WCP 142 Interdisciplinary Studies Spring 1995
Section A Myers Tues.12:30-1:20 & Tues. 1:30-3:20 SISCCAL
Section B Wolfe Tues. 3:30-5:20 & Wed. 1:00-1:50 SISCCAL
Section C Myers Thurs. 12:30-1:20 & Thurs. 1:30-3:20 SISCCAL
Section D Wolfe Thurs. 8:30-9:20 & Thurs. 3:30-5:20 SISCCAL
Instructors:
Chris Wolfe Office hrs: 1:30-3:00M, 9:30-10:30TH, 2:00-3:30 F 343 Hoyt, 529-567 Wolfe_Chris@msmail.muohio.edu Chris Myers Office hrs: 3:30-4:30T, Th; 2:00-4:00F 202 Boyd, 529-5664 Myers_Chris@msmail.muohio.edu WCP 142 - Interdisciplinary Technology
The specific topic of this course may change from semester to semester. However, the general theme of WCP 142, Interdisciplinary Technology, is manifest in the following description approved by Miami's Liberal Education Committee as a foundation course in technology.
This course develops conceptual tools for solving problems with technology and explores roles of technology in social contexts. Proficiency with evaluation of empirical data and application of scientific principles is emphasized by examining technologies that vary from household appliances and automobiles to computers and scientific apparatus, solar panels, electric motors and combustion engines. Technology is also considered as a cultural phenomenon and an agent of social change, and a product of human invention and creativity. Reasoning skills such as those required to diagnose mechanical failures on the basis of evidence, write and debug computer programs, or analyze empirical data with appropriate statistical techniques are practiced. These may include the logic of evidence and assertions and understanding how conclusions may be reasonably drawn from a body of evidence. Guidelines for making inferences are developed from conditional and syllogistic reasoning, probability theory and inferential diagnostic techniques. The course includes exercises in quantitative intuition -- the subjective sense of ease in dealing with quantitative concepts. Pedagogy includes analyzing arguments about uses of technology, creating visual representations of technological concepts such as blueprints, flowcharts, and wiring diagrams, developing rudimentary inventions such as computer programs, and making public presentations and demonstrations based on collective technology projects, journals and term papers. Students interview engineers and technicians at electric and phone utilities, local radio stations, a sewage treatment plant, a power plant, and a computer center. Investigation of technological phenomena familiar in daily life is encouraged, and students are also asked to reflect on appropriate technologies for addressing global problems such as appropriate alternatives to dependency on fossil fuels. The course encourages ways of thinking that facilitate informed choices and appropriate actions.
COURSE SUMMARY:
This seminar on learning from information technologies seeks to explore the potential role of networked computers in the "life of the mind." This course takes an interdisciplinary approach, blending critical thinking and imagination, theory and practice, reading and hands-on experience. The specific activities we will engage in require an interdisciplinary synthesis of Education, Cognitive Psychology, English, Computer Science, and the natural sciences. Previous knowledge of computers is not assumed. Students will read and discuss papers, explore and evaluate software, create hypertexts, and design and develop science-oriented multimedia.
Although students develop computer skills such as searching the Internet for information, and creating software, the primary focus of the course is not skill training. The main objective of this course is to help students find appropriate roles for information technologies in their own intellectual lives, and to encourage students to think critically about the "revolution" in information technology.
There are many facets of learning from information technology. Thus, this course is divided into several modules:
1) Computer-Assisted Learning 2) Virtual Reality 3) Hypertext and Hypermedia 4) Exploring Cyberspace 5) Project Dragonfly (science hypermedia for kids).
In the first module we will explore the world of computer-assisted learning. Here we'll get acquainted with courseware, computer simulations, and interactive video. We will develop a theoretical foundation for our exploration by studying perspectives in cognitive psychology and courseware design. Articles in The Cyberspace Companion will provide us with these foundations. Besides reading about courseware, a key characteristic of this course is working with several kinds of educational software. Computer simulations such as SimAnt and Hidden Agenda, discovery-oriented learning environments such as Smithtown, and Hypermedia programs such as Miami's Interactive Video on Gender issues will be the focus of these efforts.
The second module concerns "virtual reality" (interactive, computer- generated, perceptual environments). We will take a field trip to the Time- Out on the Court video arcade at Forest Fair Mall to play one of the best virtual reality games on the market.
In the third module we will study the world of hypertext. In addition to our readings, we will explore the hyperpoems of Dickey and hypertexts on Cognition and Computer-Assisted Learning created by Western students. We will also create our own hypertext as a group project.
In the fourth module we will explore the Internet using tools such as Mosaic and e-mail. Here we will work with e-mail lists to connect with people around the world, and learn strategies for searching for specific information items.
In the final module we will put together much of what we have learned to create science-oriented software for kids in grades 3-6 grade--that they can access through the WWW. Here we will create an interactive hypermedia project based on solid design and learning principles and incorporating images, sound, and text.
Course Goals
By the end of this course you should: ´ Be comfortable working in the Macintosh computing environment ´ Have a better understanding of Computer-Assisted Learning ´ Have a better understanding of hypertext & hypermedia ´ Have a working knowledge of HyperCard ´ Have a working knowledge of the Internet, particularly the WWW ´ Know how to manipulate digital images ´ Have developed your own ideas about Computer-Assisted Learning, hypermedia, and the Internet.
We will work at understanding contexts by explicitly examining the contextual web surrounding information technologies, and consider alternatives. Our evaluation of educational software will be inadequate without an explicit consideration of the social, cognitive, pedagogical, and affective contexts in which computer based educational experiences are employed.
Engaging with other learners is central to the success of this course. The course has a seminar format indicating the expectation that we will learn from each other. We will develop a hypertext as a group project, and work on Dragonfly projects as a class. With the aid of electronic networks, we will literally engage other learners around the world!
Throughout the course we will be reflecting on our experiences as students, both with computers and in traditional classrooms. We will incorporate what we have learned in this course to develop Dragonfly projects. Thus the final project for this course demands both reflecting and acting.
This course introduces the methodology of technical professionals in the fields of courseware and hypertext design. These methods include applying theory in developing software, field testing it on real people, analyzing the data, and revising the product. The evaluation of empirical data, problem representation and solving, and the application of scientific principles are important components of this process. The relationship between technology and society is a key component of this course and the central focus of several readings.
Miscellaneous Expenses
In addition to the books and reader you are expected to have several 3.5 inch
computer disks to backup your work, and contribute to the purchase of one or
more 44 MB cartridge drives. The virtual reality game Legend Quest costs
$4.00 for 4 minutes.
Academic Misconduct
Please read Part V, Sections 501 - 507 of the Student Handbook. University
policies on academic conduct apply to all aspects of this course.
Courseware Evaluation 200 On-Line Search 100 Internet Exercise 100 Group Hypertext 250 But is it Art? 100 Project Dragonfly and Final Exam 250
Critical Evaluation of Courseware: How do you know if an educational software program is any good? Your task here is to develop and apply criteria for evaluating courseware in SISCCAL. The goal is to develop sophistication in assessing the strengths and weaknesses of educational software programs.
On-Line Search: Search the world's libraries and data bases from the comfort of SISCCAL.
Internet Project: Surf the net and make friends all over the world.
Hypertext Group Project: We will integrate the writing of several students into a HyperCard based hypertext. The goal of this assignment is to learn about the "ins and outs" of hypertext through direct experience with building our own.
But is it Art?: Individual projects demonstrating the ability to create and manipulate digital visual images.
Project Dragonfly and Final Exam: Each section will create a science- oriented, Internet-accessible multimedia project in the form of a WWW page, in accordance with the goals of Project Dragonfly. In the final exam, each student is expected to establish constructive participation in Project Dragonfly, and demonstrate what they've learned throughout the course.
Absence policy
This course will be interactive; 30 points (3%) will be subtracted from the final course grade for each absence without prior excuse. Attendance is mandatory for course evaluations (completed during the last meeting of the semester) for all Western classes.
