Genealogy Research 1
Running head: Genealogy Research on the Internet
Seminar Plan: Genealogy Research on the Internet
Linda C. Ciprich
Florida Gulf Coast University
Abstract
The foundation of resource allocation is program planning, and planning should be the activity of negotiating “personal and organizational interests” (Cervero & Wilson, 1994, pg. 6). One of my greatest personal interests is genealogy and is the basis for developing this seminar. Those of us with a profession or hobby in genealogy have first-hand knowledge of the incredible effect computer technology has had, and is having, on research resources and learning in general.
Society is undergoing a fundamental transformation from the Industrial Age to the Information Age. … Those who realign their practices most effectively to Information Age standards will reap the substantial benefits. Those who do not will be replaced or diminished by more nimble competitors (Dolence & Norris, 1995; Grineski, 1999).
Part of that transformation is with self-directed learning. Adults can easily access the internet and obtain information, researching and learning; thereby creating their own knowledge. This paper is the plan and implementation of a short workshop on genealogical research through the internet.
Table of Contents
Introduction 4
Background 5
Distance Education as Self-directed Learning 5
Program Planning 6
Resources 6
Vision 7
Continuing Education 8
Program Design 8
Goal and Objectives 9
Learner and Context Analysis 9
Instructional Strategy 10
Evaluation
Reflection
Conclusion
References
Appendix
Introduction
Advances in computer technology have changed the way we teach, learn, and research, and continue to change the way we teach, learn, and do research. Just as the first form of distance education, correspondence study, focused on what the student was to learn, and not how the student could learn with critical thinking, the advent of the computer first resulted in a focus on what the student was learning, not how the student was learning and thinking. In the 1970’s, computers were used for drill and practice, then tutorials. This was computer-assisted instruction, or learning from computers (Jonassen, 1999, pg. 4). With the 1980’s and the first personal computers, came learning about computers for computer literacy. By the late 1990’s, computers were easier to use, and computer literacy had advanced to the point that more and more students were able to use them without instruction (pg. 8).
The internet was also evolving. Computer users were able to transcend from individual modules and floppy disks to integrated software and the world wide web. The information highway grew beyond its inventors, the government and higher education, to encompass the world. Increased affordability led to increased access, increased resources, and increased roles regarding educational technology. Now students were learning with computers.
Jonassen said in early 1999 that traditional roles of technology-as-teacher should change to technology-as-partner in the learning process (pg. 8). Research is also learning, self-directed learning, and one area that has been impacted significantly is genealogy research. More and more genealogical resources are becoming accessible through the internet, and more and more genealogists are able to interact with each other and exchange information. As Jonassen predicted, technology has become a partner that researchers have welcomed whole-heartedly. This paper is a seminar plan for demonstrating the use of these resources and discussing developments in genealogy research through the internet.
Background
Distance Education as Self-directed Learning
Whenever a learner or student is separated from the instructor, whether it is by location, time, or both, they are using indirect communication and creating distance education. That communication could be anything from postal mail to synchronous and asynchronous computer technology. Moore and Kearsley’s definition is:
…planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements (1996, pg. 2).
Tremendous advances in educational technology continue to make distance education more viable and more attractive for students, no matter whether they are K12, college, or lifelong learning adults. According to 1999 statistics from the US Department of Education, distance education courses, degree programs, and their enrollment almost doubled between 1995 and 1998 (Flowers, 2001). Genealogists have always been life-long, self-directed learners. They are constantly researching family history, whether it be their own or that of someone else. The advances in technology are making their research and self-directed learning faster and easier.
