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Abstracts / Résumés 2000 |
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Click the highlighted
links to go to Contents Keynote Address: Professional
Development in the QESN Technology
as an Educational Means of Inclusion of Physically Disabled Students Facilitating
On-line Collaboration of Learning Teams: Can Education Learn from Business and
Other Disciplines? Visions
of Excellence: Possible Selves Stories
From the Abyss "Nanking:
1937" Multimedia Courseware Design Overcoming
the Challenges of Inadequate DE Teacher Support and Preparation Using an
Integrative Training Approach The
Impact of Maternal Presence on Sibling Conflict During Play The
Therapeutic Power of Play: A Look at Children's Play with Different Toys Towards
the Creation of a Patient Health Education Web Site Hosted by the McGill
University Health Centre Lifelong
Learning on the Information Highway: Workbooks for Workshop Facilitators Education
in Places of Temporary Asylum Motivation
and Learning: An Instructional Web Site Interface
between Mental and Electronic Technologies in Second Language Learning: Science
Education Becomes Computerized Survival:
A Collaborative SimGame
Digital
Portfolios: Process Evolves into Content Adult
Education Relative to the Environment (A work in progress) Is
the Computer Following ETV and the Language Lab into the Dustbin of EdTech.
History? Language instruction has always been a test-bed for new learning technologies. This is probably due to dissatisfaction with naturalistic media like speech and text, which presuppose a time frame of many years for any substantial learning to occur. In recent history, technologies like television and listening labs were greeted with enthusiasm by language educators and invested in heavily by schools, but are now used by almost no one who wants to learn a language. The computer is the latest learning technology to sweep the field, but there are signs that mistakes made with earlier technologies are being made with this one as well. The basic pattern is repeating itself, namely uncritical enthusiasm followed by three kinds of failure: (1) failure to grasp the possibilities and limitations of the technology, (2) failure to invest beyond up-front hardware cost, and (3) failure to integrate the technology into research-based models of learning processes. All the rules of educational technology are broken on a grand scale. As an alternative, I will discuss principles derived from our field that can usefully guide the implementation of computers in language instruction. One is that learning technologies can be based on expert technologies. The other is that the research literature is full of insights into the nature of language learning that are ripe for exploitation by computers and in many cases can only be exploited by computers..
Connection Creating the virtual
classroom and the virtual staff room -- that was the mission of the Québec
English Schools Network when it began in 1992 as a small electronic mail
network of seven (7) schools. In its first incarnation, the e-mail network was
designed to help teachers in small, isolated schools overcome their
professional isolation. Today, the QESN is a vibrant and growing virtual
community supporting every aspect of primary and secondary education in
English schools in Quebec.
At the end of the 20th century, more opportunities became available to disabled students who wanted to fully participate in regular curricular activities. The new millennium holds promises of even greater inclusion with the development of software that removes many of the obstacles to full participation. Carole Bamford and Denise St-Pierre, two Educational Technology graduate students developed an instructional web site for math teachers. During this presentation, they will demonstrate how technology can be used to include physically disabled students in regular geometry activities. More specifically, the presenters will show how teachers can use widely available dynamic geometry software to better illustrate and reinforce geometric concepts and theorems for disabled and able-bodied students alike.
The information age has brought about profound social change in the ways we work, learn, and communicate. Within today's business environment the hierarchical work structures of the past are being decentralized creating the need for team based organizations. This decentralization is slowly finding its way into higher education, as well, and challenging the traditional model of learning and instruction. However, learners need to understand the challenges of on-line collaboration, and be provided with the means to learn skills on how to be effective team members. This means having the opportunity to learn about group dynamic and team building issues, which can effect the collaborative process (McDonald and Campbell Gibson, 1998). This presentation is intended to introduce other disciplines, such as business and group dynamics, into the educational milieu. The focus is on presenting ideas and processes utilized by other disciplines, and suggesting various ways in which they can be applied to education. Business literature, for example, has extensive research on issues such as team building and organization. Group dynamics, as well, can provide education with insight into the fundamentals of group structure and design. Many of these issues are often not dealt with extensively within education. By considering the research of other disciplines, education, especially higher institutions, can develop different perspectives, and gain the opportunity to create new knowledge.
