SUBJECT: Assignment #2, CAI/Mindtool Review #2
COURSE: MCTE 625 - Survey of Courseware
CAI/Mindtool: A Mindtool within a Mindtool:
The International ThinkQuest Competition
and The Global Internet
Authors: Advanced Network & Services, Inc., ©1997,
and ThinkQuest
Professor: Dr. George Fornshell
Student: Leanne C. Boyd
Usercode: boydl ( boydl@scis.acast.nova.edu )
Due date: November 3, 1997
Review of a Mindtool within a Mindtool:
The International ThinkQuest Competition and the Global Internet
I. The Grandest-Scale Mindtool -- the Internet
The past two weeks have been spent in a mind-boggling
perusal of the Granddaddy of all possible "Mindtools." On a
magnitude scale that defies description, this review pertains to
the efforts of one smaller educational setting that is found in
the most extensive learning setting -- which we have come to know
as the Internet.
II. The ThinkQuest Competition as a Mindtool within a Mindtool
This smaller setting has international offerings for new
thinking in global education and learning, and it utilizes not
only all of the current knowledge of humanity that has been placed
in the ethereal archives, but also the related cumulative
electronic tools of this new media. Finally, this setting sponsors
the gifts, talents, skills and imaginations of a worldwide set of
teachers, parents, learners (both children and adult), technology
providers, and professions of all description. (TQ, "ThinkQuest: A
New Way...," 1995).
What fantastic "Mindtool" could pretend to have such a wide
scope of offerings, seemingly encompassing every aspect of *every
thing* with which we are familiar? As students of the
possibilities and techniques of a global network, it is, of
course, right under our noses: The Internet is the ultimate
mindtool.
* The reviewed "sub-set" is the ThinkQuest Competition.
* ThinkQuest shows all symptoms of being the perfect example
of the learning capabilities provided by the Internet.
* ThinkQuest as a mindtool is inseparable from the idea of
the Internet as a mindtool.
* Each, utilizing common methods " *exact* methods -- offer
peerless opportunity for deep thinking and learning.
I have awaited this moment with anticipation. I have
suspected for a couple of years that there would come a group
vitally interested in the capabilities of the Internet as an
unparalleled provider of knowledge, usability and functionality.
I’ve also suspected that the planet would soon realize the array
of media would have no competition in its offerings for the
education of children.
A bit of serendipitous luck launched the most exciting
research of my academic career. In a news wire received by email,
I was introduced to an article by Janelle Brown of "Wired News."
Entitled, "Contest Rewards Webbed Kids, Encourages Learning," the
editorial began with a statement that would capture instant
attention of anyone involved in academics: "While educators bemoan
the lack of quality educational materials online, a contest called
ThinkQuest is quietly coaxing kids to create them instead. The
nonprofit project aims to teach students by having them teach
others online..." (Brown, 1997).
I then discovered the ThinkQuest Competition, sponsored by
Advanced Network & Services, Inc., which is now going into its
third year of competition. (AN&S, "About Advanced Network &
Services, Inc.," 1997). It is the premise of this review that
ThinkQuest IS everything that is possible, concerning the
Internet.
In meeting the criteria as set forth in our studies for the
definition of a mindtool, it is imperative to state that the
Internet does not fail in any consideration. It is computer-based,
readily available, and affordable. It might be called the King (or
Queen!) of the representation of knowledge. It is applicable in
not only different subject domains, but quite probably in ALL
subject domains. It engages critical thinking and facilitates the
transfer of learning to a degree unknown to any other era of
humankind. It has a simple and powerful formalism because of its
unrivaled ability to make "meaning-making" communication available
to more people than any other media. It is reasonably easy to
learn; limitless knowledge starts with an ability to click a
mouse.
ThinkQuest also meets all of the above criteria. Reviewing
the Internet is beyond the scope of the current task. It is the
overall purpose of my review to show how one group of people have
been able to harness the limitless power of the Internet, and,
utilizing the same approach and tools available on the global
network, to become a powerful mindtool in and of itself.
