BUCKLEY, D.P.: Fostering learning-centered experiences with web-based technology.

The scientific literacy of our nation is a concern, but emerging insights about the cognitive development of learning and new educational technologies provide encouragement that we may be engaged in a pedagogical revolution. However, technology is no panacea. Exploiting the learning potential of the web will require the promotion of inquiry-oriented and learning-centered principles, but most web sites are little more than electronic books, with little interactivity and less assessment. Interactivity can promote active learning styles. Assessment tools can provide real-time feedback, incentive systems to facilitate competency-based learning standards, and diagnostic clues about individual learning needs. Learning-centered technology that is beginning to emerge may help us to grapple with one of the worst obstacles to teaching reform: the Coverage Dilemma. Many faculty are wary to spend valuable class time on time-intensive pedagogies. Assessment-rich, web-based instructional technology may allow us to move the authority of learning foundational information to our students on their own time, making room for more important learning goals in class time. The most exciting applications of web-technology may be those that foster student experience in the process of science with research simulations or through access to online data and research tools. However, these more open-ended learning experiences tend to be more leaky pedagogically; not all students are prepared to benefit from these more demanding experiences. Therefore, depending on the sophistication of the students, there may be a need for new instructional designs that provide assessment in new ways in these more demanding, open-ended learning environments. Lastly, we must develop web-based technology that promotes these science education standards for all students, not just for our majors.