![\"Print\"](\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\")
<\/a>\r\n\r\n \r\n\r\n[caption id=\"attachment_208\" align=\"aligncenter\" width=\"755\"]<\/a>\r\n\r\n \r\n\r\n[caption id=\"attachment_208\" align=\"aligncenter\" width=\"755\"]![\"Figure](\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Computer-marked-assignment-2.jpg\")
<\/a> Figure 8.5.1 A computer-marked assignment form (University of Western Australia)[\/caption]\r\n\r\n\r\n\r\n\r\n \r\n\r\n[caption id=\"attachment_209\" align=\"alignleft\" width=\"234\"]<\/a> Figure 8.5.2 Screen size can be a real presentational limitation with smaller, mobile devices[\/caption]\r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n\r\n\r\nPresentation\u00a0is not really where the educational strength of computing lies. It can represent text and audio reasonably well, and video less well, because of the limited size of the screen (and video often has to share screen space with text), and the bandwidth\/pixels\/download time required. Screen size\u00a0can be a real presentational limitation with smaller, mobile devices, although tablets such as the iPad are a major\u00a0advance in screen quality.\r\n\r\nHowever, unlike the other media, computing enables the end user to interact directly with the medium, to the extent that the end user (in education, the student) can add to, change or interact with the content, at least to a certain extent. Also, more controversially, computing can automatically collect end-user responses for analytics.<\/span> In this sense, computing comes closer to a complete, if virtual, learning environment.\r\n\r\nThus in presentational terms computing can be used to:\r\n <\/p>\n It is debatable whether computing should be considered a medium, but I am using the term broadly, and not in the technical sense of writing code. I prefer ‘computing’ to ‘ICTs’ (information and communications technologies). Computing is a medium while ICT refers more to the technologies used.<\/span> The Internet in particular is an all-embracing medium that accommodates text, audio, video and computing, as well as providing other elements such as distributed communication and access to educational opportunities. Computing\u00a0is also still an area that is fast developing, with new products and services emerging all the time. Indeed, I will treat recent developments in social media and some emerging technologies<\/span> separately from computing, although technically they are sub-categories of computing. Once again, though, social media and some emerging technologies<\/span> contain affordances that are not so prevalent in more conventional computing-based learning environments.<\/p>\n In such a volatile medium, it would be foolish to be dogmatic about unique media characteristics, but once again, the purpose of this chapter is not to provide a definitive analysis, but a way of thinking about technology that will facilitate an instructor’s choice and use of technology.\u00a0The focus\u00a0is: what are the pedagogical affordances of computing that are different from those of other media (other than the important fact that it can embrace all the other media characteristics)?<\/p>\n Although there has been a great deal of research into computers in education, there has been less focus on the specifics of its pedagogical media characteristics, although a great deal of interesting research and development has taken place and continues\u00a0in human-machine interaction and to a lesser extent in artificial intelligence. Thus I am relying more on analysis and experience than research on the unique affordances or characteristics of computing as an educational medium<\/span> in this section.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Presentation\u00a0is not really where the educational strength of computing lies. It can represent text and audio reasonably well, and video less well, because of the limited size of the screen (and video often has to share screen space with text), and the bandwidth\/pixels\/download time required. Screen size\u00a0can be a real presentational limitation with smaller, mobile devices, although tablets such as the iPad are a major\u00a0advance in screen quality.<\/p>\n However, unlike the other media, computing enables the end user to interact directly with the medium, to the extent that the end user (in education, the student) can add to, change or interact with the content, at least to a certain extent. Also, more controversially, computing can automatically collect end-user responses for analytics.<\/span> In this sense, computing comes closer to a complete, if virtual, learning environment.<\/p>\n Thus in presentational terms computing can be used to:<\/p>\n Skills development in a computing environment will once again depend very much on the epistemological approach to teaching. Computing can be used to focus on comprehension and understanding, through a behaviourist approach to computer-based learning (present\/test\/feedback)<\/span>. However, the communications element of computing also enables more constructivist approaches, through online student discussion and student-created multimedia work.<\/p>\n Thus computing can be used (uniquely) to:<\/p>\n These affordances are in addition<\/em> to the affordances that other media can support within a broader computing environment.<\/p>\n Many teachers and instructors avoid\u00a0the use of computing because they fear it may be used to replace them, or because they believe it results in a very mechanical approach to teaching and learning. This is not helped by misinformed computer scientists, politicians and industry leaders who argue that computers can replace or reduce the need for humans in teaching. Both viewpoints show a misunderstanding of\u00a0both the sophistication and complexity of teaching and learning, and the flexibility and advantages that computing can bring to teaching.<\/p>\n So here are some of the advantages of computing as a teaching medium:<\/p>\n On the other hand, the disadvantages of computing are:<\/p>\n The issue around the value of computing as a medium for teaching is less about its pedagogical value and more about control. Because of the complexity of teaching and learning, it is essential that the use of computing for teaching and learning is controlled and managed by educators.\u00a0As long as teachers and instructors have control, and have the necessary knowledge and training about the pedagogical advantages and limitations of computing, then computing is an essential medium for teaching in a digital age.<\/p>\n There is a tendency to focus assessment in computing on multiple choice questions and ‘correct’ answers. Although this form of assessment has its value in assessing comprehension\u00a0and for testing a\u00a0limited range of mechanical procedures, computing also supports\u00a0a wider range of assessment techniques, from learner-created blogs and wikis to e-portfolios. These more flexible forms of computer-based assessment are more in alignment with measuring the knowledge and skills that many learners will need in a digital age.<\/p>\n 1. Take one of the courses you are teaching. What key presentational aspects of computing\u00a0could be important for this course?<\/p>\n<\/a><\/p>\n<\/a><\/p>\n8.5.1 A volatile and comprehensive medium<\/h2>\n
8.5.2 Presentational features<\/h2>\n
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8.5.3 Skills development<\/h2>\n
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8.5.4 Strengths and weaknesses of computing as a teaching medium<\/h2>\n
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8.5.5 Assessment<\/h2>\n
\nActivity 8.5 Identifying the unique pedagogical characteristics of computing<\/h3>\n