It must be noted that the ground level purpose in founding
ThinkQuest was to allow learners to be the instruments of creating
new technology and educational tools for worldwide use. Over the
three years of competition, students have created thousands of
online educational sites. Moreover, they have created a library of
these sites. A tremendous number of quality learning sites are
therefore available to the educational community; it is a virtual
school, created and offered by students all over the planet. (TQ,
"The Global Internet Learning Program," 1997).
All things considered, the international ThinkQuest
Competition is to be placed in the mindtool genre of "computer-
mediated communication." Although ThinkQuest AND the Internet
typify the formats of drill and practice, tutorials, games, and
simulations "- for they both, indeed, offer all of that "- for the
purposes of this review, we will look at them as "Discovery
Programs." They would both also fit the format of "problem
solver," but I believe that their capacities as discovery programs
are even stronger. Without a doubt, ThinkQuest is *the most*
ambitious example of its kind that I have seen.
As a computer-mediated communications mindtool, ThinkQuest
participates within the larger setting of the Internet "- and the
Internet is changing our planet through its abundant and punctual
information resources. The Internet is participatory and
cultivates learning by collaboration. It is expanding the
boundaries of our villages and re-patterning communications as
well as learning. (TQ, "The Internet Style of Learning," 1997).
All of this holds true for ThinkQuest, as it is impossible to
separate the tributary stream from the main river.
III. Overview of ThinkQuest’s Offerings
In 1995, these were the compelling beginnings of ThinkQuest:
"‘ThinkQuest will lead students to experience the
Internet as a compelling new communications medium
that can change how they learn today and will live
in the future,’ said Allan H. Weis, President and
CEO of Advanced Network & Services. ‘Our goal is to
significantly expand the number of high quality
educational tools and materials that are available on
the Internet and exploit the Internet style of
learning.’" (TQ, "ThinkQuest: A New Way...," 1995)
In a more widespread overview, the Internet community
responded:
‘The _Internet style_ of learning encourages
students to explore, collaborate with one another, and
tap the Internet’s enormous reservoir of information,’
said Larry Landweber, President of the Internet Society.
‘We support the creation of ThinkQuest and its goals as
a call to action for teachers and students to improve
their understanding of new technologies,’ he added. The
Internet Society is a non-governmental International
organization for global cooperation and coordination for
the Internet and its internetworking technologies and
applications." (TQ, "ThinkQuest: A New Way...," 1995)
ThinkQuest is not limited to a solitary software. As with
the Internet itself, TQ sets no limits on tools for research and
learning. To help groups get started, however, in this computer-
mediated communications project, a CD-ROM has been developed. The
introductory packet, which includes a flyer, a poster, and a set
of guidelines for the competition accompany the CD-ROM. This
software may then be studied "off-line" to get a closer look at
the [now] 1998 ThinkQuest site.
The disc, manufactured in 1997, "will ship with Netscape
Navigator 3.01 Gold and Microsoft's Internet Explorer 3.01, two of
the most popular Web browsers available. It also includes several
tutorials, Web page development software, a copy of Microsoft's
Visual J++, and many examples of Entries submitted for the 1996
contest." (TQ, "Free CD-ROM Packet," 1997). The CD carries a cost
of $1.00 for shipping and handling. The reader will notice that
the method of delivery for this mindtool is an efficient web
browser. The two listed are the top, state-of-the-art choices in
that category, providing excellent communications means via the
Internet. Several other software for developing web sites and
understanding web issues complete the makeup of this "kit."
The invitation to fully comprehend the communications
offerings of the Internet doesn’t, however, stop there. The online
site for TQ is packed with information. In fact, in the best sense
of interactivity on the Web (comparable to interactive documents
produced in high-tech software such as Asymetrix ToolBook or
Macromedia Director, with point-and-click interactive functions),
the TQ website is, itself, a functional "software." With a click
of a button or hot link, the learner may navigate the site in the
exact manner of most CAI or other interactive software. Upon doing
so, many new pages are offered, each detailing another aspect of
this great communications tool.
