Innovate, a bimonthly, refereed, open access, e-journal, is published as a
public service by the Fischler School of Education and Human Services at
Nova Southeastern University. The August/September issue explores the
theoretical and practical implications of a distinctive mode of instruction
known as "ee-learning"--a combination of information technologies
associated with electronic learning and the pedagogical principles
associated with experiential learning. As the authors in this issue
suggest, this approach to instruction holds much promise for revitalizing
many sectors of education, from K-12 to higher education, governmental, and
corporate settings.
The issue begins with Chad Trevitte’s interview with guest editor
Steve Eskow, who describes the role of ee-learning as an ideal means of
bridging the gap between theory and practice, as well as a vital
alternative to the model of the traditional campus classroom to the
self-enclosed space of instruction represented by traditional classrooms.
(See
http://innovateonline.info/index.php?view=article&id=502 )
In turn, Jack Nilles situates ee-learning within the recent history of
telecommuter-based education, and he applies lessons learned from the
latter in addressing the challenges that will need to be met for the
long-term growth of ee-learning programs in the future. (See
http://innovateonline.info/index.php?view=article&id=346 )
Our next two features offer illustrations of ee-learning practice--first on
an institutional level, and then in the form of a unique program for K-12
students. Eric Riedel, Leilani Endicott, Anna Wasescha, and Brandy Goldston
stress the links between ee-learning and the educational philosophy of John
Dewey, and they describe how their institution has integrated a range of
ee-learning goals, methods, and strategies within the structure of all its
online programs. In doing so, they offer a revealing perspective of how
such an approach can be implemented on a broad scale. (See
http://innovateonline.info/index.php?view=article&id=352 )
Aaron Doering then introduces readers to "adventure learning," a particular
approach to ee-learning implemented by the organizers of a special program
called Arctic Transect (AT) 2004 that K-12 students in remote classrooms to
follow the progress of an arctic expedition in real time while they consult
with expedition members to achieve a range of cross-disciplinary learning
goals. With an impressive array of satellite video feeds, online chats with
academic experts, and customized course materials for classroom
instructors, the AT 2004 program offers a compelling case of innovative
practice that is sure to capture the interest of all readers. (See
http://innovateonline.info/index.php?view=article&id=342 )
Can the technologies and design principles associated with online gaming
support valid forms of ee-learning? Our next two features indicate that
they can. In their case study, Joey Lee and Christopher Hoadley describe
how educators in a summer technology enrichment camp employed two massively
multiplayer online games to educate their students about cultural
stereotypes, design principles, and how technology can serve as a mediator
for different cultures. When the students adopted the identities of online
characters with genders and characteristics different than their own, they
experienced life as "the other" and soon discovered themselves receiving
significantly different treatment from others in unanticipated ways. This
eye-opening experience left the students with a more nuanced, less
essentialist perspective of diversity, and they drew upon this perspective
to design a series of Web sites and projects designed to promote
cross-cultural understanding. (See
http://innovateonline.info/index.php?view=article&id=348 )
Michael Begg, Rachel Ellaway, David Dewhurst, and Hamish Macleod then
address the role of virtual patient (VP) scenarios as a means of supporting
effective instruction in the healthcare professions. In particular, they
compare two online systems at the University of Edinburgh--EROS and
Labyrinth--to illustrate how the multi-branched narrative design of online
games offers a valuable model for the creation of complex, engaging, and
cognitively-rich scenarios for healthcare interns. While noting that
virtual models cannot fully replicate the sensorial richness of applied
medical practice, the authors maintain that such models can help prepare
students for many of the decisions they can expect to make in their
professional careers. (See
http://innovateonline.info/index.php?view=article&id=419 )
In our final feature, Linda Chisholm offers a commentary on the positive
role that service-based ee-learning can play in the social, moral, and
professional enrichment of students. Noting that many larger university
campuses may no longer provide students the ideal path to adulthood,
Chisholm argues that the combination of service learning and information
technology can become a catalyst for renewal and reform in higher
education. After making her case for this approach, Chisholm offers a
series of recommendations for institutional leaders as they begin to
implement new programs. (See
http://innovateonline.info/index.php?view=article&id=414 )
We hope that you enjoy this issue of Innovate. Please use the discussion
board within each article to raise questions or provide additional
commentary; your comments will be sent to authors for their response, which
will become part of the record for their article. Also, please ask your
organizational librarian to include Innovate in their section for
open-access journals. Finally, please forward this announcement to
colleagues who wish to enhance their work via effective use of information
technology.
Thanks!
Jim
----
James L Morrison
Editor-in-Chief, Innovate
http://www.innovateonline.info
Professor Emeritus of Educational Leadership
UNC-Chapel Hill
http://horizon.unc.edu