Choosing & Using Technologies in Education & Training
A*DEC Distance Learning Consortium
http://www.adec.edu/
An American consortium of about 50 universities and colleges providing distance education programs and services, with a particular emphasis on electronic delivery. The site includes information on the many courses available online from participating institutions. It also includes papers on distance teaching technologies, bibliographies, courseware tools and other online resources, discussion papers, news on policy debates and new developments (in the American context), and links to international bodies. The site is frequently updated and worth visiting at regular intervals.
Alexander, Shirley
1996, 'Teaching and learning on the World Wide Web', paper delivered at AusWeb95 conference. http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/education2/alexander/ Site accessed June 1997.
A thoughtful analysis of the way new applications of technology begin with a roar and fade with a whimper, with sound advice on establishing what teachers want their students to learn, and designing Web-based instruction and interaction accordingly.
AT&T Lucent Technologies: Centre for Excellence in Distance Learning
http://www.lucent.com/cedl/index.html URL accessed 21 July 1997
The overall purpose of this Centre is to advance the state of the art in distance learning. CEDL creates information products for AT&T customers who are planning distance learning solutions. CEDL is part of a Distance Learning Alliance with major American distance providers such as University of Wisconsin-Extension, Penn State, and University of Indiana. The website includes material or sourcing arrangements for materials produced by the Alliance such as a collection of 19 case studies of successful programs using a range of communications technologies, with particular reference to videoconferencing and other forms of interactive visual learning.
Athabasca University: Resources in Distance Education
http://ccism.pc.athabascau.ca/html/ccism/deresrce/de.htm URL accessed 21 July 1997.
Athabasca University is a leading Canadian provider of open and distance learning. The goal of this project was to create a Web based resource for the use of educational technology in distance education. The references are mainly to post-secondary resources. It is excellently designed, well maintained, easy to use, and very comprehensive. Sections cover: Internet education - guides to searching the Internet, online courses, navigation tools, relevant listservs and usenet groups (and links to the major ones); Searching the Web - search engines, virtual libraries, subject indices, databases, selected catalogues of online journals and magazines (including a useful list of refereed online journals concerned with learning technologies); Distance education and Web design; Educational technology resources - delivery systems, theories of learning, theory and practice in technology, issues such as quality, copyright, and social factors in learning; and Events and Associations.
AusWeb conferences
Ausweb95:
http://www.scu.edu.au/sponsored/ausweb/ausweb95/educn/
Ausweb96:
http://www.scu.edu.au/sponsored/ausweb/ausweb96/educn/
Ausweb97:
http://www.scu.edu.au/sponsored/ausweb/ausweb97/
The annual AusWeb conferences are organised by Southern Cross University to examine a variety of issues to do with the Internet. There are sections on business opportunities, media, community and cultural issues, and technical issues, as well as a section on education and learning. This last comprises a rich array of papers and poster sessions reporting on web-based teaching strategies, software developments, and evaluations.
Bates, A. W.
1997, ‘The impact of technological change on open and distance learning’, Distance Education, Vol. 18, No. 1, pp. 93-109.
Bates is a leading writer about technology-mediated education. Here he outlines the major structural and conceptual changes required in both dual mode and dedicated open learning institutions to achieve the most cost effective use of the new technologies.
Bates, A. W.
1995, Technology, Open Learning and Distance Education, London: Routledge.
A book which provides an eminently usable methodology for making competent and informed decisions on choice and use of technologies in education. Bates sets out criteria for decision-making based on an analysis of common questions each institution must answer for itself, to do with access, costs, teaching and learning, interactivity and user-friendliness, organisational issues, novelty, and speed. Teachers and managers will find the first chapter especially useful. In it, Bates proposes ’12 golden rules’ for using technology in education and training: good teaching matters; each medium has its own aesthetic; educational technologies are flexible; there is no ‘super-technology’; all major media types should be available to teachers and learners; balance variety with economy; interaction is essential; student numbers are critical; new technologies are not necessarily better than old ones; teachers need training to use technologies effectively; teamwork is essential; and technology is not the issue but how and what do we want students to learn is.