The idea of exploring the educative uses of imagery as a means of motivating, guiding, invigorating and sustaining learning, involves taking a closer look at the "possible selves" that can exist in each individual and at the ways in which educators and students alike can reinforce or build a stronger self-image through changing their "intra-talk" and ways of imagining and actuating more positive life-affirming, realistic goals. This relates to the Symposium's theme by the way in which practices of this nature may positively impact upon classroom practices, and thus improve the quality of student learning.
Teachers' stories of self-study emanating from a university summer school course reveal dark personal and professional journeys of change through exploration of values as practiced or as negated in practice, and through our determined efforts to live our values as we work to improve our students' school experiences and to change the way the academic community regards the work of the teacher-researcher. By examining our individual past experiences through the narrative lens, we will explore various ways in which we can inform and improve our future practice(s).
TOn December 13th, 1937, the Chinese capital of Nanking fell to the Japanese Imperial Army. During the next six weeks, the Japanese committed the infamous Nanking Massacre. In her book, "The Rape of Nanking: The Forgotten Holocaust," Iris Chang (1997) asserts that the atrocities committed by the Japanese are not widely acknowledged. One objective of this project is to increase awareness of this largely forgotten period in Asian history. Although print-based documentation fulfills the need for additional data, it rarely entertains and captures students in their pursuit of knowledge. The inclusion of a multimedia CD-ROM and companion Internet resource can motivate and encourage students to further investigate topics of interest as well as learn more about the events of Nanking in 1937. A second objective of this project is to illustrate how modern multimedia can be used effectively in an academic environment. With technology a high priority for schools and other learning institutions, the world of education should make optimum use of these powerful tools. The history class is no exception! The possibilities of bringing the past to life through multimedia have never been as dynamic as they are today. This project was undertaken as an independent study within Concordia University's Educational Technology graduate program. The courseware developers will outline the development process of the project using an instructional design approach, starting from the needs assessment (questionnaires, data analyses) and concluding with prototypes of the multimedia courseware (CD-ROM, Web site). References Chang, I. (1997). The rape of Nanking: the forgotten holocaust of World War II. New York, NY: BasicBooks. How Topic Relates to This Year's Symposium Theme: The field of education is under constant pressure to evaluate the implementation and worthiness of evolving technology. Media such as CD-ROMs, DVDs and the Internet are such examples. While these technologies are novel, they cannot be used effectively if not based on sound educational principles and methodologies. With careful thought and planning, they can become powerful learning tools that provide the learner with a type of educational environment which traditional methods simply cannot provide. An example of this is in the history class. Traditional methods of lecturing, video, slide show and textbook have been the extent of past history teaching. This could be radically altered and improved with the use of an interactive CD-ROM with Web links. A historical topic can now be studied, experienced, explored and even simulated not just within the confines of the classroom, but across distance and borders, and including other learners in other countries who could be living the effects of the historical situation. Never before have learners been able to share experiences and explore facts, ideas and opinions on such a global scale. The benefits of such learning are immeasurable!.
The educational placement of special needs children (SNC) is one of the most hotly debated issues in the special education literature. Very few researchers have looked at the integration of special needs children in school-age care programs (Fink, 1988; Irwin & Lero, 1997). The present exploratory study attempts to examine whether the school-age care programs meet the specific needs of the special needs children, their families, the caregivers, and the related factors that hinder or facilitate the integration process for all participants. Data were collected in 20 school-age programs in the metropolitan area. The data collection was accomplished through interviews with the director and one educator of each school age care. Questionnaires were also given to parents of special needs children who attended those school-age care programs on a regular basis (21 parents answered). Issues that were investigated with child care staff and parents were: the integration process, the difficulties, the sources of support available and used, as well as child care staff attitudes toward integration and parental satisfaction with the school-age care program. Finally, the quality of the school-age programs visited was measured with the "School-Age Care Environment Rating Scale-SACERS" (Harms, Jacobs, & White, 1996). Qualitative analyses were conducted for some questions such as the definition of successful integration, factors of success and perception of role in the integration process. Correlation analyses were conducted between different variables such as quality of school-age care programs, education and training, attitudes of child care workers toward integration and parental satisfaction. Currently, all analyses are not conducted however preliminary findings will be presented and discussed. References Fink, D. B. (1988). School-age children with special needs - What do they do when school is out? Boston, MA: Exceptional Parent Press. Harms, T., Vineberg-Jacobs, E., & Romano-White, D. (1996). School-Age Care Environment Rating Scale. New York: Teachers College Press. Irwin, S. H., & Lero, D. S. (1997). In our way - child care barriers to full workforce participation experienced by parents of children with special needs - and potential remedies. Wreck Cove, NS: Breton Books. Link with the annual theme (past and future): As, the literature regarding the issue of the integration of special needs children in school-age care program is very sparse, an historical perspective on instructional and preschool day care integration will be presented. As the integration of children with special needs into the regular neighborhood schools becomes a more and more frequent practice, and in most families both parents are working long hours, many children also attend before and after-school programs. It is then very important to look at the conditions under which the integration process is being implemented for the children, the parents and the child care workers.
