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The Impact of Multi-Media on Learning and Instruction Serving a Community of Users With Multiple Needs
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| Presenter(s):
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| Jane A Rodd, University at Albany - State University of New York, eval@csc.albany.edu
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| Dianna L Newman, University at Albany - State University of New York, eval@csc.albany.edu
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| Abstract:
This paper discussed a four-phase model for evaluating multi-media learning materials that emphasizes the diversity of learners and variations in instructional needs and user characteristics. The authors began with an overview of the evaluation model, supporting evidence for its use, and key characteristics pertaining to use and implemented throughout the phases. The merit and worth of a program using student-centered technology in the domain of engineering was evaluated. Multiple data sources were used across sub-studies conducted to document real-time usability of the technology. Findings of the evaluation supported the use of technology-supported instruction for all types of learners, and identified technology that requires students to interact, develop a cognitive framework and share that knowledge with others, as appearing especially useful. Documentation of the program at each phase of the model is discussed in relation to the innovative approach to meeting the needs of diverse learners and facilitating varied instructional strategies.
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Promising Practices in Information Technology Non-formal Education for Girls
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| Presenter(s):
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| Vicky Ragan, Puget Sound Center for Teaching, Learning and Technology, vragan@psctlt.org
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| Carrie Liston, Puget Sound Center for Teaching, Learning and Technology, cliston@psctlt.org
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| James Riedel, Girl Scouts of the USA, jriedel@girlscouts.org
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| Ruthe Farmer, University of Colorado at Boulder, ruthe.farmer@colorado.edu
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| Abstract:
Women are underrepresented in Information Technology, and many programs aim to increase girls' interest to address this disparity. Representatives from nearly 200 IT education programs across the USA serving girls in grades 6-12 were surveyed to identify practices effective in engaging girls in IT and to describe their evidence. Practice categories were staff, curriculum, learning experiences, and career information. A second survey queried 937 women working in IT about their education experiences and influences that led to IT careers. Those who participated in an IT-related program during their youth were significantly more likely to have positive attitudes toward the field and feelings of IT competence during middle and high school. Their experiences and beliefs on what is critical to an educational program's success corresponded with the promising practices identified by the program representatives. A publication of promising practices in IT programs for youth will be shared.
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