Subsequent chapters deal with the educational, technical and cost issues involved in technology selection and implementation of four major types of media: print, television, audio (including telephone), and the computer. He concludes with a thoughtful look at the future of technology and its limitations in education and training.
Birks, A., Donnan, P. & Messing, J.
1995, 'A hypermedia teaching/learning resource for Grape and Wine Production', Occasional Papers in Open and Distance Learning, Charles Sturt University, Vol. 18, Nov. http://www.csu.edu.au/division/oli/oli-rd/paper2a.htm Available in hard copy from CSU or online (site accessed June 1997)
A report on the design and teaching of a CD-Rom Macintosh program for the subject Grape and Wine Production. It analyses the development process, sets out an evaluation framework for the program, and concludes with comparisons between the CD-Rom and an earlier print version of the unit.
Bivens, Herbert L, Chute, Alan
1996, 'Distance Learning Futures: Creating New Learning Environments and Developing New Pedagogical Skills'. Lucent Technologies. Site accessed 17 July 1997. http://www.lucent.com/cedl/icdeenv2.html
Guidelines for educators on constructing appropriate video teleconferencing environments, and advice on pedagogical skills that will maximise student learning based on videoconferencing.The paper covers group and desktop videoconferencing technologies - physical issues of room design, desktop layouts and protocols; methods of presentation; maintaining audience attention; and learning strategies.
Boalch, Greg
1996. 'WWW as an educational support medium: an Australian case study'. Paper presented at AusWeb96 conference, Southern Cross University. http://www.scu.edu.au/sponsored/ausweb/ausweb96/educn/boalch/ URL accessed July 1997.
The paper describes the use of the Web as a support medium for an undergraduate Information Systems unit taken by over 1000 commerce students at Curtin University of Technology, in a 15 week semester. Students are given online access to their support material from any machine on campus or from home (some live over 2000 km away from the home campus in Perth). The study examined whether and how students used the Web material (a majority preferred to access information via the Web than to use paper-based sources), and implications for reduction in costs of running the unit (course administration improved).
Browell, Sue
1997, ‘Open learning and multimedia - the legal issues’, Open Learning, Vol. 12, No. 1, February, pp. 52-57.
Australia has a statutory licensing system which simplifies copyright clearance for most types of resource-based learning materials, but there are many complex issues of copyright and intellectual property in multimedia and online teaching which have not yet been solved. While its emphasis is the British legal situation, this article describes very well many of the issues managers and teachers in Australia should take into account in technology-mediated teaching.
Brown, Stephen (ed.)
1997, Open and Distance Learning: Case Studies from Industry and Education, London, Routledge.
A book aimed at educators and managers considering how to introduce forms of technology-based flexible learning into a conventional, face-to-face setting, or grappling with the problems of doing so. It comprises 14 case studies from industry, commerce and education in Britain and Australia which show that the main issues tend to be related to human and educational factors rather than technical ones or even cost.
The case studies cover topics such as: costing models and investment strategies; user expectations and reactions; role of the tutor/trainer; methods of integration of technologies and flexible learning; leadership and the role of champions in introducing flexible learning; dissemination of expertise; staff development and student learning support systems; cultural change and vested interests; scalability and rates of change; evaluation strategies and techniques; collaboration and competition; and models for priority setting, planning and resource allocation. They also cover a range of old and new technologies, including print-based materials and video, stand-alone computer-based learning, and a variety of electronic and Web-based approaches.
The final chapter, by Stephen Brown, is a useful synthesis of the lessons learned in the diverse settings of the case studies, especially in relation to technology, human factors, and institutional cultural change. He argues that there is no one best practice, but each proposed innovation must take into account issues such as whether to set up an internal design and development team or outsource the specialist services; centralised versus distributed models of development and support; growth and integration of the innovation into the mainstream; learning support; and costing models.
Burge, Elizabeth
1994, ‘Learning in computer conferenced contexts: the learners’ perspective’, Journal of Distance Education, Vol. 9, No. 1, pp. 19-43.
