ASCILITE99 Paper details

 

"Towards a Communicative Model of Collaborative Web-Mediated Learning" Dubravka Cecez-Kecmanovic (Uni W.Sydney Hawkesbury) and Webb.

This paper reports research investigating Web-mediated collaborative learning as a social interaction process from a critical theory perspective. A communicative model of collaborative learning is proposed to help instructors analyse and improve the practice of collaborative learning. The model can also be used as a methodological instrument for inquiry into Web-mediated collaborative learning.

"The Role of Communication in Learning Technologies" Eva Wigforss (Lund Uni).

It is a fact that human communication plays an important role in how you develop an intellectual mind and the way knowledge is transferred to the next generation. From this point of view the increasing use of Learning Technologies in Higher Education has to be critically reviewed. The main concern of this paper is: How can we create an academic learning environment for students' learning based on WWW course material with email as their only communicative tool?

"Talking in Class: The Roles of Software Agents and Other Participants in the Social Construction of Knowledge within Online Learning Environments" Carolyn Dowling (Aust Catholic Uni). Carolyn Dowling (Aust Catholic Uni).

Our current enthusiasm for online education leaves unanswered a number of questions regarding the social interactions that mediate learning within these new environments. This paper explores some of these issues in relation both to the human participants and to the roles of pedagogical software agents in the electronic classroom.

"Overcoming Barriers to Creating Online Communities"Sally Clarke (QUT)

In this paper I compare the engagement of mature-age students (the teaching staff of our university) in face to face and on-line discussion options of the graduate certificate in higher education, and assess the reasons behind both participation and the lack of it. I investigate the relevance of factors previously identified for undergraduate and postgraduate classes to the class of mature-age professionals in the Graduate Certificate and discuss new approaches to overcoming identified barriers to participation in electronically-mediated communication.

"Meeting Needs: A Staff Development Resource for Redesigning Sociology Courses According to an Outcomes-based Model" Rob Phillips (Murdoch Uni), Pospisil, Bell and Patterson.

This paper describes the development of "Changing Outcomes - Exploring Needs Based Course Design in Universities" a Web/CD hybrid application incorporating an expert system for analysis and redesigning of courses. This interactive staff development tool will assist academics in reconceptualising courses according to an outcomes-based model. The development of this application through educational design, interface design and expert system design is described, together with the results of formative evaluation of the product and an analysis of project management data gathered throughout the project.

"Getting IT Together: A Cooperative Model for Staff Development " Cathy Gunn (Uni Auckland), Lefoe, Graham, Left and Smith.

As administrators pursue the competitive edge, staff developers take a different approach to innovation by seeking cooperative solutions to teaching and learning problems. The challenge is to provide Academic Development and IT expertise that supports organizations’ ability to respond to demand for technology supported, flexible learning across cultural boundaries.

"Collaboration and Competition. Dissemination and Databases. Developing a Framework for Accessing Computer-Facilitated Learning (CFL) Materials Across the Higher Education Sector in Australia" Carmel McNaught (RMIT), Phillips, Rossiter and Winn.

This paper will report on the results of a DETYA-funded project which investigated the extent of use of computer-facilitated learning (CFL) materials across the higher education sector in Australia in order to determine overall trends. In addition, the project also investigated how an updated national inventory of such materials might be developed in the context of developing a strategy which could lead to a greater adoption of CFL materials in Australian higher education.

"The Hidden Costs of Networked Learning: The Impact of a Costing Framework on Educational Practice" Paul Bacsich (Sheffield Hallam Uni) and Ash

A UK study by the authors on the Hidden Costs of Networked Learning in universities has produced a new planning framework for courses (traditional or using networked learning). This paper details the top-level findings of the study, focussing on impact on staff stakeholders and the relevance to other countries.

"Replacing Lectures with Online Learning: Meeting the Challenge" Ron Oliver (Edith Cowan Uni) and Omari.

This paper describes the design and development of an on-line problem-based learning environment designed to provide a means for creating a converged learning environment for on and off-campus students. The paper describes the environment and the intended implementation strategies as well as results from its initial implementation with a large cohort.

"Virtual Universities - Future Implications for Students and Academics" Melinda Anderson (IBM Global Serv).

