Open Source Technology and Online Tutoring

Open Source Technology & Online Tutoring Casey McArdle Ball State University Computers & Writing 2008

While I favor the use of technology in many situations depending on the specific needs of the student, I will always argue that online instruction can never replace face-to-face interaction. I say this for two reasons: 3)the spatial atmosphere of face-to-face interaction cannot be replaced by a video screen or a chat room. 5)if I truly believe online instruction will replace everything, then I will essentially be putting myself out of a job.

Beth L. Hewett & Christa Ehmann ~ Preparing Educators for Online Writing Instruction We “do not argue here that online teaching and learning does or should replace face-to-face teaching and learning. Instead, we believe that online teaching and learning can work as a supplement and complement to that which occurs in face-to-face settings” (Hewitt & Ehmann XIV – XV).

Stuart Selber – Multiliteracies for a Digital Age Functional Literacy Critical Literacy Rhetorical Literacy “for better or worse, computer environments have become primary spaces where much education happens” (Selber 3)

Rhetorical Literacy (Selber 147) Parameters Qualities of a Rhetorically Literate Student Persuasion Understands that persuasion permeates interface design contexts in both implicit and explicit ways and that it always involves larger structures and forces (context, ideology). Deliberation Understands that interface design problems are ill-defined problems whose solutions are representational arguments that have been arrived at through various deliberative activities. Reflection Articulates his interface design knowledge at a conscious level and subjects his actions and practices to critical assessment. Social Action Sees interface design as a form of social versus technical action.

Technologies:

Participants you invited/e-mailed

OpenLaszlo – Sebastian Wagner created OpenMeetings

Beth L. Hewett & Christa Ehmann ~ Preparing Educators for Online Writing Instruction We “do not argue here that online teaching and learning does or should replace face-to-face teaching and learning. Instead, we believe that online teaching and learning can work as a supplement and complement to that which occurs in face-to-face settings” (XIV – XV).

Rhetorical Literacy (Selber 147) Parameters Qualities of a Rhetorically Literate Student Persuasion Understands that persuasion permeates interface design contexts in both implicit and explicit ways and that it always involves larger structures and forces (context, ideology). Deliberation Understands that interface design problems are ill-defined problems who solutions are representational arguments that have been arrived at through various deliberative activities. Reflection Articulates his interface design knowledge at a conscious level and subjects their actions and practices to critical assessment. Social Action Sees interface design as a form of social versus technical action.

Multiliteracies ~ Selber Functional Critical Rhetorical The current student is already engaged within the technology.

Works Cited Hewett, Beth L. and Christa Ehmann. Preparing Educators for Online Writing Instruction. Illinois: NCTE, 2004. Selber, Stuart A. Multiliteracies for a Digital Age. Illinois: NCTE, 2004. Websites 10.http://www.wengomeeting.com/ 11.http://www.openwengo.org/ 12.http://www.openlaszlo.org/ 13.http://www.wagner-sebastian.com/wordpress/ 14.http://documents.google.com/ 15.http://www.google.com/talk/ Online Resources 20.http://www.voipnow.org/2007/04/74_open_source_.html 21.http://www.virtualhosting.com/blog/2008/wide-open-voip-top-50-open-source-vo

Open Source Technology and Online Tutoring

by Casey McArdle on Jun 10, 2009

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Open Source Technology and Online Tutoring — Presentation Transcript