetwork/subscribe/?location=listinfo<BR><BR><BR><o:p></o:p></SPAN></FONT></P></A"></DIV></BLOCKQUOTE></BODY></HTML>