Virtual Universities, or as many term them ‘virtual learning environments’, have taken the education world by storm. However, because this learning approach is so new, little study has been conducted on the implications that this phenomenon will have for students and academics who study and teach in this environment. Harasim and Teles in Harasim, Hiltz, Teles, and Turoff (1995), suggested that the aim of virtual universities is to provide totally online course delivery through the use of computer networking. By researching this topic, through a critical review of existing literature and case study research, this paper highlights important issues associated with the advantages and disadvantages associated with virtual universities. This paper also provides the reader with practical and useful guidelines to follow when undergoing the transformation from traditional university, to virtual university. Lastly, this paper provides a discussion of future implications that the benefits, problems, and guidelines have for students and academics.

"Heuristic Evaluation of Educational Multimedia: From Theory to Practice" Peter Albion (Uni S.Queensland).

Cost-effective methods for formative evaluation of educational multimedia are needed. Heuristic methods have been shown to be cost-effective in the area of user interface evaluation. This paper describes the use of heuristic methods to evaluate the user interface, educational design and content of an educational multimedia project.

"Using Web and Problem-based Learning Environments to Support the Development of Key Skills" Ron Oliver (Edith Cowan Uni) and McLoughlin

This paper reports on a project in which the development of key skills among university students was considered in the context of a problem-based learning environment delivered on-line. The results suggest that such learning environments provide many opportunities for students to develop key skills and there is great prospect in further exploring these opportunities and outcomes.

"Offline or Online? A Simulation Exercise in a 1st Year International Politics Unit" John Kinder (Uni W.Australia), Fardon and Yasmeen.

A simulation exercise in a first-year political science unit used a mix of synchronous and asynchronous communication, and combined online discussion with face-to-face meetings. The project developed out of an earlier simulation with no online component. This preliminary report compares the two versions and adopts a symbolic interaction approach to understand how the participants understood the experience.

"Disadvantaging the Disadvantaged?" Sandra Gollin (Uni W.Sydney Nepean) and Kies.

Student diversity at institutions with large international and equity student populations presents a challenge to traditional educational practices. Teaching with CIT magnifies the educational problems faced by such students. Solutions require us to think holistically about student needs, learning styles and the educational opportunities we put online. The effective use of networked computing in education requires institutions to think of the electronic classroom in the context of the institution as a whole with student support services taking their place as part of the flexible learning environment.

"The Web, CHAT & Laptops: IT Practices & Skills of Transition Students" Andrew Stein (Victoria Uni Technology) and Craig.

Transition students come to universities with a need to be information competent but can lack basic information literacy skills through variable practices at secondary schools. This report analyses the information literacy and competency of transition students at VUT. Two definitions were used to categorise IT usage of students. General IT practices looked at the availability of IT to the students and specific IT skills refer to the use of business IT packages. Main findings show that home access to a computer has peaked, home internet usage is escalating, the gender gap in IT practices and skills is closing and there is a dramatic increase in usage of the Internet, Email and CHAT.

"Cultural Diversity and Transnational Flexibility Delivery" Christopher Ziguras (Monash Uni)

This paper considers the cultural issues associated with the use of flexible delivery in offshore international education. It discusses the work of Lyn Henderson and Betty Collis, who argue for ‘culturally-flexible’ instructional design for diverse student populations. These approaches to online pedagogy are valuable, but local face-to-face teaching remains crucial

"The Use of Computer-Mediated Communication to Support the Formation of a Knowledge-Building Community in Initial Teacher Education" Brian Ferry (Uni Wollongong), Hoban and Lockyer.

This study investigated how different types of computer-mediated communication (CMC) such as asynchronous forums, synchronous forums and e-mail were used to support an alternative approach to initial teacher education. This approach required students to work in small and large groups to solve ‘real world’ problems.

Students made maximum use of the forum accessible to all participants. Often the various forms of CMC were used in ways that were different to those intended by the facilitators. Further, many of the skills the facilitators used to mediating face-to-face discussion could be applied to on-line discussion

"Modelling New Skills for Online Teaching" Graeme Salter (Uni W.Sydney Macarthur) and Hansen.

As well as the need to support ‘traditional’ staff development, there is also a need to model the new teaching strategies and skills required for teaching successfully in an online environment. This paper examines the theoretical background for the integration and modelling of online teaching within a staff development program.