A very readable and realistic account by a leading writer on computer-mediated learning, which examines the pros and cons of computer conferencing, and provides advice for teachers on good practice.
Carmichael, John
1995, ‘Voice mail and the telephone: a new student support strategy in the teaching of law by distance education’, Distance Education, Vol. 16, No. 1, pp. 7-23.
A readable account of how voicemail can be used to provide up to date, regular feedback to a large class of Australian distance students. Bulletins (up to 10 minutes long) were recorded which explained and clarified issues on-campus students in the same course were finding difficult, feedback on assignments, and administrative information. Voicemail is an easy-to-use, affordable addition to the familiar technologies of the telephone.
Catchpole, Michael
1993, ‘Interactive media: the bridge between distance and classroom education’, in Distance Education Futures, ed. Ted Nunan, Papers from 11th Biennial Forum of Australian & South Pacific External Studies Association, July, Adelaide, pp. 37-55.
An engaging paper on the use of live, interactive television which covers issues of design, structure and support. The author is a Canadian teacher noted for the telecourses he teaches over the Knowledge Network in British Columbia and the article walks the reader through the experience of designing and teaching a course.
Chambers, Ellie
1994, ‘Collaborative publishing in distance education: economics and pedagogy’, in Economics of Distance Education, eds. G. Dhanarajan, P. K. Ip, K. S. Yuen, & C. Swales, Hong Kong: Open Learning Institute Press.
Co-publishing of learning resources by institutions and commercial publishers is becoming more common as a way of improving quality, achieving cost effectiveness, and opening up new markets. Chambers outlines how the British Open University is pursuing this, and the effects on internal planning and restructuring of materials.
Charles Sturt University - Open Learning Institute
Occasional Papers in Open and Distance Learning. Also available for purchase in hard copy. http://www.csu.edu.au/division/oli/olihp.htm
Papers published periodically by the Open Learning Institute at Charles Sturt University, principally as an in-house journal which canvasses a wide range of issues in open and distance learning. It reports on best practice and evaluations of teaching strategies.
Chute, Alan G.
1991, 'Strategies for implementing a teletraining system', Paper presented at International Teleconferencing Association Convention. http://www.lucent.com/cedl/strategy.html URL accessed July 1997.
A useful paper for teachers and managers which defines 'teletraining' as an integrated system for planning and delivering interactive training in several sites using audio, video and audiographics. The technologies themselves have moved on since the article was published, but the principles for design and implementation are still current.
Chute, Alan G., Balthazar, Lee B., & Poston, Carol O.
1988, 'Learning from Teletraining', article originally published in American Journal of Distance Education. http://www.lucent.com/cedl/learntt.html URL accessed 17 July 1997.
A summary of five years' learning from teletraining, identifying what students and teachers have each learned about design and management of teletraining systems - defined as 'a complete system that integrates the planning, delivery and management of training by using a combination of information technology and teleconferencing services'. Media used are audio, audiographics and video. The article covers instructional effectiveness, cost benefit analyses, course and curriculum development, instructor competencies, and media attributes.
Commonwealth of Learning
1997, ‘Remote delivery of courses: guidelines for students and institutions’, Distance Education, Vol. 18, No. 1, pp. 198-203. URL: http://www.col.org
The Commonwealth of Learning (COL) is an international agency fostering cooperation among Commonwealth nations in course development and delivery through the use of distance education and flexible learning. These guidelines are succinct pointers for students making decisions about enrolling in courses (especially those offered internationally), and institutions collaborating in developing and offering such courses. The bottom line is the quality of the education and training provided, and ensuring successful student outcomes.
Crispen, Patrick
Roadmap96 URL http://ua1vm.ua.edu/~crispen/roadmap.html. URL accessed 25 June 1997
A free, text-based, 27 lesson Internet training workshop designed to teach new 'Net travellers' how to travel around the 'information superhighway'. The home page tells readers how to participate in the Roadmap96 course, which covers topics such as listservs, email, usenet, telnet, FTP, gopher, bookmarks and booklists, WWW and searching.
