Developments in using learning technology in Higher Education can often be technology driven. The Learning Methods Unit (LMU) at University of Central England (UCE) in Birmingham has adopted a curriculum-based approach to incorporating learning technology into professional development courses for university staff. Using sound pedagogical principles, a variety of technologies have been implemented to add value to the Postgraduate Certificate in Education and Professional Development course based on a hybrid curriculum model. The 'Problems at Crumpton' website uses technology to implement a problem-centred curriculum, enabling experiential learning methods, and yet structuring an underpinning knowledge base more akin to an objectives based curriculum. The site was first demonstrated as an exemplar within the university in the summer of 1999, and will be used both on professional development programmes and on an open access basis by university staff from 2000.
With healthcare staff called upon to use ever more sophisticated medical techniques and computer technology, there has been an increasing importance placed upon Continuing Nursing Education (CNE). In response to this, we decided to investigate whether recent developments in Internet technology might provide an innovative way to design and develop a cost effective, flexible, multilingual, CNE system to help staff learn specialist knowledge required to work within our Department of Neurosurgery. This was the basis for our Nursing Intranet Learning System (NILS). This paper discusses the issues involved in developing and delivering courses via this new medium. It will also describe some of the significant advantages of web-based learning over traditional computer based learning systems, as well as highlight some of the difficulties encountered in utilizing this rapidly evolving technology. Finally, future work for the system will be mentioned.
Various pressures have resulted in the replacement of 'wet' practical classes with classes involving simulations in some science courses. Assessed practical write-ups from pharmacology students using a simulation (78-4%; m-s.e.mean; n =46) showed a mark significantly better (p ≪0.001; Student's t-test) than those doing the 'wet' practical (56-5%; n =42). This is partly due to it being easier to write up an experiment with consistent and complete data that is obtained from a simulation than it is to write up a 'wet' experiment where data is not always complete and reproducible. Questions that tested understanding of theoretical principles illustrated in the exercise were answered equally well (68-6% for the 'wet' practical group and 71-6% for the simulation group; p >0.6). However, 4 months later, the two groups performed very differently in multiple choice questions related to the material involved in the experiment (practical group 66-4%; simulation group 47-5%; p ≪0.01). Students doing the simulation did particularly badly in questions relating to the practical details of the exercise while in questions involving theoretical principles relating to the exercise the two groups did equally well. It is concluded that simulations can provide an aid to learning which is as effective as 'wet' practicals, provided that this does not include learning of the practical details of the methods used.
This paper describes how storytelling can be used for reflective learning purposes. Drawing on our teaching and research experience we explore the context in which storytelling occurs and identify the characteristics that shape the process: setting, number of listeners and type of story. We then demonstrate how storytellers can mix these characteristics, which we have translated into eight storytelling pathways, and we explain how these pathways affect outcomes. Tomaximize opportunities for practitioners to achieve reflective learning outcomes through storytelling, we have developed two formalized processes which we share in the final section of the paper. The first process has four stages, incorporates oral, written and dialectic reflection and involves individual and joint reflective phases. The second process also has four stages but is group focused and involves a facilitator who encourages collaborative reflection.
Given the rapid pace of development and innovation in educational technologies, coupled with new perspectives on learning and teaching and new challenges that modern universities now have to face, utilizing educational technology in learning and teaching is high on the list of educational managers, administrators and operatives. This paper examines the perceptions and experiences of educational technology from the perspective of university teachers' at Sheffield Hallam University.An analysis of the findings herein highlight pedagogic and technical as well as social and cultural factors impacting significantly on lecturers'experience of educational technology. Such factors are explored within this paper and suggest the need for increased levels of communication across university institutions around the implementation and development of educational technologies – communication that involves academic staff, university administrators and managers, and students.
This article addresses issues surrounding the process of training people in the use of information and communications technology, and the application of the outcomes of training in the workplace. The topic is discussed in the context of the evaluation of Ensuring Effectiveness of ICT Training. This is a CD-ROM developed as a pilot multimedia resource to inform and support the training process. The resource highlights issues that are important if objectives of ICT development and training are to be achieved. The article cites previous research in this area, provides an overview of the multimedia resource Ensuring Effectiveness of ICT Training and then discusses and reports on the pilot study, focusing on design issues, training processes and user experiences.
Computers have the potential to be exploited as one of the most exciting examples of instructional media. Yet designers often fail to realize this potential. This is, in part, due to the limitations of hardware and software and, in part, due to the lack of good theory developed through conclusive research. Good examples of computer-based learning may owe more to the imaginative flair of the courseware designer than they do to the application of explicit design guidelines and good learning theory. This paper will therefore consider a variety of issues that may be blocking theoretical development and draw conclusions for future courses of action. This starts with a statement of the problem, first by considering the macro and micro issues, and then by looking at a recent call for help in ComputerBased Learning Environment (CBLE) design. Next, the contribution of instructional design theories will be presented together with a way forward for investigating the issues. Finally the implications for future progress are presented.