The TQ competition takes place entirely online. The groups of
students, teachers and coaches set about the task of creating an
educational software or tool that will be deliverable via a web
site. Then, the communications adventure begins! Starting with
professional development workshops, educators, parents, and
community leaders learn to use the Internet as an educational
tool. Subjects such as Internet technology, skills and strategies
help even the "newbie" become enabled to make effective use of the
power of the Internet. One basic offering is the use of Email
software. From there, explorations of web browsers, graphics and
editing tools, and even HTML scripting, begin. ("’98 Professional
Development Workshops," 1997).
ThinkQuest has developed a number of Email-based connection
and collaboration "tools." As with every aspect of this mindtool,
these are regular tools utilized all over the Internet, with very
little costs required (or none) and usually are easy to learn.
These include Email, "Chat" tools, mailing lists, and news lists.
They have set up what they call "Meeting Places," and include web
pages and forums that provide research and communication
activities. Some of these, such as TeacherSpace HyperNews, are for
educators. Some are for the students, and include ThinkQuest
Teammaker, tq-discuss@advanced.org mailing list, TQ CHAT, and
ThinkQuest HyperNews. (TQ, "Meeting Places," 1997).
IV. Academic Criteria
With Internet-based functions growing rapidly all over the
world, it is particularly interesting to note that university
campuses have felt perhaps some of the greatest nudges to increase
online use. A survey this year by the Campus Computing Project of
the Claremont Graduate University of Encino, California, showed
that Email is now used in about one-third of college courses.
Results of the survey, which included responses of 605 campuses,
also indicated that 14% of all coursework (from syllabi to actual
course work) is represented on the World Wide Web with Internet
use being as much as 24% for research purposes. (Guernsey, "One-
Third of College Courses Use Email...," 1997).
With this information in mind, the one outstanding point that
must be understood in this review is that ThinkQuest is providing
the structure for improved learning methods for the future, for
children of ages 12 to 19. In a world so quickly advancing in
technology, in academics and the professional arena, it is
paramount that the education system provides access to the best
available in methodology.
Because children are learning effective usage of technical
tools because of their association with the ThinkQuest
Competition, their understanding of computer-mediated
communication comes at a much earlier stage than current
college students. This will give them advanced opportunity as they
reach college level. Along with strengthening the functional
skills needed to traverse the Web, these students are also
engaging in the deep thinking necessary to produce dynamic
educational content. This education is definitely NOT a
regurgitation of memorized data, but an effective tool, which will
be used by yet more students.
If one of the goals of those seeking change in the education
systems is one of collaboration for the learning advances of all,
then truly, ThinkQuest has provided an avenue for a mighty
collaborative effort. As time passes, the collective library of
usable software, created by students, will continue to grow. This
gigantic effort by the makers of ThinkQuest is not only admirable,
it is astonishing!
V. Conclusion
With no more needed than a computer, a modem, and software
that is widely available at little or no cost, ThinkQuest provides
the stage for a *living* mindtool. The results in learning are
generated more by the human mind than by the tools inherent in its
use. TQ is seen to be a miniature representative of its larger
cousin, the Internet. Each, in its way, provides the avenue for
using every technical advancement available. Each learner builds
his own learning environment, with tools of his own choice. The
experience spans the ages from young learner to seasoned coach.
It is my opinion that ThinkQuest is unrivaled in its place as
the perfect mindtool!
---
REFERENCES (SOFTWARE)
ThinkQuest, and Advanced Network & Services, Inc. (1997).
(page updated 10/28/97). ThinkQuest '98. (version 1997; no number
given) [Computer Software and via web site]. Armonk, New York: TQ
and AN&S. Available (information and online request form, "Free
CD-ROM Packet"): http://io.advanced.org/thinkquest/info-list.html
or by mail order: Robert Sibley, Educational Project Manager,
Advanced Network & Services, 200 Business Park Drive, Armonk, NY,
USA 10504.
REFERENCES (DOCUMENTATION)
Advanced Network & Services, Inc. (AN&S). (1997). About
Advanced Network & Services, Inc. [Online]. Available:
http://io.advanced.org/thinkquest/about_advanced.html
Brown, Janelle. (October 17, 1997). Contest rewards webbed
kids, encourages learning. Wired News, Wired Ventures, Inc.
[Online]. Available:
http://www.wired.com/news/news/culture/story/7764.html
Guernsey, Lisa. (October 13, 1997). One-third of college
courses use Email, computing survey finds. In Chronicle of Higher
Education, Information Technology section. [Online]. Available:
http://chronicle.com/data/internet.dir/itdata/1997/10/t97101301.ht
m
ThinkQuest (TQ). (1997). ThinkQuest Introduction: ThinkQuest
is an annual contest. ThinkQuest Home Page. [Online]. Available:
http://io.advanced.org/thinkquest/
Sub-section Articles:
_____(1997). ’98 professional development workshops.
[Online]. Available:
http://io.advanced.org/thinkquest/wkshpinf.html
_____(1997). Meeting places. [Online]. Available:
http://io.advanced.org/thinkquest/meetings.html
_____(1997). The global Internet learning program. [Online].
Available: http://io.advanced.org/thinkquest.html
_____(1997). The Internet style of learning. [Online].
Available: http://io.advanced.org/thinkquest/istyle98.html
_____(December, 1995). ThinkQuest: A new way to learn via the
Internet. ThinkQuest Archives. [Online]. Available:
http://io.advanced.org/tq96/pr-120795.html
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APPRAISAL CHECKLIST -- COMPUTER SOFTWARE
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KEY WORDS:
Internet, global education, global network, electronic tools,
competition, educational content, student-created, create new
technology, worldwide use, virtual school, computer-mediated
communication, participatory, collaboration, Internet style of
learning, internetworking, web site development, interactive
software, Email, Chat, mailing list, news list, Forums,
improved learning methods, deep thinking, living mindtool.
Format:
Title: ThinkQuest Competition |_x| Drill and practice
The Global Internet |_x| Tutorial
Series Title (if applicable): |_x| Game
ThinkQuest 1998 (previous: 1996, 1997) |_x| Simulation
|XX| Discovery program
Other: *note: multidimensional format |_x| Problem solving
Source: 1) Online, interactive web site:
http://io.advanced.org/thinkquest/info-list.html
2) CD-ROM, "Free CD-ROM Packet," request form online:
http://io.advanced.org/thinkquest/info-list.html
Date: 1997.
Cost: $1.00 for CD-ROM, shipping and handling.
Length:
Not applicable.
Subject Area:
Creation of Internet-based learning tools by students.
Intended Audience:
Students of age 12 to 19 for the competition. Educators,
parents, professionals for their interest in helping to
develop the program.
Brief Description:
ThinkQuest is an annual contest that challenges Students,
to use the Internet as a collaborative, interactive
teaching and learning tool. The Teacher's Corner Offers
a library of online learning resources created by past
and present ThinkQuest contestants.
Objectives:
Using the power of the Web, Students build educational
tools that help others to learn. The Internet and
ThinkQuest are participatory; students cultivate learning
by collaboration. They learn to expand the boundaries of
our villages and to re-pattern communications, as well
as learning.
Entry Capabilities Required:
(e.g., reading ability, vocabulary level, math ability)
Basic use of computer and modem; interest in Internet;
interest in education methods or specific subjects.
Rating: High Medium Low
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Match with curriculum |X| |_| |_|
Comments: ThinkQuest provides an opportunity to work with
subjects across the curriculum.
