‘Learning matters’ ‐ adjusting the media mix for academic advantage

This paper notes the move towards resource‐based and distance learning within higher education institutions and briefly describes the Open University's approach to the development of such materials. In this context the need for clear evidence of the educational effectiveness of new technologies to support learning is explored. This is illustrated by reference to a course called ‘E211 Learning Matters’, which is currently being produced at the Open University (OU). A comparison is made of student activity on a ‘traditional’ OU course and E211. This analysis is based on a theoretical model presented to Alt‐C96 by Diana Laurillard This model involves looking at the distribution of student activity in terms of ‘attending’, ‘practising’, ‘discussing’ and ‘articulating’. The outcome of the analysis supports the view that by changing the balance of media used on E211 away from paper and towards new interactive media, the quality of the course will be enhanced. However, the model is limited in that it only explicitly deals with the quantity of use of each media. The paper explores some of the implicit assumptions within the model and illustrates them with reference to E211. It also highlights ways in which changing the balance of media has been found to impact on the underlying view of learning implicit within the course

Reviews

Brian Clegg, Mining The Internet — Information Gathering and Research on the Net, Kogan Page: London, 1999. ISBN: 0–7494–3025–7. Paperback, 147 pages, £9.99

Online mentoring and peer support: Using learning technologies to facilitate entry into a community of practice

A vital aspect of any professional education is the opportunity for students to engage in meaningful practical experiences. In pre‐service teacher education in Australia, this vital teaching practice component has undergone challenges in recent years due to increasing student numbers (linked to the increasing demand for new teachers) and limited resources in university and school sectors. As such, initiatives to enhance the practical component of this professional degree have been sought. This paper details the methodology and outcomes associated with a pilot project that utilized asynchronous Web‐based communication tools to facilitate mentoring and peer support through the teaching practice experience. Analysis of the online discussions and interviews with participants provides an indication of the nature of the interactions and the perceived value of the intervention, and informs the potential for larger‐scale implementation

Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning

This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging

Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes

This study investigated macro-level navigation patterns in children’s hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their navigation activities, 6 macro-level navigation patterns were distinguished: linear reading, selective reading, video viewing, massed writing, late onset writing, and unpredictable reading. Results showed that the linear reading pattern was more frequent in the high structure environment, and that both the high structure environment and the linear reading pattern were associated with the highest quality of the children’s written assignments. Navigation patterns and task structure did not clearly predict children’s declarative knowledge gains or knowledge transfer. These findings show that there are multiple ways to navigate through a hypermedia environment, but that these are not all equally successful for learning. Moreover, the provided task structure in the environment may affect the occurrence of successful navigation patterns

As the Cursor Blinks: Electronic Scholarship and Undergraduates in the Library

published or submitted for publicatio

Micro-Level Design for Multimedia-Enhanced Online Courses

Micro-level instructional design refers to the practice of designing and producing small units of instruction. At the microlevel processes such as shifting focus to small-scale design, applying learning theory, managing the technology, and evaluating the micro-design are implemented. The shift in focus to small-scale design centers attention on design of the multimedia products implemented in the online classroom. Theories of multimedia learning are selected and applied to the micro-level design to maximize the potential for effective instructional communication and learning. Managing the technology involves accounting for issues of compression, file size, and appropriate format for Web-based delivery. Evaluation, supported by Web server technologies, may be conducted through iterative cycles in a design based research approach. The result is incremental improvement of micro-design products in addition to new insights about multimedia-enhanced online instruction. This paper describes these processes as they apply to multimedia-enhanced online instruction

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed