Seminar Plan: Genealogy Research on the Internet Linda C...

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 10

Reflection 11

Conclusion 11

References 12

Appendices 16


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 Appendix A on page

Evaluation

In order to determine whether a program has been effective and objectives have been

met, evaluation should be included in some manner, even if it is informal or unplanned

(Caffarella, 2002, pg. 225). It may be formative, while the program is in progress, or summative,

evaluating the results. In face-to-face situations, such as this workshop, I generally rely on facial

expressions and body language for formative evaluation – if it looks like I’m starting to lose my

attendees, I regroup or backtrack. When I’m presenting or facilitating workshops for auditors, the

organization normally has their own evaluation forms that attendees are asked to complete and

leave behind as they file out.

Appendix B is an electronic version of a short evaluation form that can be used for a

workshop such as my genealogy presentation. It doesn’t contain a lot of information but I believe

it is sufficient for this type of presentation. It’s not rooted in the program objectives as much as

specific skill training evaluation should be, but aimed towards gauging the satisfaction of the


attendees, e.g., pace, length, amount of information, overall ratings of both the workshop itself

and the instructor.

Reflection

Despite the lack of time I had in this course to try to plan and implement a workshop, I

enjoyed presenting it, partly due to my enthusiasm for the topic, genealogy, but also because it

gave me a chance to meet my distance classmates face-to-face. Several of the participants spoke

with me afterwards about their own genealogy efforts. I have been aware for many years of how

boring a topic it is for most people – my family has never understood my passion for it; they

simply tolerate it. I think my daughter enjoys telling people she spent her childhood being

dragged from cemetery to cemetery, a blatant lie. The fact is that I have met and formed

friendships with other researchers over the years. The camaraderie has been an additional

pleasure to the research itself.

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).

That expresses my opinion of the impact today’s technology is having on genealogical research.

Whether training and instruction is presented electronically or with face-to-face demonstration of

the technology, I think it will benefit both the amateur who is not quite sure where to start, and

the seasoned researcher who hasn’t kept up with technology and the tools and resources it can

provide.


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.

Holmberg, B. (June,1995). The evolution of the character and practice of distance education. An

article from Open Learning, pp. 47-53. Retrieved from: http://www.uni-

oldenburg.de/zef/cde/found/holmbg95.htm.

Imel, S. (1995). Inclusive adult learning environments. Adult, Career, and Vocational Education.

Digest # 162. Retrieved from http://ericacve.org/docs/adt-lrng.htm.

Jonassen, D. (1996). Computers as mindtools for schools: engaging critical thinking. New

Jersey: Merrill.


Ludlow, R. & Clark, M. D. (1997, October 14). Technology fuels changes in higher learning.

The Cincinnati Post. Retrieved from:

http://www.cincypost.com/news/1997/hied101497.html .

McCoy, R. M. (2001). Computer competencies for the 21st century information systems educator

[Electronic version]. Information Technology, Learning, and Performance Journal, Vol.

19, No. 2, pp. 21-35. Retrieved from

http://www.nyu.edu/education/alt/beprogram/osrajournal/mccoy.pdf .

Moore, M. & Kearsley, G. (1996). Distance education: a systems view. Belmont, CA:

Wadsworth Publishing Co.

National Education Association (NEA). (2000, June). [Electronic version.] Confronting the

future of distance learning - placing quality in reach. Retrieved from:

http://www.nea.org/nr/nr000614.html.

Pearce, S. (1998). Determining program needs. In Peter S. Cookson, ed., Program planning for

the training and continuing education of adults, pp. 249-272. Malabar, FL: Krieger

Publishing Co.

Sork, T. J. (1998). Program priorities, purposes, and objectives. In Peter S. Cookson, ed.,

Program planning for the training and continuing education of adults, pp. 273-300.

Malabar, FL: Krieger Publishing Co.

Southern Regional Education Board (SREB). (2002). [online.] Anytime, anyplace services for

the 21st century student. Retrieved from:

http://www.electroniccampus.org/policylab/Reports/Services Draft_LG.pdf .

The Pennsylvania State University. (1992). The report of the task force on distance education.

Retrieved from: http://www.outreach.psu.edu/de/de_tf.html .


Tormoehlen, R., & Field, W. E. (1994, June). A perfect fit: involving youth with disabilities in 4-

H. Journal of Extension, Vol. 34, No. 1. Retrieved from

http://www.joe.org/joe/1994june/a4.html.

Twigg, C. & Oblinger, D. (1997). The virtual university: a report from a joint Educom/IBM

roundtable. Washington, D.C. November 5 – 6, 1996. Retrievable at

http://www.educause.edu/ir/library/html/nli0003.html .


Appendix A

Powerpoint Presentation


Appendix B

Evaluation Form

Evaluation Form

Your evaluation will assist us in improving this workshop and future seminars. Please complete the form and leave it on your desk, or email to [email protected].

Workshop Name

Date of Workshop

Your Name (optional)

Title (optional)

Company

1. Please rate the following items (check your response)�

Pace of Workshop T oo Fast About Right T oo SlowAmount of Information T oo Much About Right T oo LittleLength of Workshop T oo Long About Right Too Short

2. My overall rating of the workshop

Excellent Good F air

3. My overall rating of the instructor

Excellent Good F air

4. The level of the content presented was

T oo Basic Appropr iate T oo Advanced

5. How much improved understanding of the subject do you think you gained from attending this workshop?

Greatly Impro ved Much Impro ved A Re view None

6. Additional comments:

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