Cukier, Judith,
1997, ‘Cost-benefit analysis of telelearning: developing a methodology framework’, Distance Education, Vol. 18, no. 1, pp. 137-152.
A clear, easy to read, summary of the four main methodologies for cost-benefit analysis of technology-mediated education and training - values, mathematical models, comparative studies, and return on investment approaches - and an argument for an integrated methodology for evaluation of educational technologies.
DEOS - The Distance Education Online Symposium
http://www.cde.psu.edu/ACSDE/DEOS.html
The Distance Education Online Symposium (DEOS) was established in 1991 by the American Centre for the Study of Distance Education at Penn State University. The symposium comprises DEOSNEWS, an electronic journal for practitioners and managers, and DEOS-L, an electronic forum. The purpose of DEOS is to disseminate information and to support international computer conferencing through systems accessible to professionals and students in the field of distance and technology-mediated education. DEOSNEWS publishes articles on topics such as distance education theory, the use of audio and video communications, course design and development, and adult education. It is accessed by over 4000 subscribers in 68 countries. DEOS-L, the interactive list-serve component of DEOS, has over 1500 subscribers who participate in online discussions in the areas of research, current issues and professional networking. To subscribe to DEOSNEWS and DEOS-L, post the following commands to LISTSERV@PSUVM.PSU.EDU: Subscribe DEOSNews Your Full Name or Subscribe DEOS-L Your Full Name.
Distance Education Clearinghouse
URL: http://www.uwex.edu/disted/home.html
A treasurehouse of comprehensive, up to date and archival material on all aspects of distance and flexible learning and technology-mediated education. The Distance Education Clearinghouse is managed by the University of Wisconsin-Extension, and includes information from that University plus national and international sources. It is easy to navigate through the many sections and material is added regularly. Areas of particular interest include technology and network options, design of effective technology-mediated programs, online courses offered, a database of conferences of interest to distance educators, policy and (American) legislative news, and a range of papers, bibliographies, and links to sites around the world.
Dondi, Claudio & Ricuperati, Pier Paolo
1992, ‘The use of interactive multimedia for in-company training’, in Vocational Education at a Distance, eds. Greville Rumble & Joao Oliveira, London: Kogan Page, pp. 131-138.
This reports on how and why an interactive multimedia course was designed and delivered in the SANPAOLO Banking Group, an Italian company with 18,000 employees worldwide. This program was developed as a rapid response to familiarisation needs of staff of a French bank recently incorporated into the Group. The package used ORATOR software to organise different forms of materials in hypermedia structure, and the program was made available initially on CD-Rom.
Eastmond, Daniel V.
1994, ‘Adult distance study through computer conferencing’, Distance Education, Vol. 15, No. 1, pp.128-152.
A study of adult students’ experience of learning through computer conferencing which analyses the variety of learning styles, the social dynamics of the student group, and effectiveness of the learning experience from students’ viewpoints. The article includes a useful survey of literature on study through computer conferencing.
http://www.leeds.ac.uk/educol/
An archive of working papers on education and training which is part of the British Electronic Libraries Program and managed by the University of Leeds. Users can search the collection by keywords, an inverted word index, or the BEI thesaurus, which contains hypertext connections to automatically-generated searches for broader and narrower terms, as well as the terms selected. Although still a pilot service in 1997, Educati_on-line promises to become a major source of current education and training working papers.
Education Network Australia (EdNA)
http://www.edna.edu.au
EdNA was established in 1995 by Australia's federal and state Ministers of Education and Training as a national electronic network to facilitate cooperation among all education sectors to maximise the benefits of integrating technology into teaching and learning, and avoid duplication of costs and effort. EdNA is managed by the Open Learning Technology Corporation (http://www.oltc.edu.au). It is developing a directory of online education and training information and services as a 'one-stop shop' of Australian resources and material useful for education and training - e.g. online help, lists and links to Australian education institutions, information on discussion lists, and reports of discussions.
http://www.educom.edu/
Educom is a nonprofit consortium of over 600 higher education institutions, mainly in the USA, which facilitates the introduction, use, access to and management of information resources in teaching, learning, scholarship and research. Its National Learning Infrastructure Initiative is designed to demonstrate how information technology can improve the quality and cost effectiveness of education and training. Its Networking and Telecommunications Taskforce works on policy issues and concerns. Educom publications include: the Educom Review - a bimonthly magazine with interviews and articles on policy, evaluation or future requirements; Edupage - a summary of news about technology, updated three times a week; and Edulib - publications available from Educom and instructions on how to obtain them.
