Results from Generation 3 :
Generation 3 proved to be the generation that had made the most improvement. In every area of Category 1, this generation either equaled or exceeded generation 2. In the area of development of topic generation 3 did extremely well (they scored a 5 !). A report by our own Sherman Lee is a prime example of this marked improvement. Once again, in every area of Category 2, Generation 3, equaled or exceeded Generation 2. In addition, there was a significant improvement in the area of overall appearance. Generation 3 utilized images as well as color backgrounds to make their home pages aesthetically pleasing. An example of this can be found at Heather Roylo's page. Finally, I was impressed by the topical indexes generated by this generation (see Garrett Chun's topical index).
Results from Generation 3a :
Generation 3a's scores fell in both categories. In the areas of detail of topics and development of topics generation 3a (score of 4) came one point short of Generation 3. Furthermore, the overall appearance of their pages seemed rather generic; there was even one page that didn't contain a single report. However, the topical indexes of Generation 3a were well constructed (see Rhanele Ring's index). It is the opinion of this writer that since Generation 3 was a summer course, the students didn't have the luxury of time on their side. Through my own personal experience in this course, I have come realize that time is an important asset. It takes time to learn the intricacies of HTML language as well as proper Web page design.
Wrapping it up :
The progress of Generations 1 thru 3a is moving along nicely. There were notable marks of improvement in the overall appearance and special effects utilized from one generation to another. In addition, there was a steady improvement in the areas of development and detail of topic(s). Once more it must be emphasized that the low scores of generations 1 & 2 are not indicative of their scholarly worth. Generations 1 & 2 endured the trials and tribulations of being the first two Cyber-Psychology classes ever to explore and become a part of the Generational Curriculum; this is where their true worth lies. In the case of Generation 3a, they simply didn't have enough time (6 weeks). It was remarkable that they were able to nearly sustain the same level of excellence that Generation 3 had accomplished in a semester.
What is the Generational Curriculum ?
Searching for Oral and Written Communicative Competence was an article authored by Dr. Leon James. Upon completion of this article, I was able to appreciate and understand the rationale behind the creation of the Generational Curriculum area. Dr. James believed that college students needed "oral and written communicative competence". In order to foster this type of "communicative competence", Dr. James determined that "authenticity" had to be present first. In 1960 Dr. James got to put his theory in action, he developed a teaching program for the Dade County, Florida school district. This program would allowed teachers to provide an "authentic learning environment" for classes that contained Spanish and English speaking students. With an "authentic learning environment" established, the process of acquiring communicative competence could take place. Dr. James gave credit to psychologist Kurt Lewin, who's theory on "group dynamic forces" allowed him to discover that social forces can be manipulated (creating an authentic learning atmosphere), thus promoting the acquisition of "communicative competence".
With that theory in mind, in 1975 with the help of Dr. Diane Nahl, Dr. James set up the Generational Curriculum at the University of Hawaii . The Generational Curriculum is a site that consists of an array of writings authored by students in Dr. James's psychology classes dating back from 1975. The teaching approach used in the Generational Curriculum was to foster the acquisition of "oral and written communicative competence".
Currently the Generational Curriculum possess works of Dr. James' Traffic and Cyber-Psychology classes. In addition, The Daily Round Archives consists of students' reports dating from as far back as 1975.
What is it like being part of the Generational Curriculum ?
Linda Wong of
generation 1 expressed nothing but positive
comments for the Generational Curriculum.
She also made a very good point, "In conclusion,
what I would say is that the whole experience
is beneficial and yes,
it is fun, but you have to pay your dues for it."
Tina Smith
of generation 1 believed that being part of the
Generational Curriculum has equipped her with
valuable computer skills. Personally, I strongly
agree with her on this point.
Robin Miller
of Generation 3 stated, " As far as conflicts
go, I think the best thing to
do to overcome them is to try to keep a
positive mental
attitude. It is hard sometimes when your
computer
freezes or something is going wrong and
you can't
figure out what. But, if you keep a positive
mental
attitude and don't let it beat you, you will
realize it is
not that difficult after all." If I had a
penny for every time my
Mac froze up I would be.... well not rich, but
let's just say I would have a lot of pennies.
But seriously, these are wise words that everyone
should learn to
apply to in their own lives.
The Generational Curriculum experience proved to be a positive experience. Students were able to gain confidence and learn valuable computer skills. One good point brought up was the fact that students have to pay their dues in order to survive. But in the end they are rewarded with a sense of accomplishment. As for myself, I have enjoyed being part of the Generational Curriculum. I must admit that the work was long and tedious, but the end results were well worth the effort. I leave this class with the ability to construct a home page (HTML language and Web page design skills) as well as a better understanding of the Internet.
