ED-MEDIA 1999 Proceedings Book - Association for the ...

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this practice and is an alternative (or an addition) that is readily accepted by teacher and student alike. The means of providing teachers with ready access to digital learning materials for assembling courses in accordance with many aspects of the academic culture is provided by the National Teaching and Learning Database in Australia. The database is distributed throughout the continent and consists of small reusable digital learning materials (held at a variety of institutions) that can be pulled and assembled into CMC according to the individual academic’s way of working. The learning materials range from simple image objects to more complex vignette objects. Chaloupka and Koppi (1998) defined Vignettes as small, first-principle, first-person, heuristic activities (components) from which courses can be constructed by utilising the NTLD. Chaloupka and Koppi (1998) note that: This vignette approach to development allows academics to construct courses in much the same way that is traditionally acceptable. It also allows the vignette to be used in a number of situations and applied across disciplines. Thus the program development is a horizontal developmental process as opposed to vertical development process which is discipline based as represented by the monolithic development approach. Because vignettes are single-issue first principal activities that can be readily modified, they can be shared between disciplines. For instance, pH is taught in a variety of disciplines including medicine, biology, agriculture and chemistry. The NTLD can be used to construct CMC simply by using the NTLD search function to locate appropriate teaching and learning resources located on a contributing database associated with the NTLD. Some of these resources (considered to be objects) could be images, discussions, vignettes, reference materials, assessments and teaching guides and other teaching resources. These objects can be assembled into a cohesive learning environment or activity as defined by the CMC criteria. The functionality of this working model is based upon the characteristics and idiosyncratic nature of the academic culture. 5. CONCLUSION Many aspects of the academic culture encourage individuality and idiosyncrasy and these affect the way teachers make courses. For the benefit of student learning, teachers make courses to suit themselves and generally do not adopt whole courses made by others, and that includes computer mediated courseware packages that cannot be customised. Computer mediated courseware development requires that the course components are easy to locate, obtain and assemble into integrated packages. A national distributed database of learning objects contributes to the resources required for these purposes. The goal of the NTLD project is to be useful by providing a service to academic course developers. The usefulness of the NTLD is predicated upon the strengths and
limitations of the prevailing complex academic culture that this paper has sought to understand and describe. 6. REFERENCES Alexander, S, McKenzie, J. and Geissinger, H. (1998) An evaluation of information technology projects for university learning. Commonwealth of Australia. Chaloupka, M.J. and Koppi, A.J. (1998) A vignette model for distributed teaching and learning. Association for Learning Technology, 6, 21-49. Crawford, K and Crawford, S. (1997) Agency, Technology and Vision: The Dynamics of Learning. Novae Research Group, University of Sydney, Sydney. Dearing, R. et al. (1997) Higher Education in the Learning Society: Report of the National Committee of Inquiry into Higher Education. London: HMSO and NCIHE Publications. Hesketh, B., Gosper, M., Andrews, J. and Sabaz, M. (1996) Computer-mediated Communication in University Teaching. DEETYA. Australian Government Publishing Service, Canberra. Jones, P., Jacobs, G. & Brown, S. (1997) Learning styles and CAL design: a model for the future. Active Learning 7, December, pp 9-13. Scott, B., Ryan, S., Patel, D. (1997) Embedding TLTP and other resource based learning materials into the curriculum. Virtual Campus Real Learning, Association for Learning Technology Conference, University of Wolverhampton, Telford, Shropshire, UK, September 15–17. Conference Proceedings, pp. 68–69.
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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instructional designs while introdu
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Global Educational Multimedia Serve
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Assured Access/Mobile Computing Ini
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The University has set up a secure
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* Changes in educational paradigms
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Using Computer Imagery and Visualis
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Publishing an imej Journal for Comp
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In summary, we offer the following
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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3. RESEARCH METHODOLOGY A 10-day ex
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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International Collaborative Learnin
Page 55 and 56: Facilitation frameworks Bostrom et
Page 57 and 58: From table 2 it can be seen that te
Page 59 and 60: Learning in Safety and Comfort: Tow
Page 61 and 62: Networking The Nation Noel Craske S
Page 63 and 64: Norfolk Stations. Schools of Distan
Page 65 and 66: one-on-one with Teaching Assistants
Page 67 and 68: Java. One of them is already an exp
Page 69 and 70: • Personal study room management
Page 71 and 72: As has already been discussed in th
Page 73 and 74: On-line Support of On-Campus Educat
Page 75 and 76: In-service Teachers Teaching Pre-se
Page 77 and 78: How the Construction & Analysis of
Page 79 and 80: Yet, still we ask ourselves: How do
Page 81 and 82: us, we need to be ever-conscious of
Page 83 and 84: A Reporting Simulation Using Toolbo
Page 85 and 86: environment — it is impossible to
Page 87 and 88: Actually, when a particular author
Page 89 and 90: Any instance of this type is an HC
Page 91 and 92: Figure 5: Saving an Educational App
Page 93 and 94: To address this problem Webfuse dra
Page 95 and 96: Cognitive tools can act as structur
Page 97 and 98: In this study, we propose the follo
Page 99 and 100: more information about it, for exam
Page 101 and 102: Charlottesville, VA., 691-696. Muly
Page 103 and 104: ownership is retained by the instit
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Page 109 and 110: exchange information with other cla
Page 111 and 112: whether compiled or interpreted. So
Page 113 and 114: A web site system for instructors t
Page 115 and 116: is to monitor the status of learner
Page 117 and 118: the capability grant G13 as Not Set
Page 119 and 120: Slavin R.(1994), Small group method
Page 121 and 122: tutor. Support offered in the form
Page 123 and 124: Apart from utilising the functional
Page 125 and 126: Rogoff, B., & Lave, J. (Ed.). (1984
Page 127 and 128: Java can significantly increase the
Page 129 and 130: The modules are designed for a vari
Page 131 and 132: adapted tests to assess the student
Page 133 and 134: Architecture of HEZINET The system
Page 135 and 136: Berners-Lee, T. & R. Cailliau, (198
Page 137 and 138: The ParlEuNet system will provide a
Page 139 and 140: 3. Students use a dedicated HTML co
Page 141 and 142: The prototype under development is
Page 143 and 144: make an hypermedia educational envi
Page 145 and 146: accreditation or standing in countr
Page 147 and 148: A government designates a certain a
Page 149 and 150: will be involved - either in partne
Page 151 and 152: Streaming 7000 films... Uwe Sander
Page 153 and 154: and how to innovate will be paramou
Page 155 and 156: Toward a framework for instruction
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A knowledge integration approach to
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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