Evans, Peter,
1996, 'Development and delivery of a Graduate Certificate (Open and Distance Learning) via the WWW', paper presented at AusWeb96, Southern Cross University. http://www.scu.edu.au/sponsored/ausweb/ausweb96/educn/evans/ URL accessed 28 July 1997.
A report on this course which is offered online by the University of Southern Queensland (http://www.usq.edu.au/material/course/us59). Evans covers the rationale for offering the course, the pedagogical principles underpinning its design and delivery, the course structure, materials development and production processes, the designs and softwaretools used in course construction, site creation and maintenance, and interaction with students.
Faculty Internet Service Centre, University of Berkeley
Web-Based instruction. URL http://socrates.berkeley.edu/~fisc/WebBasedInstruction.html. URL accessed 26 June 1997
A jumping off point for teachers looking for help on examples of Web-based instruction in a variety of courses from K-12 to university level. It also provides links to relevant networks, design information, articles and research papers on Web-based instruction.
Flexible Delivery Working Party
1993, Appropriate Technologies for Flexible Delivery - a Decision Making Framework,Flexible Delivery Working Party, Brisbane.
This package of book and computer discs provides a computer-assisted decision making framework to support managers and teachers in selecting appropriate technologies for the delivery of vocational education and training. The framework comprises a process which is not bound to any particular technology or learning outcomes, so that it may be used for emerging technologies and changing goals. The user is assisted to identify and act on choices, gains, risks and goals, and to review results. The package is one of six resources developed by the National Flexible Delivery Working Party and assists implementation of the National Training Reform Agenda.
Flexible Delivery Working Party
1993, Cost Benefit for Flexible Delivery - Operating Manual, Flexible Delivery Working Party, Brisbane.
A package of text and computer disks which is designed to assist providers of vocational education and training to implement approaches to teaching/learning which are flexible, cost-effective and responsive to the needs of clients. The user is guided through a process of identifying the context within which technology choice is made - including the institutional and learning objectives and constraints - and then using the computer program to match these with appropriate technologies. The package is one of six resources developed by the National Flexible Delivery Working Party and assists implementation of the National Training Reform Agenda.
Flexible Delivery Working Party
1993, A Guide to Implementing Flexible Delivery, Flexible Delivery Working Party, Brisbane.
A Guide for practitioners and managers on the issues which should be taken into account in implementing a flexible learning program. Each section includes a 'toolbox' (checklists, references, proformas, inventories and so on) to assist the user. Sections cover planning and management decisions and structures, staff development, determining the market and learners' needs, developing and delivery flexible courses, and administering flexible delivery. The Guide takes the learner as the key focus for each aspect of flexible delivery. It is one of six resources developed by the National Flexible Delivery Working Party and assists implementation of the National Training Reform Agenda.
Forsyth, Ian
1997, Teaching and Learning Materials and the Internet, London, Kogan Page.
Drawing on experience in Australia and Singapore, Forsyth outlines factors to consider in computer-based delivery, including how to use the technology most effectively, how to assess the results and monitor student progress, and how to ensure that materials are used to promote real learning. The book covers in detail issues such as getting started, designing and using forms, and cost factors.
Franklin, Nancy, Yoakam, Michael, Warren, Ron
1996, Distance Learning: a Guide to System Planning and Implementation. Indiana University. http://www.indiana.edu/~scs/dlprimer.html URL accessed 22 July 1997.