The majority of the distance education (DE) literature on interactive learning and teaching focuses on either the student, or the technology. Comparatively, very little has been written about the teacher's point of view. While there is a substantial body of literature on preparing the students for learning at a distance, DE teachers have been left to dabble with the technical and pedagogical aspects of teaching at a distance, only to find themselves lost in the virtual abyss. Since there continues to be a proliferation of literature on the DE learner and DE per se, this paper focuses on the teachers' perspective of the DE environment, especially with respect to the type of training they receive. An example of an integrative mode of teacher preparation and suggestions for further improvement in the area of DE teacher training are discussed.
Still in its infancy, the computer revolution has transformed labor so much that a major rift grows between the skills available and the needs to be fulfilled. Organizations of all sizes and types now require experienced computer users. For all positions and in all job descriptions, computer skills are an important asset for anyone seeking employment. But the skills required by employers today are not those of yesterday and obviously, not those of tomorrow. Apart from some special programs, the formal education system is lagging light years behind what is currently needed in the workplace. To palliate this shortage, and to upgrade the skills of their current and new employees, most employers now turn to special training or retraining programs. Most of those programs and facilities, when not internal resources, are offered privately or they are offered privately by public institutions. As private trainer, contractor for a training company, employee specializing in the support of computer users for diverse companies or as trainer of volunteers, the author shares some insights into the training and retraining process over the past 13 years. Real world experiences demonstrating categories of learners, categories of decision-makers and evolution of needs compared to evolution of computer technologies, past present and future. Answering the question: « What's Out There? » By exploring the comparative evolution in trends both for the development of the micro-computing field and its usage in diverse organizations along with the evolution of training needs in that field, and by covering this comparison from the 80's to about 2005, I will address the topic of the conference.
Conflicts are a natural part of sibling interaction (Shantz & Hartup, 1992). Though perceived as negative, sibling conflicts have been found to benefit children's development (Rinaldi & Howe, 1998; Garvey, 1990). Two important elements of conflicts are issues and resolutions. As well, research indicates that maternal presence/absence influences sibling interaction in general. The presence or absence of mother has been linked with both quantitative and qualitative changes in sibling interactions. When mother is present, the rate of sibling conflict decreases significantly (Brody, Stoneman, & Burke, 1987; Corter, Abramovitch, & Pepler, 1983). Children spend a great deal of time in play, therefore many conflicts occur in this context. The present study investigated the differences in frequency of conflicts, conflict issues, and resolution strategies when the mother was present during the play session versus when she was absent. The participants were 24 sibling dyads. Each dyad was composed of a kindergarten-aged child (M = 5.5 years) and an older sibling (M = 8.2 years). Each dyad was videotaped in the home playing with a farm set during a 10-minute period where the mother was present during the first five minutes. Each play session was transcribed and coded (DeHart, 1998) for: (1) number and length of conflicts; (2) 4 categories of conflict issues (concrete-space and objects, plans for play, information, destructive behavior); and (3) conflict resolution strategies (constructive, adversarial, and neutral). Findings revealed that overall, there was a greater number of conflicts between siblings when the mother was absent. Furthermore, during maternal absence, siblings engaged in significantly more conflicts surrounding concrete-space issues and plans for play. Regarding conflict resolutions, siblings utilized adversarial strategies more frequently during maternal absence than presence. The results will be discussed in light of recent literature. How this research relates to this year's Symposium theme?
