For example, one unit dealt with networked writing software-- specifically, DIWE and CommonSpace. In the classroom, these programs allow for manipulation of student texts by students, particularly in a collaborative setting. By so doing, these softwares facilite the pedagogy that, while writing is an individual activity, it is undeniably social as well.
The unit on asynchronous and synchronous communication, on both LANs and WANs, was guided by the pedagogical stance that students' questions and best ideas often occur outside the classroom walls. And in teaching participants to use the World Wide Web for student research and for creating their own course home pages, we proceeded on the belief that the Web's breadth, immediacy, and accessibility handily complement traditional research and information dissemination.
This panelist will delineate these, and other, specific intertwinings of technology and pedagogy built into the Institute's curriculum design.
Presenter: Barbara Stedman
Target Audience: Not Applicable