A 'primer' for those planning and managing distance or flexible learning systems, which provides an introduction to flexible delivery, the technologies and keys to success. It covers needs assessment, technology selection, design and implementation of a distance learning system, management issues, training of teachers and support staff, and evaluation. The site provides information on how to order a hard copy of the 135 page guide.
Gilbert, Cheryl
1996, Teaching and learning on the web at Queensland University of Technology, Paper presented at AusWeb96 Conference, Southern Cross University. http://elmo.scu.edu.au/sponsored/ausweb/ausweb96/educn/gilbert/paper.html Site accessed July 1997.
A report on ways in which Web technologies are being used in teaching a variety of science and social science subjects at QUT, recognising that most teachers presently see the web as 'foreign technology' and are concerned about its effectiveness. Gilbert describes a QUT professional development initiative to help overcome this problem. QUT has set up a Webworkers group of staff from 27 different Faculty schools and service areas to share information and collaborate in designing, teaching and evaluating web-based learning.
Gilbertson, Denny & Poindexter, Jamie
1997, Distance education classroom design. URL: http://www.uwex.edu/disted/rooms/county.htm URL accessed 17 July 1997.
Excellent tips for designing teleconferencing meeting rooms and flexible learning classrooms using audio and videoconferencing, satellite, computers or desktop collaboration. While the details are specific to the University of Wisconsin, the issues and the advice on how to maximise effective utilisation of the technologies are pertinent to Australian conditions.
Graduate Certificate in Open and Distance Learning
Faculty of Education, University of Southern Queensland, Toowoomba, Queensland, 4350. http://www.usq.edu.au/material/course/us59 URL accessed 27 June 1997
A Graduate Certificate for academic, teaching and training personnel seeking to develop their knowledge and skills in the design, delivery and management of open and distance learning. The full course comprises four credit points, with three enrolment periods a year. All course materials and instructional interaction are delivered via the Internet and email. Students access the study materials online, use the University's USQConnect system for email, newsgroups and conferencing, and link these with Netscape Navigator to obtain other information. The course is taught by members of the Distance Education Centre, Faculty of Education, Information Technology Services, and the Library, and (1997) enrols students from over 12 countries. The units can be taken singly or for credit in the Graduate Certificate. They include: perspectives on open and distance learning; a systems approach to open and distance learning; designing instruction for open and distance learning; instructional materials, design, development and delivery in various media (print, Web publishing, audio, video); assessing learning in an open and distance education environment; evaluating open and distance learning programs; and creating interactive multimedia.
Hesketh, Beryl, Gosper, Maree, Andrews, John & Sabaz, Mark
1996, Computer-mediated Communication in University Teaching, Evaluations & Investigations Program, Department of Employment, Education, Training & Youth Affairs, Canberra, AGPS.
Report of a project to estimate the extent to which computer-mediated communication is likely to penetrate traditional instruction in the next 3-5 years, and to identify barriers to introduction of new technologies in higher education. It shows that, despite public rhetoric, 'there is no groundswell of movement towards the use of technology; only patches of enthusiasm', and proposes ways of resolving this. It will be of particular interest to educational managers developing policy and allocating resources in relation to electronic technologies for teaching/learning.
Hills, Howard
1997, ‘Lloyds Bank and multimedia’, in Open and Distance Learning: Case Studies from Industry and Education, ed. Stephen Brown, London: Routledge.
A report on how a large British bank introduced technology-mediated teaching into its clerical and management training programs, beginning with interactive video systems in 1984 and moving on to computer-based training from the late 1980s. More recently, these approaches have been merged with face to face training, with multimedia providing a consistent training platform throughout the Bank’s branch network, in conjunction with local flexible learning coordinators.
International Centre for Distance Learning (ICDL)
http://www-icdl.open.ac.uk/
The ICDL is a documentation centre specialising in collecting and disseminating information on distance education worldwide. It is located in the Institute of Educational Technology of the UK Open University and has a close connection with the Commonwealth of Learning agency (http://www.col.org). Its database is very extensive and services offered through the site include: distance education literature (bibliographic references including abstracts to the literature of distance education); distance education database (online access through telnet and on CD-ROM to the distance education database containing detailed information on courses, institutions and literature worldwide); and full text chapters of the classic (but out of print) text, Mindweave: Communication, Computers and Distance Education, eds. R. Mason & A. Kaye (http://www-icdl.open.ac.uk/mindweave/mindweave.html).
International Teleconferencing Association (ITCA)
URL: http://www.itca.org/
The International Teleconferencing Association (ITCA) is an American professional association linking users, providers, strategists, educators, learners, managers and workers who use teleconferencing, telecollaborative and distance education technologies. The site provides membership information, a calendar of events, and links to other resources including information about inter-operability standards, teleconferencing, telecollaboration and distance education. Its list of resources is constantly updated.
InterNIC and Library & Information Technology Association
15 Minute Series URL: http://rs.internic.net/nic-support/15min/intro.html
The 15 Minute Series is a collection of Internet training materials provided by the InterNIC and Library and Information Technology Association which is part of the American Library Association. Each module is structured as a mini-slide presentation and is designed to answer clearly and concisely a specific Internet-related question ranging from the specific (e.g. 'what is RTF?' or 'how do I do xxx?') to the broad (e.g.'what is the Internet?'). They can be downloaded in two formats - HTML or Powerpoint, so that trainers can incorporate them into their own material. The site includes browsing and search options in the broad categories of Internet history, the basics, Internet organisations, electronic mail, the World Wide Web, technology, tools, indexing and search services, and the future. The site is constantly updated and modules reviewed. The material is equally valuable for the practitioner wanting to learn more about the Internet themselves, and the teacher wanting materials to assist them in teaching students how to use the Internet.
Ivanoff, George & Clarke, Justine
1996, Sept. 'The use of the World Wide Web for teaching - things to consider before putting materials online'. Paper presented at Australian Communication Conference on Teaching Communication Skills in a Technological Era. Monash University. URL: http://www.ola.edu.au/paper4.htm Site accessed July 1997.
Practical advice to teachers on ways of putting materials online and teaching through the Web. IT covers access issues, skills of users, the importance of good design (and advice on that), maintenance of content and design standards, and intellectual property matters.
Jacques, Michele M.
1996. How to find World Wide Web distance education resources. Distance Education Clearinghouse. URL http://www.uwex.edu/disted/resources.html Site accessed July 1997.
A succinct and helpful guide to finding one's way through the plethora of Websites providing information and resources on technology-mediated education. Jacques shows how the sites can be categorised and identifies the characteristics that indicate excellence in a site. An annotated list (including hotlinks) is provided to a range of sites from around the world. This paper was first published in 1996 and is regularly updated. It is an excellent jumping off point to searching the Web for any type of material on teaching and learning at a distance or electronically.
James, Richard, & Beattie, Kate
1995, Expanding Option: Delivery Technologies and Postgraduate Coursework, Evaluations & Investigations Program, Department of Employment, Education & Training, Canberra, AGPS.
This investigation of the practicalities of using various technologies and 'delivery' methods to create flexible and effective postgraduate learning environments is equally relevant to other areas of education and training. Practitioners will find particularly useful: Chapter 5 on delivery modes and practice - classroom interactions, computer-mediated communications and instructional techniques, audiovisual and print strategies, and other techniques. Managers will also find Chapter 8 on implementation and integration useful - covering administrative structures and support, cost comparisons, and copyright. Chapter 9 deals with changing teaching roles and staff development needs
Jegede, Olugbemiro J., Gooley, Anne & Towers, Stephen
1996, November, 'An evaluation of the Queensland Open Learning Network audiographic conferencing professional development programs', Journal of instructional Science and Technology, Vol. 1, No. 4. URL: http://www.usq.edu.au/electpub/e-jist/vol1no4/abstrac4.htm#AbstractJegede URL accessed 27 June 1997.
