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Reports
These reports were written by a team of local volunteers: Angela Merino, Assina Bounis, Celia Boyer, Eric Bianchi, Irčne Butor, Julian Albert Kilker and Melisa Makzume. The reports summarise information for people not able to attend the sessions. Their comprehensiveness and accuracy are not guaranteed. For more information, please contact the presenters directly. Their e-mail addresses are available at http://www.isoc.org/inet98/program.shtml TRACK 4: Teaching and Learning Session: To Net or Not to Net By Angela Merino, 24 July 1998 Electronic Communication and the Humanities Barton D. Thurber, Jack W. Pope - University of San Diego, USA The speakers consider that using electronic communication as in a Virtual On-lineUniversity does not deal with the essential aspects in teaching humanities. That is araison why people in humanities are not actively participating in the computer revolution.They remark that in the Web, information is just given like in a library, but theinformation is not knowledge, and the university is not a library. This is one of thereasons why they consider that for humanities, Internet is not an adequate tool. Using theWeb, it is possible to talk and write quickly, but that is not the same as face to facecommunication. They emphasise that in humanities, interaction is important. Education isnot a transfer of knowledge to the students. In some cultures there are gestures, whichare an important aspect of the communication, and hypermedia can not replace them. Also,in humanities, there are other problems such as the transfer of credits for courses on theWeb. The Pros and Cons of Implementing the Internet in the Classroom: MakingSense of the Hype Eszter Hargittai - Princeton University, United States The speaker presents a list of advantages and disadvantages concerning the Internet asa basic tool in the classroom. She points out that it is good for shy students but sheremarks that a disaventage is that the Internet does not contribute to the socialbehaviour of students. Internet does however affect the social behaviour and the nature ofthe interrelationships. For professors, using the Internet implies new skills and newresponsibilities. Then the author emphasises that Internet use implies the adoption of newpolicies, new responsibilities: monitoring, limiting access to services, filteringsoftware, etc. She concludes that the Internet should not be considered as a substitutefor the tools of traditional education but as a complementary tool. With Internet aspectsof education have to be changed. The role of the teacher changes from an informationprovider to an information guide. See http://www.princenton.edu/~eszter/edu