Program Planning
Resources
According to Sork, program planning includes controlling how resources are allocated to obtain maximum benefit (Cookson, 1998, pg. 275). Not only do the instructors of distance courses need to know about technology and how it works, they must have the necessary resources for laying out the coursework and preparing lessons in formats applicable to the technology. Methods perhaps quite different than traditional formats they are used to using. Providing support and resources is one recommendation offered by Barker and Dickson (1993; Moore & Kearsley, 1996, pg. 151). Lack of that support is one of the most frequent complaints of faculty that I hear at Florida Gulf Coast University, even though the 2000 NEA report of a poll cited that “three-fourths of distance learning faculty rate the technical support, library, and lab facilities for their course as excellent or good.”
Student support. Support for the distance students is also important. In fact, Moore and Kearsley describe it as critical to the success of a distance learner program (pg. 170). Students need guidance, interaction, and feedback at various times, even when they are self-directed, adult learners. The advances in computer and web technology have elevated distance learning from the traditional correspondence study to diverse coursework and research, increasing the need for that support. Cookson’s research review on learner persistence states that institutions can provide both reactive and proactive interventions that may have “profound effect” on students (Cookson, 1990).
Genealogy workshop. My resources for this program are extremely limited so I plan to use a face-to-face seminar in the program design. In order to demonstrate census materials I am able to access due to a subscription (the most valuable genealogy research resource I possess), I need to be able to go online in front of my class and visually show them an example of a census.
Vision
In addition to technological advances, we need institutions with vision to see the possibilities that the technology brings, and incorporate the vision into the program planning. One of those visionary entities has been Penn State University. Forming a task force over a decade ago, they reported in 1992:
We believe that the external forces of an evolving student population, the revolutionary advances in technology, and the changing economic picture for all of higher education will, eventually, bring an enhanced and expanded use of distance education methodologies into the central strategies of most major universities (Task Force on Distance Education, 1992).
Researchers tell us “academic administrators must find creative approaches to appropriate the levels of support and resources needed in the delivery of quality distance education courses” (Havice, 2000, pg. 474). Corporations have money to invest as well as pay for technology, and distance education is a growing market. Higher ed institutions with limited resources can pool their resources with consortia and other creative partnerships. With vision and effective program planning, administrators should be able to find and develop the creative approaches.
In an interesting description of what a university might look like in 2007, Carol Twigg and Diana Oblinger told us almost seven years ago that there will be fewer institutions as hundreds close their doors. “Those that remain have worked hard to deliver high-quality programs to well-defined markets.” I believe distance education is the market that will make or break many of those institutions and I also believe it will result in an expansion of continuing education and life-long learning for adults.
Continuing Education
Distance learning means institutions and corporations can offer more continuing education and life-long learning opportunities to adults who are not in the market for a degree. In fact, more corporations are forming educational divisions to provide training for their employees because the technology makes it easier and cheaper to do so. The internet is also making it possible for individuals to publicize their own interests and research. One can surf the net to find how-to information on a variety of topics, including getting started on genealogy research. With the information available, it would be simple to set up a website with links to a multitude of sites with the information, but I believe for this program proposal the face-to-face context and being able to demonstrate research resources will be more effective.
Program Design
Goal and Objectives
The overall goal of this program is to introduce the participants to resources in genealogy research available through the internet. The first objective will be to provide a comparison of genealogy research prior to computer technology and internet resources to current genealogy research and the resources now available. The second objective will be to demonstrate to the participants several of the internet resource techniques.
Learner and Context Analysis
The participants of the initial offering of the workshop are students in the educational technology graduate degree program of Florida Gulf Coast University. These students are primarily K12 educators, and although I can assume they are well versed in educational techniques, I have no knowledge of their experience or background in genealogy research. Therefore, for a short workshop I will plan a broad overview and demonstration of research methods, and not expect the participants to be immediately able, or so desire, to delve into their own research.
Instructional Strategy
Rationale. Planning a workshop in genealogy research was originally due to a course requirement, but I believe the idea is a sound one – this is a good opportunity to expose people to the significant changes that are taking place in genealogy research. People who may develop an interest in pursuing their own research as a result of knowing they can now do a lot of it from the convenience of their own home. This type of workshop will perhaps become more popular as adults actively seek out self-directed learning, not as graduate education, but as a way to develop their own interests.