Problems ? Does anyone have a problem ?
Linda Wong
of generation 1 had problems from the onset.
Linda says, "When I first began to create my
three files using emacs, I ran into several
problems. The biggest
and most frustrating one was when I would
try to save the file. From the information in my
notes, I would type C-x then C-c. After typing
C-x, the bottom of the screen would show
"C-x". Then when I would type C-c, it didn't
say anything about saving and would just kick me
out of the emacs." What did Linda do ? She
e-mailed Dr. James and Kevin. Fortunately,
Kevin was in the lab and was able to assist her.
This example clearly illustrates the value of
the Generational Curriculum. The
Generational Curriculum fosters an environment
that allows students to seek out each other or
their professor if they need help.
Yoon Whan Cho of Generation 2 experienced
being lost in Cyber-Space when she first began
using Netscape.
Yoon Whan says, "I felt lost in the Net. I felt
like I was loosing the interest for a
short time and got scared because I was
worried what if I develop a phobia." Yoon Whan
was able to realize that patience was the key
to any new learning experience. What a great
revelation (and I'm not being sarcastic) ! If
only I was able to realize this when I first began
navigating around the Net two years ago.
Robin Miller (Generation 3)
like Yoon Whan Choo was also able to develop
coping skills. Robin says, "...if you keep a positive mental
attitude and don't let it beat you, you will realize it is
not that difficult after all." Wise words to live by.
The most common problem I found was the initial difficulty in learning Unix commands and the use of Netscape by first time users. Like with any new experience there has to be a period of initial adjustment. (I guess that's why UH provides a withdrawal period for students who can't adjust). What makes these Cyber-Psychology classes special, is the fact that we are a learning community. Students are able to contact each other by e-mail as well as having many opportunities to work with fellow students in the computer labs. Furthermore, students also have the convenience of e-mail to keep in contact with Dr. James if they have any questions and/or problems. Most of the professors here (UH) provide students with only office numbers. On the other hand, Dr. James provides his students with his e-mail address, office number, and home number. With these types of resources, it is virtually impossible to fail this class.
Developing a long term program :
In order to accommodate the growth of
the Generational Curriculum a staff of
competent personnel must be assigned.
I propose a management team be assigned as
caretakers of this site. The management team
(this can be a 499 class) would consist of students
that have taken part in Dr. James's Traffic and/or
Cyber-Psychology classes before.
The duties of the team would be:
1) To work with Dr. James and produce a
"mission statement".
2) To work with Dr. James and develop a well
structured plan that would ensure the fulfillment
of the "missions statement".
Note: Every semester there will be a new management team. The new team along with Dr. James will determine if a new missions statement is needed.
The management team would be structured as follows :
1) Dr. James would appoint a Manager.
The manager would have to possess excellent leadership and communication skills. The manager would also have to possess competent skills in all areas of the Internet (HTML, Java, concepts, Unix, page design, etc.).
2) Dr. James and the Manager would hand pick a crop of assistant managers based on their demonstrated abilities in previous Traffic and/or Cyber-Psychology course(s).
Once the management team is formed
they would be assigned to committees. The
committees would be responsible for carrying
out specific task(s) that would ultimately result
in fulfilling the "mission statement".
Committees would arrange weekly meetings on
their own. A weekly general meeting would be
conducted by the manager. At this meeting
progress reports as well as discussions
would be held.
Another weekly meeting would be conducted by
Dr. James, at this meeting progress reports would
be given by each committee. In addition, the
manager would have to meet with Dr. James
once a week to discuss the overall direction
that the team is headed in.
I believe that this program will result
in the Generational Curriculum maintaining
its functionality. The only problem with
this program lies in the lack of continuity
due to the inflow of new management teams
every semester. Perhaps, the psychology
department could actually hire a student
management team to alleviate this potential problem.
In the future the organizational integrity
of this site may suffer due to the enormous
amount of pages and reports that will be added.
If this site becomes difficult to
traverse, it may lead to the degradation of
its "authenticity". In my opinion, the Generation
Curriculum is one of the most valuable sites on
the internet. I feel confident that the management
program I have proposed would be the best
possible solution to insure the Generational
Curriculum's survival and success.
Note: if you wish to see the potential problems that the Generation Curriculum may face in the future you can read my report 4
.
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