| I like the “baby steps,” as they were called by Howard J. Strauss, the technology-outreach coordinator at Princeton University, when he talked about how Princeton IT professionals have tried to help faculty use technology in Colloquy Live on November 11, 2004. His point is not to neglect small steps in the right direction.
Baby steps, small steps or big steps, I believe we are heading in the right direction. As graduate students or working professionals in the field of educational technology, we write articles, review papers, and share our learning and practice. With the efforts of our authors and editorial board reviewers in many steps throughout this year, I am so pleased to say that the fifth volume of the Journal of Educational Computing, Design, and Online Learning is ready for you to share.
This issue consists of five articles that have covered several topics. The first article, by Schmidt, introduces Case-Based Reasoning, a cognitive model that provides concrete knowledge versus abstract knowledge. He discusses four primary types of case-based reasoning and cognitive flexibility theory. Through some examples, he illustrates how case-based reasoning can be used in hypertext to support cognitive flexibility theory.
The second article, by Atchison, starts with contemporary definitions of literacy with the new elements of using technology in reading and writing. Through a review of research, he discusses the features and problems of reading nonlinear hypertext documents in comparison with traditional linear documents. He has also provided some guidelines and skills needed to enhance students’ ability in hypertext reading.
The third article, by Chen, reviews Creating Graphics for Learning and Performance – Lessons in Visual Literacy, a book written by Linda Lohr (2003). With a focus on the theories related to visual literacy, she discusses information processing theory, dual-coding theory, and multimedia theory along with three principles of perception and associated illustrations.
The fourth article, by Mambo, introduces language lab, discusses a language acquisition theory with focus on the Communicative Language Teaching, and reveals a dilemma faced by many university language programs. Discussing the necessity of paradigm shift and the characteristics of technology-supported activities in language education, the author concludes that the language lab is an invaluable tool in the language teaching and learning process.
In the final article, Wang shares a piece of picture of the current practice in web-based instruction. She presents the practice of two professors in web-based instruction, and discusses their joys and frustrations. The author aims to highlight the institutional need to support faculty change as well as the faculty’s changing role demanded by the web-based learning environment.
To conclude this editorial, I would like to thank everyone involved in preparing this issue: the patient authors, the dedicated board reviewers, and our wonderful mentor and advisor, Dr. Diane McGrath.
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