Take advantage of the perceived need for online education in technology education by offering more online courses and workshops. Areas such as "information and communication" and "technological design" may meet a greater need than other areas and may yield greater enrollments. Courses that are part of complete online degree programs, especially at the master's level, may be useful to those seeking credit only and to those seeking degrees (Flowers, 2001).
Adult learning theory. Knowles’ andragogy theory includes the following conditions for instruction (Armstrong, 2002, pg. 186):
1. Letting learners know why something is important to learn
2. Showing learners how to get the information
3. Relating the learning to the learner’s experience
4. Recognizing that the learner determines readiness to learn
5. Helping learners overcome old inhibitions, behaviors and beliefs about learning.
I felt I could incorporate these conditions by presenting the information from my viewpoint and experience as an amateur genealogist. Technically, the focus is not the learner’s experience, but the instructor’s.
Technique. A combination of powerpoint slides and other visual aids such as census microfilm and printouts, and internet websites can be used to achieve the learning objectives. Copies of the slides can be found in the Appendix on page .
Evaluation
Reflection
Conclusion
Putting it into Perspective
A terrific quote in one of the articles I used as research was (McCoy, 2001):
If the progress of manned flight had increased at the rate of computer technology, an astronaut could have orbited the earth nine years after the Kitty Hawk flight (Rosenblum & Frye, 1982).
References
Armstrong, A. (2002). Applying instructional design principles and adult learning theory in the development of training for business and industry. In Patricia L. Rogers, ed., Designing instruction for technology-enhanced learning, pp. 184-206. Hershey, PA: IRM Press.
Brookfield, S.D. (1986). Structuring programs around adult learners needs. In Understanding
& facilitating adult learning, pp. 233-257. San Francisco, CA: Jossey-Bass.
Caffarella, R. (2002). Planning programs for adult learners, 2nd edition. San Francisco, CA: Jossey-Bass.
Cervero, R. M., & Wilson, A. L. (1994). Planning responsibly for adult education. San Francisco, CA: Jossey-Bass.
Cookson, P. (1990). Persistence in distance education. In M.G. Moore and others, eds., Contemporary issues in American distance education, pp. 193–97, 201–02, 203–04. Oxford: Pergamon Press.
Cuban, L. (1986). Teachers and machines: the classroom use of technology since 1920. New York: Teachers College Press.
Daniel, J. (1999). A look to the future. Distance education: current impact, future trends, a special review issue of the International Federation for Information and Documentation (FID), pp. 11-12.
Fellenz, R. A. (1998). Selecting formats for learning. In Peter S. Cookson, ed., Program planning for the training and continuing education of adults, pp. 347-374. Malabar, FL: Krieger Publishing Co.
Flowers, J. (2001). Online learning needs in technology education. Journal of Technology Education, Vol. 13, No. 1. Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v13n1/flowers.html.
Goals 2000: Educate America Act of 1994, Pub. L. 103-227. Retrieved from: http://www.ed.gov/legislation/GOALS2000/TheAct .
Greenwood, V. D. (2000). The researcher’s guide to American genealogy, 3rd Ed., [Electronic version]. Retrieved at http://www.genealogical.com/gpc_002.pdf.
Hanna, D. E. (2000). Changing university strategies in a technologically competitive environment. Conference paper prepared for the Open Learning 2000 "Generating Opportunities" proceedings of the 4th International Conference, 6-8 December 2000, Brisbane Convention and Exhibition Centre, Queensland, Australia, pp. 27-34.
Havice, P., Watson, L., Cawthon, T., & Underwood, S. (2000). Support of technology-based distance education: administrators’ attitudes and perceptions. The Quarterly Review of Distance Education. Reprinted in Foster, Bower, &Watson (Eds.), Distance Education: Teaching and Learning in Higher Education (pp. 468-476). Boston: Pearson Custom Publishing.