Children's play has long been a topic of animated discussion. Do children play to discharge extra energy (Schiller, 1954)? Do they play for recreation (Lazarus, 1883)? Or do children play to practice and adapt to life (Groos, 1898)? While these classical theories regarding the purpose of play are interesting, more recent writers have focused on the many benefits of play (Freud, 1920; Piaget, 1952; Vygotsky, 1967). Play has been described as a medium through which children explore themselves and the world surrounding them, as a means to interact with others, and as an activity that helps children develop their ability to reason, to think, and to problem-solve (Rubin, Fein, & Vandenberg, 1983). Lately, the idea that play may have a therapeutic function has been investigated (Christiano & Russ, 1996; Grossman-McKee, 1990; Jay, 1988; Rae et al., 1989). The present study explores the therapeutic effects of play on pediatric cancer patients. Participants were selected from the external hematology-oncology clinic at Hôpital Sainte-Justine and a francophone day care centre in downtown Montreal. The children were ages 3-5 years. Observations of children's play using Rubin's Play Scale (1978) were conducted. As well, a self-distress measure (Weisz et al., 1994) and a Stress Inventory (Chandler, 1981) were used. Data collection was completed in late December. The data was recently inputted and preliminary analyses have been conducted. Conclusions emerging from these initial findings will be discussed. How does this presentation relate to this year's Symposium theme? The research I want to present at this year's Symposium demonstrates how far we have come in the exploration of play. In my presentation, I will spend some time covering the "old school" thoughts regarding the pertinence of play and then mention some important theorists who have set crucial milestones in the investigation of play and the understanding of its benefits for children. My M.A. thesis is a reflection of the recent development in the use of play for children going through crises..
I'd like to share my internship experience with peers. Describe it. Present it's context. The pains, the gains and the results. Entertain questions. My internship was a contextual analysis towards supplying recommendations for the design and implementation of a Patient Health Education Web site. This site's role would be to support and enhance the patient education process. The internship was supported by the McGill University Health Centre Planning Office. I would first present a condensed summary of the organizational background extracted from documents produced by the MUHC Planning Office. It refers to the envisioned future MUHC institution. The organizational goals, to be supported or promoted, are identified. I would then focus on the project's origin and the organizational context to which a Patient Health Education Web site might be attached. The Patient Learning/Health Information Resource process to which it would attached is a combination of health information and health education services tailored to a specific target audience. The Patient Health Education Web site would be it's virtual communication channel. The intent, in examining the fields of Patient Health Information and Patient Health was to extrapolate the information content, the intended target audience characteristics, processes, issues, and threats applicable to the Web site design and it's implementation. A short presentation of best practices, specific to Patient Health Education initiatives, would conclude the presentation.
Universities in Canada are responding to pressures in their environments by turning to various educational technologies to solve a variety of business problems. Administrators, faculty, students, employers, funders, manufacturers of communications hardware and learning software, and educational researchers are all exploring the possibilities for enhanced learning environments supported by computer technologies, and some are calling for new pedagogical models to optimize the integration of technological alternatives. In response to these and other questions, it has become important to provide effective training for faculty and community representatives wishing to integrate audio, video and computer conferencing into their learning and business environments. Laurentian University's training materials have recently been published as a series of six (three each in English and French) workbooks for workshop facilitators. The workbooks contain step-by-step suggestions on how to plan, prepare, deliver and evaluate training workshops in audio conferencing, compressed video conferencing and networked learning. They contain agendas, print handouts, PowerPoint slides and checklists that can be used to guide the delivery of training workshops with a variety of audiences. The content and approaches were field tested with national and international learners, and are the basis for current training efforts in educational technologies at a number of institutions. As one of the authors of these materials, my presentation will involve discussion about the issues leading to the adoption of educational technologies in higher education, and demonstration of the training materials themselves.
