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

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we are able, as educationalists, to harness the new technology we may be missing out on the ability to provide significant opportunities for our learners (Dearing,1997; Higginson,1996). A team was set-up comprising a project manager and a number of consultants who evaluate content, design and production and assist with On-Line Campus IT support. We considered a number of principles and values to influence the design and production process: (a) Content is informed by primary and secondary research. (b) A contemporary approach to learning is taken (c) Metaphor is used to develop interface design (d) An iterative design process (development - testing with end users - development) is used to ensure accessibility and user-friendliness. (a) Research. Mentoring is an evolving field of research. It was critical to combine an understanding of current good practice and link this with our own local research carried out in our particular context. For example, interactive learning contracts were constructed in response to the local view, held by student teachers, which confirmed their beneficial use. Student teachers also reported, for example, on the value of well-managed first meetings. Interactive approaches were devised to assist mentors to manage time and environment issues for first meetings. Sound bites and video clips of some of our student teacher's experiences are used to provide authenticity and context. (b) Constructivist principles of learning We chose to reject traditional instructional design favoured by much training material, which tends to rely on the circulation of existing knowledge (Boyle 1998). Instead we favoured the use of Constructivist principles of learning; design strategies are considered which engage the user in their own construction of knowledge - the production of knowledgeability rather than the reproduction of knowledge (Guile & Young 1997). For example, users are encouraged to prioritise emotional events, create lists and agendas for meetings, identify and analyse needs, select and structure the content and derive their own understanding through problem solving. These activities are supported by a system of scaffolding that uses resources like prompts and hints as tools to help mentors reflect on their understanding and progress. The use of the resources and the results of interactions permit the user to construct their own understanding. This is further developed by links to the On-Line Campus, (using Lotus Notes as the medium) which provide the mentors with the opportunities to `problemitize' their role and share their ideas, confidentially, through conferencing with other mentors and tutors. The aim is to create distributed networks of knowledge and a `virtual' mentor community (c) The physical nature of the environment. A major dilemma that faced us was how to physically combine an effective interface with an appropriate structure. This represents the major factor governing the continued use of the environment. Metaphor is a powerful tool for developing content, structure and navigation and our first task was to evaluate the use of metaphors in other interactive multimedia learning environments. Many used a formal hierarchical structure based upon domain knowledge. We felt that a functional, minimalist approach (Carroll 1990) would be more effective in appealing to mentor / teachers who are busy people and need to engage with information quickly on a need to know basis. The main navigational device that has been developed is a time-line which links content with hints of when to best learn processes and perform activities. An overview permits the mentor to catch up on missed information and to better manage their mentor tasks. Although the roots of mentoring lie in the notion of apprenticeship, its origin is located in Greek mythology. This provided a useful visual metaphor that is used in the interface. (d) Evaluation. Mentors, tutors and trainee teachers evaluate the software as it is developed. We use criteria such as clarity, interactivity, richness and accessibility. We consider iterative prototyping to be highly effective as a means to development. We have found that the semi-structured interview, questionnaire and videoing users in action are very useful tools that provide instructive feedback - critical to the development process. The development of IMLEs is similar to a construction site - a slow process of initial design, implementing plans, building structures, weathering storms & putting right mistakes. We have made necessary alterations to the navigational devices used, the number and range of elements, the structuring of content and use of metaphor towards the refinement of the product.
Conclusion The project is still under construction, however initial evaluations have suggested that Dearing's conclusion regarding the use of Communications and Information technology might provide a basis for (a) improving the quality of professional mentoring in the workplace and (b) an investigation into the effectiveness of using hybrid CD-ROM technology to establish virtual communities. Bibliography Boyle T. (1997) Design for Multimedia Learning. Prentice Hall Carroll, J.M. (1990) The Nurnberg funnel; designing Minimalist Instruction for practical computer skill. MIT Press Guile & Young (1998) Journal of Education and Training Vol .50, No 2 Dearing (1997) National Inquiry into Higher Education. HMSO Report of the FEFC Learning and Technology Committee (Higginson Report) (1996) FEFC
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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
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Facilitation frameworks Bostrom et
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From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
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A Reporting Simulation Using Toolbo
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environment — it is impossible to
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Actually, when a particular author
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Any instance of this type is an HC
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Figure 5: Saving an Educational App
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To address this problem Webfuse dra
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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exchange information with other cla
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whether compiled or interpreted. So
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A web site system for instructors t
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is to monitor the status of learner
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