Accurate and current |X| |_| |_|
Comments: Because ThinkQuest's environment IS the Internet
itself, the most accurate and current information and methods
are available.
Clear and concise language |X| |_| |_|
Comments: The TQ website is designed for ease of use. Student
or adult participation is presented in a very concise manner,
with an easy, informative interface.
Arouse motivation/maintain interest |X| |_| |_|
Comments: Although most participants will enter this project
with an already-high level of enthusiasm, the different
aspects of ThinkQuest's program are designed to maintain the
motivation and interest of the learners. The web site and
CD-ROM are designed to provide answers to all questions, and
a guide for developing projects.
Learner participation |X| |_| |_|
Comments: The purpose behind the ThinkQuest program is to give
the best in collaborative efforts. It seems to offer an ideal
setting for helping learners of every level, which will give
advanced learners the opportunity to provide mentoring service
to those having a bit more trouble. Because of the hierarchy
of teachers and coaches involved, and also participation of
parents, I see this as a very effective program for learning
participation in a group effort.
Technical quality |X| |_| |_|
Comments: The web site shows that an effective point-and-click
mode IS possible in the online environment. It therefore sets
a good standard for the online "software" and educational sites
being created by students. A glance through the extensive
library of works by students over the past few years shows
that the product of students involved in ThinkQuest is also of
a very high quality.
Evidence of effectiveness
(e.g., field-test results) |X| |_| |_|
Comments: Again cited: the quality of the educational web sites
of students involved in this program. Also, critical reviews of
ThinkQuest's competitions are very favorable.
Free from objectionable bias |X| |_| |_|
Comments: Although standard software for use of the Internet
are either provided on the CD-ROM, or suggested (such as email
software or browsers) there is no bias to be found toward any
particular company.
User guide/documentation |X| |_| |_|
Comments: All documentation has to do with either the rules of
the TQ Competition, suggestions for team development, or use-
ful advice for participation. All documents are concise and
easy to follow.
Clear directions |X| |_| |_|
Comments: Same comment as for "user guide/documentation.
Stimulates creativity |X| |_| |_|
Comments: This competition has GOT to be the ultimate in
providing the vehicle for creative expression for student
learners. They not only use critical, creative and deep
thinking to develop an educational website, which places them
in the position of "educator," but they learn substantially
from the process, which puts them in the category of "advanced
learner." Finally, their product becomes a part of a growing
archive of educational tools. This places them in the position
of "professional content provider." Except for the eventual
PAYCHECK, these children are far-advanced in technology from
peers not exposed to this program.
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Strong Points:
Learning of collaborative communications and education content.
Interfacing with adult supervisors and co-learners. Ability to
compete and possibly win substantial scholarship monies.
Weak Points:
I've tried very hard to find one, and cannot.
Recommended Action:
Get involved. My intention is to use the online form to request
a CD-ROM packet. I have a daughter, 10, who is interested in
participating in the newly formed competition for younger
students. I will be talking with her teachers and friends to
attempt to start a team to enter this competition. It is my
opinion that this competition is in the same category as the
National Odyssey of the Mind, with perhaps more far-reaching
end results. It is a program that involves not only the
creative and innovation thinking necessary in OM, but also a
degree of understanding and commitment to the growing
presence of high-tech in the education choices we currently
have, or definitely will have in the near future. This program
is worthy of investigation by parents, teachers, and the
community, as it is up to us to affect necessary changes in
our failing educational systems.
Name: Leanne C. Boyd
Date: October 30, 1997, for November 3, 1997 due date
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| Prentice Hall grants the reader permission to reproduce |
| this checklist for personal use only. Heinich, Molenda, |
| Russell, and Smaldino, Instructional Media and |
| Technologies for Learning (1996). A computer version of |
| this Checklist is found in "The Classroom Link." |
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If you have comments or suggestions, email me at Leanne@refuge-earth.org
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