This research project documents Afghans educational experiences in Peshawar, Pakistan. It is unique in that it examines children, men and women participating in a variety of educational settings. This study is grounded on research in refugee theory . In the absence of theoretical studies on refugee education, I will use a comparative approach in reviewing general trends and patterns of various refugee experiences. Initial findings indicate the educational needs of these refugees are not being met. This is in large part due to the lack of organization by many governmental, non-governmental and UN organizations working on behalf of these refugees. Refugee groups are viewed as unique. Yet there exists some common recurrent patterns in all refugee experiences in places of temporary asylum. Unfortunately, the lessons learned from past refugee situations have not been applied here. Fieldworkers and administrators working with refugees in places of temporary asylum need time to reflect and study past refugee experiences before attempting to implement educational programs. It is only through an examination of past refugee movements that we can prepare proper strategies to serve the needs of the next wave of refugees.
In an era where technology is making its way into the classroom, motivation to learn should remain, if not become a greater consideration in the designing of instructional materials. With the advent of the World Wide Web, just about anybody can create a site, but what about quality educational sites? Not only do these have to teach visitors about a subject matter, the site itself should be inviting and have interactivities that are meaningful, enjoyable and functional. In the context of a Learning Theories course taught by Dr. Heidi Schnackenberg, we designed and developed a web site aimed at informing visitors about the role of motivation in relation to learning and instruction. Learners need to be motivated in order to receive and interact with new information presented to them. Thus, the method of instruction and delivery should facilitate the learning process by making it an enjoyable one. Our site reflects various components of motivation, such as the role of curiosity and fantasy in instructional design. Because our web site is an instructional one, we wanted to devise a method of assessing visitors' knowledge about the material covered. Therefore, we created a game that is both educational and fun, or so we hope. The name of the game is InZain. The quiz questions, although they address theoretical concepts, are presented in a humorous way, while the interface was designed to stimulate the visitor's imagination. During the Technarium, we will present our web site and discuss the role of motivation in relation to learning and instruction. We also encourage you to test your knowledge and understanding of this learning theory by attempting to beat InZain and his challenges. Are you up for it?
Women have always worked. They worked and are working now, either for wages or for savings. The need for day care for young children has always existed, and day care of all types is but components of a support system for early childhood education. Each era of history had within the support system for early childhood education and its own typical infrastructure. Before the industrial revolution, the support system was centered around the family, during the revolution the 'salles d'asile' were set up to respond to industrialization and urbanization. After this major social event, the 'salles d'asile' disappeared as an institution (the first day care centers) and day care found its place again around the family. In the later part of the century after 1960, as woman gradually left work for savings for work for wages, day care centers were institutionalized and became a major component of the infrastructure of the support system for early childhood education. Home care and family day cares were then as today, predominant in the system as the great majority of children were and is using those day care modes. The late seventies saw the beginning of the institutionalization of family day cares and the CPE Law of 1997, the Family Policy and the 5.00$ a day program saw to the consecration of family day cares as an institution. This presentation will address issues such as 1) Why did the 'salles d'asile' disappear at the beginning of the century? 2) What is the link between that social phenomenon and the institutionalization of family day cares at the end of the century? 3) Could day cares centers disappeared could family day cares become predominant in the infrastructure of the support system for early childhood education? 4) Will home care disappear? 5) What impact did the institutionalization of family day cares have on that environment? 6) What about formal education and very young children, is it the way of the future?