Electronic mail can be a valuable tool within the general resolution and management of administrative problems. However, careful attention to problem definition and clarity of language appears to be needed for the effective use of electronic mail within the often emotional context of problem resolution. If poorly constructed, electronic mail messages may actually interfere with fundamental problem resolution strategies. This article presents a research-based five-step model for the effective use of electronic mail within problem resolution situations that has been developed by the authors and that has been used successfully at their institution. The model is particularly applicable to education and training environments.
This paper describes and evaluates the use of web page design in a first-year undergraduate Town Planning course. The initiative is part of an inter-university UK research project entitled Built Environment Appropriate Technology for Learning (BEATL). The paper begins by providing a theoretical framework for the analysis, drawing on Laurillard's (1993) seminal work, Rethinking university education: A framework for the effective use of educational technology, before detailing the design and delivery of the module and evaluating the project. The paper then develops a rationale for the use of web authoring as a learning method and assessment device. It concludes by identifying some of the issues involved when introducing Information and Communication Technology (ICT) into a module that has previously been delivered and assessed using more traditional methods. Briefly, the findings suggest that, although frustrated by the limitations of their web pages, the students were highly motivated by the innovation and considered web authoring an important skill for future employment. In terms of educational effectiveness, the paper argues that web authoring can enhance 'learning about learning', which is increasingly being recognized as an important key skill. Nevertheless, the paper also identifies some of the risks when attempting to embed new technologies, and emphasizes the pedagogical rethinking required when writing learning outcomes and assessment criteria, and, from a more practical point of view, the need to ensure the necessary resources, in terms of staff time and training, computer access and appropriate technical and institutional support.
Computer Literacy is one of the complementary subjects required for all first-year students in Hong Kong Baptist University. This subject covers both general computer knowledge and selected software packages. In addition to lectures, laboratories are arranged for students to gain hands-on experience with software operations. However, no assignment or tutorial is assigned for the part of general computer knowledge. Due to large class size, traditional paper-and-pencil assignment may not be appropriate. Hence, a multimedia web-based assessment system was developed. This system provides assignments on general computer knowledge. Students can access this system via the World Wide Web. In this paper, we present our findings on students' behaviour, performance and perception in the use of this assessment system.
The principal aim of this study was to measure the impact of two categories of variable (individual and instructional) on learners' perceived transactional distance in a World Wide Web learning environment. The effects of four variables (learner's skill level with the Internet, previous experience in taking distance education courses, extent of interaction and types of learner support) on the transactional distance that learners perceive in a web-based course have been investigated. Seventy-one students enrolled in adult education or agriculture extension programmes in four national Taiwanese universities participated in this study. Previous experience with distance education and in-class learner support (either via face-to-face tutoring or through videoconferencing) did not have an impact on transactional distance. However, it was found that both the learner's skill level with the Internet and the extent of the interaction that occurred (between instructor and learners and among learners) did have a significantly negative effect on transactional distance. The implications of the research findings are discussed and suggestions for further research and practice are made.
The Presidential Commission on Education Reform of South Korea defined the goal of the South Korean education system in the 21st century as an Edutopia, an education welfare society of open and lifelong education to allow each and every individual equal and easy access to education at any time and place. Responding to the Commission's recommendation, the government initiated a Virtual University Trial Project that was intended to operate until 2000. Its aims were to: (i) encourage partnerships among universities and the private sector, and the sharing of existing resources; (ii) create a cost-effective virtual education system without diminishing quality; (iii) identify appropriate policies and standards for running a virtual university; and (iv) share experiences. This paper examines recent government policies in higher education in South Korea, analyses changes, introduces the Virtual University Trial Project and discusses its impacts on higher education. Recommendations for improvement and future research are offered.
The Discipline Network in Higher Education 'Coastal Sciences and Management' was a venture established in July 1996 with the Department for Education and Employment in England and Wales. The Discipline Network was aimed at helping academic staff within a given discipline to undertake dissemination and curriculum development activities to increase the employability of graduates. The Network was run at a regional level, in north east England in 1996-1998, and at national level in 1998-2000. It contributed to circulating information on existing programmes of study, received advice from potential employers on the validity of curricula and proposed improvements in the content and the delivery of courses, in particular those delivered through field exercises and outdoor teaching sessions. The Network was multidisciplinary in its approach to establishing the new partnership and students were actively involved in workshops and working groups. It concluded that innovative approaches to teaching should be reflected back into curricula and that a national strategy for improving curricula accordingly should be set up. A Charter for Fieldwork (position statement) and a Review of Regional Resources were presented.
