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Uma discussão através do computador

Apresentamos a seguir um extracto de uma discussão tida por várias pessoas ao longo de vários dias, através de um das muitas redes de computadores já actualmente existentes por esse mundo fora. "List" refere-se à lista de pessoas que recebe automaticamente o texto das discussões que se vão produzindo.

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Date: Mon, 20 Mar 89 10:45:00 EST
From: YAVITS@ITHACA

Hi Folks! My name is Bob Yavits, and I'm an Instructional Software Specialist at Tompkins Cortland Community College in Dryden, New York. Finally, a list that speaks directly to my interests. I am especially interested in the educational use of computer graphics and animation. I believe that the compelling nature of this medium is a great motivational factor. Look at Nintendo - kids love the stuff. Why can't educators use the same motiva-

tional techniques that we see in arcade games?

Has anybody seen the image of an EGA or VGA LCD overhead projection display? We're using a Dukane CGA device now, and it is rapidly becoming very popular among faculty. No more fumbling around a stack of 25 transparencies while in the midst of a presentation - just click the button for the next projection. Has anybody else found the usefulness of LCD projectors?

That's all for now. I hope this list reaches its full potential.

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Date: Mon, 20 Mar 89 14:01:53 EST
From: "S. Holmes [Consulting Detective]" <sjh@HELICON.MATH.PURDUE.EDU>

Hi. I am Steve Holmes. I have been involved professionally with computer software since I graduated from IU in '72. Variously as a programmer, analyst, designer, and manager. I now am the systems administrator of the unix (sun) systems for the math department here at Purdue. I am interested in this group because I just started on my masters in Educational Computing in the department (soon to be School) of Education here at Purdue.

I intend to teach adults (possibly college level) about using computers. I.e. not computer science. I also intend to teach other trainers and teachers (industrial and secondary) about how to use computers in education, as an educational tool.

One recent introduction asked why education can't foster the kind of intense interest in children (and other learners) that the popular video games do. I am interested in this aspect of educational technology, too. I think we can do it. We just have to figure out how. It is not easy to embed something like grammar in a video game format! But with creativity and time something worthwhile can be done. I don't think that it takes a video game format to generate that kind of interest, necessarily, but what else is there to compare to? I would be worried about the actual learning that would take place in that environment.

I would like to hear about such efforts especially on the MacIntosh (which happens to be my current love affair, with NeXT lurking in the wings, if only I could figure a way to get my hands on one).

Steve.

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Date: Wed, 22 Mar 89 11:47:33 EST
From: Marilyn Everingham <11600ME@MSU>

I see my children's enthusiasm over video games and wonder why the educational system can't capitalize on that. Even some of the 'entertaining' video games teach skills -- memorization, strategy, eye-hand coordination!

Is it any wonder that kids tune out in the traditional school setting when many have such a media-rich home environment? One of the high points in my son's second grade experience is the day they get to watch 3-2-1 CONTACT on tv!

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Date: Wed, 22 Mar 89 14:43:50 LCL
From: RFKENNY@SUVM

A quick comment on some of the remarks about exporting the "excitement" of video games, etc. into the classroom. I think we are simplifying things too much here. This electronic gadgetry is "motivating" to kids but IN THE PARTICULAR CONTEXT. The whole topic of human motivation really has to be looked at when we discuss what happens in schools and, in my opinion, the appeal of tv, video games, etc. only addresses ONE aspect of it (all right, maybe two!); gaining attention and, perhaps, sustaining attention or maybe, relevance.

John Keller's ARCS model addresses this point nicely (see Reiguluth's books on Instructional Design). If we try to bring in more in the way of gaming (video or otherwise), video presentation, computer delivery, etc., we had better be carefull about WHAT we're trying to do and WHY. Also, a point that was brought up several times during a computer conference Syracuse had with Twente University in Holland was that of the "haves" and the "have nots"; i.e. who will and who won't be able to afford the luxury of the technologies.

Hope this stirs something up!

Rick

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Date: Wed, 22 Mar 89 15:44:09 EST
From: "S. Holmes [Consulting Detective]" <sjh@HELICON.MATH.PURDUE.EDU>

I also think we need to keep in mind what kind of activity is prevalent in the video games. Most promote a competitive atmosphere or attitude. Is this really what we want to do? I would like to see the excitement and interest of the game imported to the learning situation without the attendant competitiveness.

Steve.

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Date: Fri, 24 Mar 89 09:10:25 LCL
From: Jim Ellsworth <ELSWORTH@SUVM>

Regarding competitive atmospheres: I think they've been getting a bum rap in educational circles lately. Let us not forget that competition made this country great, and is extremely motivating for some. While I emphatically agree that we should provide more opportunities for our students to learn cooperation as well, we can hardly afford to give up our competitive spirit in this age of staggering trade deficits! Furthermore, since one of the great strengths of our field is our growing ability to fine-tune instruction to the individual learning profiles of our students, we should focus on providing each with the balance of competitive/strategies which will best motivate them to learn.

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Date: Fri, 24 Mar 89 10:17:32 LCL
From: RFKENNY@SUVM

Reply to Jim E. And here I always thought the U.S. was built on the spirit of pioneer cooperativeness and an open door policy to all comers! How do you define a "great" country, by the way? Is it measured by its accomplishments or by the way it treats its citizens? The point is that the educational system in the U.S. (and my country, Canada) is built almost entirely on the philosophy of individual enterprise and competiveness ON THAT BASIS. Japan and the U.S.S.R. are very competitive - but as societies. In terms of our tertiary educational system, everything is geared towards THE TEST or submitting THE TERM PAPER for THE MARK. Each student is trying to place as high on the Normal Curve as possible. There is little or no room for cooperative enterprise, for sharing ideas, for revising one's work on feedback from others, etc., etc. Should we be fostering further competitiveness through presenting material (facts, likely, rather than high - level skills) by gaming formats, or should we truly in support of the ideal of "individualism", shouldn't we be designing instruction which caters to it and allows the student to truly strike out on his/her own?

By the way, I personally think that "greatness" of countries these days is measured by its cooperative enterprises EVEN IF that is inspired by international competition; e.g. your space effort. Perhaps too, we are (I hope!) seeing the beginning of more inter-country cooperation - take the recent announcement by an American and a British scientist that they "cooperatively" came up with what they think is a simple and cheap method of creating nuclear fusion. If they are correct, THAT could be THE greatest human achievement of the 20th century. Rick

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Date: Fri, 24 Mar 89 10:58:54 EST
From: Laurence Bates <LAURENCE@MSU>

All this philosophical stuff about competitiveness appears to miss the mark.

When I was taught (in England) the schools majored in the three D's.

1) DISCIPLINE
2) DIRECTION
3) DETERMINATION

This may be simplistic but the schools which still use those principle turn out kids who can decide for themselves whether they want to compete or not.

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