Drafting Interview Questions
a. Have you ever used any online learning environments/platforms? If so then which ones and in what capacity? (eg. Student, Educator, Administrator, etc.)
b. How do you think your educational experience would change if you were to shift your studies to completely offline without access to such platforms?
c. What are some offline study experiences that you think cannot be replicated in online study platforms?
d. Are you currently a student, if not what year were you one, and what kind of technology did you use at that time to aid in studies at the University?
e. Do you think your attention is better grasped if the class uses interaction technology such as the i-Clicker, etc , why? or do you prefer some other kind of classroom experience.
f. Have you ever faced difficulties studying because the course had technology components, if so what were the issues you faced?
g. What kinds of changes do you imagine in educational technology in the near future?
h. Do you think the COVID pandemic study experience would have been different had there not been educational technologies like Moodle present? How?
i. Do you think technology can completely replace the need for human teaching, do you think it is the right path to move forward in?
For people who are in position to answer questions about specific platforms there will be 2-3 more questions about the platforms.
Identify Interviewees and Survey Distribution Leads
J. Stephen Downie – Assistant Dean for Research at the i-School UIUC
Andreas Paul Eberhard Kloeckner – Assistant Professor at CS@Illinois (Founder of RELATE)
Gabrielle Allen – Associate Dean for Research at DELTA UIUC
Kristen Allen – Illinois Distributed Museum Coordinator
Applications or design features of PLATO –
a. offering coursework (elementary through university) to UIUC students, local schools, prison inmates, and other universities
b. The system included a number of features useful for pedagogy, including text overlaying graphics, contextual assessment of free-text answers, depending on the inclusion of keywords, and feedback designed to respond to alternative answers.
c. On a pro grammar instructional system for blind students. The students soon recognized the potential of the PLATO system for this type of study. The hardware used in the conventional PLATO system consists of a keyset which the student uses to “talk” to the computer and a display screen which the computer uses to “talk” to the student.
d. In PLATO IV Plasma Display Screens. The display was a 512×512 bitmap, with both character and vector plotting done by hardwired logic. It included fast vector line drawing capability.
e. An experiment was conducted to demonstrate the feasibility of using toe teaching computer as a medium for involving people in community planning. The research described was conducted using the Platodsyotem at the Computerbased Education Research Laboratory at UIUC.
Differences between PLATO and Modern Educational Technology Services –
a. Mobility – PLATO was a combination of Hardware and Software, it was a big machine that could not be carried everywhere. On the other hand with the advent of smartphones, tablets and laptops, education technology is much more mobile and can be undertaken at convenience anywhere.
b. Accessibility – There were a limited number of devices available and were not accessible to students all the time. On the other hand with personal tech devices and availability of software on all those devices, using tech is much more simpler.
c. Information Scale – Since PLATO was the first of its kind collaborative platform and came at a time when the internet also did not exist, there was limited information available on it, only the amount that was created and stored by the PLATO community. But with the internet, the information reach is much more wide and vast.