Academic collaboration among students takes place not only inside classrooms but outside of class as well. This study investigated such out-of-class academic collaboration among students at a polytechnic in Singapore as they worked on assignments on which their lecturers had required them to collaborate. Data were collected via a questionnaire completed by 232 students, interviews were conducted with 10 lecturers, observations were made of eight student groups as they collaborated on teacher-required work outside of class, and then interviews were conducted with these eight groups. Suggestions are made for enhancing this collaboration.
An educational development project has been designed to encourage staff in research-led universities to use learning technologies in their teaching. The possible links between research and teaching are explored and the centrality of learning is noted. A distinction is made between 'adoptive' and 'adaptive' learning and the relationship of these terms to 'deep' and 'surface' learning considered. Some principles for a research-based educational framework are proposed and the importance of assessment emphasized. Uses of learning technologies that support adoptive and adaptive learning are outlined and issues for further study are identified.
At the Anglia Polytechnic University and University of East Anglia action research has been carried out over two years to discover more about how students learn in different disciplines. Using questionnaires and focus group interviews we have involved students in asking questions about how learning takes place, the different learning outcome demands of different disciplines and how knowledge structures, epistemologies, discourse, practices of different disciplines affect the ways in which students learn. One reason for teaching staff involvement in the project has been to use the research findings and research experience with each other to focus on the link between learning and teaching, and with our own students to encourage their engagement with improving their own learning. As a staff group, over the two years of the research we have found ways of developing the curriculum and the learning and teaching strategies we use, to better enable students in the different disciplines. First and third year students in six subject areas – Law, English, Women's Studies, Computer Skills for Linguists, Social Work, Creative Writing – have been involved in the first year, and five (less Computer Skills) in the second year of our research. These subject areas have been chosen for their diversity in demands of learning behaviours and outcomes, and their practical and theoretical interrelationships. Our analysis of data so far has produced some interesting information about students' approaches to and conceptions of learning in the disciplines. We know more about students' sense of the learning demands and achievement of the outcomes of each discipline. Involvement in the action research has been stimulating and developmental as reflective practice for both students and staff.
The purpose of this study was to determine the types of instructional technology service positions available in higher education. The authors collected and analysed 449 job announcements and, based upon an analysis of the position descriptions, were able to develop a taxonomy of service positions. The taxonomy includes eight categories: Instructional Technologist; Instructional Designer; Distance Learning Co-ordinator; Instructional Technology Manager/Administrator; Technical Support Specialist; World Wide Web Specialist; Instructional Technology Librarian; and Miscellaneous. Common responsibilities and qualifications for each type of position are discussed in the paper. Salary information for each type of position is also included. The paper concludes with a discussion of the results and recommendations for future research.
This paper explores the implications of the learning organization phenomenon for the training and development field. In particular, it considers the following questions: what is a learning organization? - how and why has this phenomenon come about?; does the pursuit to become a learning organization signal a greater or lesser role for the training profession?; and what is or should be the role of training in learning organizations?
It is not as if we can avoid change, since it pursues us in every way. We might as well, then, make the best of it. The answer is not in avoiding change, but in turning the tables by facing it head on. The new mindset is to exploit change before it victimises us...We can learn to reject unwanted change more effectively, while at the same time becoming more effective at accomplishing desired improvements. Grappling with educational change in self-defeating ways has been the modal experience over the last 30 years.
When a web-based classroom teacher manages a web-based distance learning system, there can be a substantial burden of preparation work. Although an instructor may use various tools to manage the web-based classroom, an instructor also needs a web site manager to help him/her use tools such as web page access analysis. In fact, some of the more tedious work can be avoided by using appropriate collaborative learning strategies. However, the features of a conventional web-based distance learning system cannot fully support the characteristics of collaborative learning strategies. To resolve this problem, a web-based classroom teacher can use advanced technology for managing learners' portfolios, controlling learning flow and constructing collaborative learning activities. Another feasible solution is that a teacher can refine existing collaborative learning strategies for web features to reduce the requirements of the advanced technology. Furthermore, refining existing collaborative learning strategies can make it easier to implement them in a web-based classroom. Although there are methodologies for constructing web-based collaborative learning systems, none specifically address the possibility of refining collaborative learning strategies to work with web features. This paper surveys some notable collaborative learning strategies as well as proposing guidelines and recommendations for how a web-based classroom teacher can refine those strategies for use in a webbased classroom through our technical experience and perspective.