An evaluation of the QOLN audiographics professional development program which found that the majority of participants found the workshop beneficial; it was easier than they had expected, and their prior computing skills were irrelevant to their mastery of the use of audiographic conferencing equipment. They enjoyed the interactivity and learning environment characteristics of the audiographic equipment. The study comments on policy on training and professional development opportunities for teachers using audiographics conferencing.
Journal of Instructional Science and Technology
http://www.usq.edu.au/electpub/e-jist/homepage.htm URL accessed 27 June 1997
An Australian electronic journal (based at the University of Southern Queensland) which began in October 1995. Its focus is the design of instructional materials with particular interest in issues of instructional design in mixed mode teaching, on and off campus, in education and training. The journal publishes evaluations and other research reports, and also work in progress.
Kotlas, Carolyn
Evaluating Web sites for educational uses: bibliography and checklist. Institute for Academic Technology, University of North Carolina. http://www.iat.unc.edu/guides/irg-49.html Site accessed July 1997.
'With millions of pages on the Web purporting to serve educational purposes, how do educators sort out the good from the bad, the useful ones from the time-wasters?' This site is run by librarians and other information specialists who give references to articles (which themselves contain bibliographies) on selection and evaluation of Web materials. It also includes a useful checklist of questions to use when evaluating a potential Website.
Laurillard, Diana
1993, Rethinking University Teaching: a Framework for the Effective Use of Educational Technology, London, Routledge.
This book, written by a leading UK Open University academic, has greatly influenced approaches to staff development in Australian universities in recent years. Laurillard sets out a framework to help teachers think about the nature and processes of learning and how best to use and combine new and established media in their teaching. Part 1 explores students' learning, and what it is that they need from educational technology. Part 11 looks at individual teaching methods and media, including non-interactive media (lectures, print, audio), hypermedia (CD-Rom and the Web), and interactive media (simulations, modelling programs). Part 111 examines design methodology, designing learning activities, setting up the learning context, and maintaining quality.
Lee, Victor, Murphy, David, Chan, C.C. & Chung, Linda
1997, ‘Computer-aided distance learning: a case study’, Open Learning, Vol. 12, No. 1, February, pp. 58-62.
A short but useful summary of the steps required to design, implement and evaluate a CAL package to teach elements of a computer and network architectures course which students had found difficult when taught more conventionally.
Lewis, Justus H. & Romiszowski, Alexander
1996, November, 'Networking and the learning organisation: networking issues and scenarios for the 21st century', Journal of Instructional Science and Technology, Vol. 1, No. 4. URL: http://www.usq.edu.au/electpub/e-jist/vol1no4/lewis.htm URL accessed 27June 1997.
The concept of the learning organisation which constantly updates the skills of its members and, in the process, is itself transformed, has become an important idea in management and planning theory in recent times. Lewis and Romiszowski apply this concept to distance and other educational institutions in Singapore, Europe and the Americas, which have taken up new technologies, especially those involving networking through computer-mediated communications (CMC). They argue that knowledge of the technology is insufficient in itself for the kinds of organisational transformation desired, while the use of CMC in a learning environment changes the dynamics of the teaching/learning process and thence the decision-making and management processes which underpin it.
Lockwood, Fred
1992, Activities in Self-Instructional Texts, London, Kogan Page.
A practical guide to the critical issues to consider when writing self-instructional text which uses many examples of ‘activities’ from a wide variety of situations and subjects. It comprises five main sections: how do activities work (e.g. as a tutorial in print, a reflective action guide, or for self-dialogue); what is the research evidence to back up the design of activities; what assumptions do writers make and what expectations do they have of students; what do learners think about the benefits and costs of activities; and how do all these issues come together in course design. Lockwood practises what he preaches in the way in which the book is written, with numerous activities for the reader in between the text.
Lundin, Roy
1993, Overseas Experience in Non-traditional Modes of Delivery in Higher Education using State-of-the-Art Technologies, Occasional Paper Series, Department of Employment, Education & Training, Canberra, AGPS
A survey of best practice in North America, Europe and Asia, covering pressures leading to the projects being established, their effectiveness, the elements of 'best practice', major trends, and applicability to Australian education and training.
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