"Student Experiences of Flexible Learning" Cheryl Gilbert (Griffith Uni).

At the beginning of 1998, Griffith University opened a new campus in Logan. In order to provide a breadth of study opportunities, and to expand access opportunities to those who are unable to attend the campus regularly, the University offers subjects at Logan through flexible modes of delivery. The Logan teaching and learning environment includes a range of approaches to flexible learning. In particular less reliance on timetabled face to face interaction and an increasing use of the world wide web for teaching and learning.

This paper details a small research project that was undertaken to find out how students were approaching their studying at Logan and what resources they found to be most and least valuable for their learning. A particular focus was the use of web resources for learning.

The aim of the project was not to obtain statistically viable data but rather to focus on individuals and their personal experiences and approaches with a view to critically reflecting on current resource design and teaching processes.

"The Social Impact of Online Learning" Kathy Lynch (Monash Uni).

Much has been said, resources spent and anguish risen over the development of on-line learning environments. Many researchers have delved into the pedagogies underpinning on-line courses. Other researchers have examined the academic results of students who have undertaken on-line courses compared to those who have taken the same course conducted in a more traditional approach. There seems to be little research into the social impact of on-line learning environments on those who participate in these courses. This paper examines the current literature on the social impact of this new learning environment and raises questions for further research. The author proposes that a study on not just the participants in on-line learning needs to be addressed, but the whole community - the participants and their families, the delivers, and the course administrators

"Critical Elements: Designing for Online Teaching" Shirley Reushle (Uni S.Queensland), Dorman, Evans, Kirkwood, McDonald, Worden.

The University of Southern Queensland (USQ) has offered online units via the Internet since 1997. Experience gained from delivering in an online teaching/learning environment reveals a number of pedagogical issues in this delivery method. The Instructional Design (ID) team at the Distance Education Centre is developing a framework of teaching/learning elements critical for the successful design and delivery of online courses.

"Patterns: Using Proven Experience to Develop Online Learning" David Jones (Central Queensland Uni), Stewart and Powe

The development of online teaching and learning requires a complex combination of skills and experience from a variety of professional fields. There are a number of issues, at both an individual and organisational level, associated with the existing development of online teaching and learning materials. These issues are contributing factors to why many current examples of online teaching and learning fail to meet the early expectations of the medium (Mioduser, Nachmias, Oren & Lahav, 1999). We are attempting to address several of these issues at Central Queensland University using ‘patterns’. A pattern is ‘a generic approach to solving a particular problem that can be tailored to specific cases. Properly used, they can save time and improve quality (Fernandez 1998).’ Our intention is to use ‘patterns’ to promote appropriation, evolution, adoption and staff development within the organisation and thereby increase the likelihood that applications of online teaching and learning will meet early expectations of the medium.

"Lonely Outpourings or Reasoned Dialogue? An Analysis of Text-based Conferencing as a Tool to Support Learning" Catherine McLoughlin (Uni New England) and Luca.

While computer-based tools to support asynchronous dialogue and discussion are now part of many on-line units of study, there is a lack of research on how to assess the quality of such interactions, and in particular, how they support learning. Mason (1991: 161) posed the question: ‘Are conference interchanges more than merely the outpourings of lonely or loquacious students?’. Since then several theorists have provided interaction analysis/content analysis techniques to examine the construction of knowledge in computer conferencing. These are reviewed in the light of constructivist theories of knowledge and the adoption of a socio-cultural model of learning, emphasising social interaction and dialogue as central to learning. If knowledge construction is to be evaluated rather than knowledge reproduction, we need to assess the processes that support such construction, and consider negotiation and revision of knowledge. For tertiary students, working with others in teams, evaluating others’ perspectives and the ability to communicate abstract ideas are recognised and valued educational outcomes (Tinkler, Lepani & Mitchell, 1996). A valid framework for analysis would therefore require a focus on process variables, such as how learners negotiate and interact, and product variables, such as the content and outcomes of learner interactions.

These questions are investigated in the context of a tertiary on-line unit designed to teach project management skills for multimedia development. An on-line forum was created for students to discuss and compare their interpretations of concepts and to establish shared understandings. The analysis focuses on whether the interchanges that occurred reflected knowledge construction, deep understanding and in depth inquiry, rather than superficial comments. In addition, student perceptions of the on-line forum were investigated. The study provides a practical assessment tool for educators to evaluate on-line discussion and shows the potential of an on-line forum to support collaborative learning and construction of knowledge.

