Project Sisyphus
Project Sisyphus

Responses From Others

  1. I would like to provide a very small note that may be a rather different perspective from most. I teach a 200-level (i.e. not really introductory, but not upper level either) course called Map Interpretation and the Visualization of Space. It is designed to help students (mostly geology and environmental science majors, but including some urban studies, environmental studies, biologists, anthropologists, and assorted masochists) to use things like maps, aerial photographs, satellite images, etc. to understand and visualize the surface of the earth: what it looks like, why it looks like that, and perhaps even how it is likely to change. I haven't found a decent textbook for this course, so I put the lectures onto a multimedia format accessible from our departmental LAN. All of the information is available in the lecture, and the students can "attend" the lecture as many times as they want in order to get the material. There are lots of graphics and written stuff as part of the multimedia. It was my intent to put as much information into the multimedia as students would need to carry out the exercises, and I honestly believe that I have succeeded. But one of the most common complaints of students is that they want a textbook. I really don't think that they need it, but they want it -- and this is from a student population in a definitely "blue collar" university where textbook costs are a real issue.

    Perhaps the problem is that students come to CSU believing that "learning" means "memorizing", when the delivery system for this course emphasizes critical thinking. But the theme of "I want a textbook" is one I would not have expected in a class like this.

    Perhaps some of you have had similar experiences.

    Pete Clapham
    Department of Biological, Geological, and Environmental Sciences
    Cleveland State University
    Cleveland, Ohio, 44115
    Voice: [216] 687-4820
    Fax: [216] 523-7200
    pclapham@mail.bges.csuohio.edu

  2. I am a secondary English and Art teacher, however have worked with scientists and science for over ten years at the Alaska Synthetic Aperture Radar (SAR) Facility (ASF) in the Geophysical Institute, University of Alaska Fairbanks where we download, process, archive and distribute satellite data from international satellites, primarily SAR data. I met John Butler at AGU a few years ago. Currently, I am working on a Ph.D. attempting to correlate and integrate Alaska Native culture with western science utilizing our data sets along with AVHRR, LANDSAT, and perhaps others. SAR data have been used successfully to track flooding, volcano deformation, forest fire burn scars and vegetation re-growth, glacier movement, sea ice freeze-thaw cycles, and more. I am curious to find out if you use SAR data in your class and, if so, how? Your approach sounds good.

    In Alaska we are working to develop on-line distance education courses. Life is different here. For instance, of all the Native villages along the Yukon River, not one is accessible via road. Many of our distance education courses do have textbooks, however there are some that are purely distance delivery, i.e. over the web via satellite links. Even those, though, will usually have some "hands-on" reading (not textbooks). Students must send for materials via mail and then they can "visit" the class when they are ready. Classes often have their own chat-room for participating students. We are looking into software called WebBoard for our Yukon River secondary course development. Our distance delivery folks also use TopClass. Are you familiar with these programs?

    Perhaps a combination of multi-media and hands-on materials might meet students half way? I guess I'm not clear if you are just using the multimedia lecture or if you are using it as a supplement to the classroom? We developed a middle school multi-media curriculum supplement on glaciers: http://www.asf.alaska.edu:2222 to be used as a classroom resource. Some reduced-resolution SAR imagery of glaciers is available for educational use at this site.

    Students of all ages learn in different ways but are often trained into a stereotypical way of learning that, while excellent for some, may short-change others. Using a variety of materials and methods may be the best. What do you think?

    Donna Sandberg, M.A.T.

    Alaska SAR Facility, Geophysical Institute

  3. It seems to me that serious students may want textbooks for future reference. I have kept nearly all my textbooks, and over the years I have referred to most of them at one time or another. Also, I don't like reading for long periods on the computer screen and I know many people feel the same way. A textbook is much easier on the eyes. Finally, I write notes in my textbooks. In sum, I think it is unrealistic to think that most or all students will prefer electronic to written materials for a course. The written materials don't have to be an actual book. I think you can get by with a bunch of handouts that could be put into a notebook.

    David C. Kopaska-Merkel

    Head, Ground Water Section
    Geological Survey of Alabama
    PO Box 869999
    Tuscaloosa AL 35486-6999
    (205) 349-2852
    FAX (205) 349-2861
    GSA web site: http://www.gsa.state.al.us

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