COURSE SCHEDULE
(Note: All readings should be completed by the first class meeting of the week. ´æIndicates in-class activities, Bold Indicates assignment due or noteworthy events. Additional readings and exercises may be assigned.) COMPUTER ASSISTED LEARNING 1/9 - 1/13 1. Papert and study the syllabus ´ Macintosh Tour, Hidden Agenda, City Council 1/17 - 1/20 (Martin Luther King Day 1/16) 2. Resnick & 3. Jonassen ´ SimAnt, Particles and Interactions 1/23 - 1/27 4. Steinberg ´ Gender Interactive Video, Smithtown. Virtual Reality 1/30 - 2/3 5. McLellen, 6. Wolfe, & 7. Gibson ´ 3D Glasses. Virtual Reality Field Trip (Media Night) Courseware Evaluation Due in Class HYPERTEXT AND HYPERMEDIA 2/6 - 2/10 8. Brockman ´ Hyperpoems, Homespun Hypertexts, Manhole, Contour 2/13 - 2/19 9. Dickey & 10. Landow ´ Group Hypertext 2/20 - 2/24 President's Day 2/20, M/T Switch (Monday classes on Tuesday). 11. Yankelovich & 12. Charney ´ Group Hypertext Exploring Cyberspace 2/27 - 3/3 Stoll, Clifford. (1989). The Cuckoo's Egg : Tracking a Spy Through the Maze of Computer Espionage. Group Hypertext Due in Class ´ Internet - Lists 3/6 - 3/10 13. Hayes, The Cuckoo's Egg (cont.) ´ Internet - On-line search & World Wide Web (WWW) 3/13 - 3/17: Spring Break Have Fun! 3/20 - 3/24 ´ Internet - Blue Skies Internet Assignment Due in Class Project Dragonfly: (Creating Science-Oriented Internet-Accessible Hypermedia) 3/27 - 3/31 14. Bowers, 15. Dragonfly Proposal Excerpts On-line Search Assignment Due in Class ´ Creating a WWW Page, Project Dragonfly 4/3 - 4/7 16. Trillian ´ Project Dragonfly ´ Mighty Morphin' Power Rangers (Manipulating Digitized Visual Images) 4/10 - 4/14 ´ Project Dragonfly But is it Art? Projects Due in Class 4/17 - 4/21 ´ Project Dragonfly 4/24 - 4/28 Dragonfly Projects Due in Class ´ Celebration Week of 5/1 ´ Take home final exam due in designated period (to be announced).Required Readings
Stoll, Clifford. (1989). The Cuckoo's Egg : Tracking a Spy Through the Maze of Computer Espionage. New York : Doubleday.
Wolfe, C. R. and Myers, C. A. (Eds.) (1995). The Cyberspace Companion. Oxford, Ohio: Oxford Copy Shop.
Selected e-mail and readings from the Internet.
1. Papert, S. (1984). Computer as mudpie. In Dale Peterson (Ed.), Intelligent Schoolhouse (pp. 17-26). Reston, Virginia: Reston Publishing.
2. Resnick, L. B. (1989). Introduction. In Lauren B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 1-14, 23- 24). Hillsdale, New Jersey: Erlbaum.
3. Jonassen, D. H. (1988). Integrating learning strategies into courseware to facilitate deeper processing. In David H. Jonassen (Ed.), Instructional Designs for Microcomputer Courseware (pp. 151-181). Hillsdale, New Jersey: Erlbaum.
4. Steinberg, E. R. (1991). A Framework for CAI. In E. R. Steinberg Computer- assisted instruction: A synthesis of theory, practice, and technology (pp. 21- 50). Hillsdale, New Jersey: Erlbaum.
5. McLellan, H. (1991). New computer interfaces: Virtual reality. Journal of Computer Science Education, 6, 9-15.
6. Wolfe, G. (1992). Worlds within worlds: The advent of virtual reality. The Intercollegiate Review, pp. 19-24; Fall 1992.
7. Gibson, W. (1986). Burning chrome. In William Gibson Burning Chrome, (pp. 168-191). Ace Books: New York.
8. Brockmann, R. J., Horton, W., and Brock, K. (1989). From database to hypertext via electronic publishing: An information odyssey. In Edward Barrett (Ed.), The Society of Text: Hypertext, Hypermedia, and the Social Construction of Information (pp. 162-205). Cambridge, Massachusetts: MIT Press.
9. Dickey, W. (1991). Poem descending a staircase: Hypertext and the simultaneity of experience. In Paul Delany and George P. Landow (Eds.) Hypermedia and Literary Studies (pp. 143-152). Cambridge, Massachusetts: MIT Press.
10. Landow, G. P. (1991). The rhetoric of hypermedia: Some rules for authors. In Paul Delany and George P. Landow (Eds.) Hypermedia and Literary Studies (pp. 81-103). Cambridge, Massachusetts: MIT Press.
11. Yankelovich, N. (1991). From electronic books to electronic libraries: Revisiting "reading and writing the electronic book." In Paul Delany and George P. Landow (Eds.) Hypermedia and Literary Studies (pp. 133-141). Cambridge, Massachusetts: MIT Press.
12. Charney, D. (1991). The impact of hypertext on processes of reading and writing. In S. J. Hillgoss and C. L. Selfe (Eds.) Literacy and Computers. New York: MLA.
13. Hayes, B. (1994). The World Wide Web. American Scientist, 82, 416-420.
14. Bowers, C. A. (1988). Educational computing: The selection and amplification of culture. In C. A. Bowers The Cultural Dimensions of Educational Computing: Understanding the Non-Neutrality of Technology (pp. 53-84). New York: Teachers College Press.
15. Myers, C. A., Cummins, R. H., Dales, B., Haynes, C., and Wolfe, C. R. (1994). Excerpts from a proposal to the National Science Foundation to create Project Dragonfly.
16. Trillian, C. (1991). Those folks shaved Saddam. The Plain Dealer, January 4, 1991, Cleveland, Ohio.