Advocates of the communicative approach to second language learning (SLL) have commonly disdained formal models of language (such as Focus on Form or Generative Grammar) as hopelessly ineffective as pedagogical tools. Formal models, however, have failed as models for two main reasons: either they require linguistic novices to have a priori intuitions about the language they are trying to master, or they do not provide language learners with a clear, well-defined set of principles with which to adequately deal with the complexity of a new linguistic system. Traditional Grammar (Focus on Form): Weaknesses
Generative Grammar: Weaknesses
To address the problems that these approaches pose for second language learning, I propose a model of based on contrastive feature (cofe) algorithms. Cofe Algorithms: Strengths
Science is now being taught through web-sites and through the use of educational CD-ROMs. How do we know if these means of science education are effective? Do we have means to evaluate them? By looking at the Science Playground site, which is on FirstClass, and in Special Projects, we can understand how to create an effective science education site for students. With the help of a fellow classmate, Lorraine Chiarelli, this site was created for students so that they could access science activities for children. We will also examine some of the preliminary research findings about the educational CD-ROM's program called CYBERKIDS, at the Fraser-Hickson Library. For example, what are children learning about science when they play the educational game SAMMY SCIENCE? How effective is such a learning tool, as compared to children doing hands-on science? How can we develop efficient techniques to evaluate the educational values of CD-ROM games? What is the role of the parent in choosing the appropriate games for their children? We assume that computer games, like SAMMY SCIENCE, are automatically educational in content because of the way the game is marketed. My research points to the fact that a closer inspection of these games is needed, as well as a study of the social-interactions of children when they play educational computer games. This workshop will enlighten you on these issues.
Computer Assisted Instruction (ETEC 664) is a course intended to help students develop the understanding and skills required to build and design Internet-based instructional applications. The accompanying course site (The IKIS: Internet-based Knowledge Integration System) was developed under the supervision and guidance of Professor Mei Chen to provide the students of CAI with a resourceful system to facilitate the acquisition of complex design skills, which they may apply, and provide insight into the principles and models of effective instruction. The educational implications of this web site are related to this year's symposium theme "Education for a New Century: Exploring our past and projecting our future" by marrying traditional pedagogical principles with the powers of new computer/communication technologies. The design of the IKIS is based on the Cognitive Apprenticeship (CA) model developed by Collins, Brown, and Newman (1989) and other effective instructional principles. IKIS adapts the pedagogical strategies recommended in the Cognitive Apprenticeship model and takes advantage of various powerful Internet technologies (i.e., the Internet, computer-mediated conferencing, E-mail, and newsgroup facilities) to build a well-integrated learning environment.
Games have been shown to not only engage learners in the learning process but provide learners with authentic learning environments, allowing for the active construction of real world knowledge. Games and simulations have been gaining more and more use in educational settings and this trend will only gain in the future. Survival is game intended to teach those already familiar with wilderness survival how to fine-tune their problem solving abilities and work collaboratively with other members of a wilderness team. Specific wilderness skills for specific environments are taught through questioning the player's survival know-how in the game. The aim is not to stump the player but to enforce preexisting knowledge and build on it. By providing real examples and real scenarios, players are taught real wilderness skills that may be used in the great outdoors. However, through the use of a board game, real world stressors are alleviated, allowing the player to learn at their own pace and learn vital information effectively and without fear. The educational objectives of Survival are to teach individuals who already possess basic wilderness survival skills more in-depth and specified skills. Development of problem-solving strategies and collaborative skills are also enforced by playing Survival. The aim of the game is to successfully maneuver through the island's ecosystems to retrieve the lost parts within the specified time (indicated by the Time Marker). Players must answer situation-based questions on different aspects of survival skills. Knowledge of plants, animals and basic survival skills are presumed to be part of the player's working knowledge. This game aims to fine-tune those skills and knowledge, adding to your existing body of knowledge. A survival manual provides the necessary information that is brought up in the game questions.
This presentation will take the audience through a guided tour of various forms of student-centred, reflective portfolios at the high school level. Throughout, one will see the evolution of a group of teachers and students on their portfolio journey over the last five years. From year one where the portfolio was a mere collection of work, through years 2-3 where paper and digital portfolios began to coincide, with selection and reflection becoming predominant steps in the portfolio process. Last, a look at year 4 and 5 where a Filemaker database portfolio was developed and is being piloted by two classes at Centennial Regional High School, Riverside School Board. Student portfolios will be available for perusal.
LEducation has been central to the activities of the Alderbrooke Marsh Land Trust (AMLT), both as a means to build collaboration and as a means to change attitudes and take action. A brief historical resumé of the AMLT will be presented highlighting the role of education. As any organization, the AMLT needs to review and revise its mission to better respond to various contexts in which it operates. Successful activities in the past lead to a desire to verify and to improve educational tools. The present work (in progress) will focus on the roles and competencies of adult educators in and influencing the AMLT.. Return to Archives
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