"Designing for Diversity Within Online Learning Environments" Alan Holzl (Uni Queensland)

This paper describes a model for the design of online constructivist learning environments for tertiary education. A major benefit of this model is that it encourages diversity among students by valuing the different perspectives they bring to an issue rather than trying to change their perspective to accept a single "right answer" to every question.

"The Evaluation of Student Performance and Perception in Web-based Instruction in Regard to Age and Gender" Vicki Jones (Griffith Uni) and Jo.

A research project about the use of Web-based Instruction in education was conducted at Griffith University in 1998. This educational program integrated interactive multimedia with teaching and learning theories in the form of theory-based learning strategies. This paper reports on the results in relation to the age and gender of the participants.

"Critical Reflection on a Program of Development Evaluation" Gregor Kennedy (Uni Melbourne)

This paper reflects on a program of development evaluation, a year after its implementation in the Faculty of Medicine, Dentistry and Heath Sciences at the University of Melbourne. This paper reports on what has been learnt about the evaluation program from the involvement of over fifteen computer facilitated learning development teams. It provides an overview of the program’s implementation and discusses six themes: evaluation criteria, data collection techniques, evaluation perspectives, timing of the program, coaching of staff and general implementation. Areas where improvements can be made are noted.

"Embedding Technological Literacy: A Strategic University-wide Approach" Darien Rossiter (QUT) and Bagdon.

Technological literacy, along with other key literacies, is now an essential attribute to successfully participate in higher education and in the workplace. The Queensland University of Technology is taking a strategic approach to the acquisition of technological literacies, funding a two year collaborative, interdisciplinary initiative, The Technological Literacy Project, Building a Foundation for Flexible Delivery.

The project seeks to improve students’ technological literacy, by developing web based resources and strategies which enable academic staff to ‘infuse’ the acquisition of technological literacies into their courses. This approach complements existing QUT initiatives, such as faculty-based programs, centrally offered training and help desk services, and furthers other institutional goals such as increasing flexibility in teaching and learning, and developing generic graduate capabilities.

This paper reports on the outcomes of the project to date, specifically the development of a suite of web-based resources to facilitate the acquisition of technological skills and the findings from a series of surveys of academic staff and students, identifying computer access and usage patterns and assessing technological dispositions and skills. In addition, the paper discusses new participative models for resources development and newly emerging strategies to engender individual and institutional commitment to the concepts embedded in technological literacy.

The development of technological literacy resources, including the resource bank, templates and case studies, has drawn on a diverse range of skills, knowledge and understandings of QUT staff from academic, library, technical and professional development fields. The development process is seen as an evolutionary one, and at the time of writing, the resources are considered to be prototypes. Consequently there continues to be a strong commitment to evaluation and one of the important findings of the evaluation has been the broad ranging and ongoing needs for professional development for academic, technical and support staff.

 

In this latter stage of the project, a key role for the team is to identify the appropriate strategies which will ensure ongoing commitment to technological literacy at all levels of the university, to engender new ownerships of the resources and of the processes established by the project and to facilitate the transfer of many of the project’s activities to new coalitions and relevant areas within QUT.

"Learning to Learn Online" Elizabeth Smith (Charles Sturt Uni).

With an increasingly diverse range of pedagogical methods being employed by academics, little that students have previously experienced in traditional classrooms has prepared them for the era of online learning. In addition to struggling with the technical issues associated with online technologies, students are increasingly being confronted with new paradigms of learning. Many students under-utilise tools such as computer mediated communication (CMC) simply because they lack the competence and the confidence to do so effectively in their studies. In short, students need the opportunity to learn how to learn online.

In an effort to address this issue, in 1999 Charles Sturt University piloted a supplementary subject for students called Skills for Learning Online. The subject was delivered totally online and aimed to provide students with both the competence and the confidence to use the online resources provided for them in their studies.

This paper will focus on why students require support in the online environment. It will also look at the theoretical underpinning of the subject Skills for Learning Online and the initial evaluation from the first student cohort.

"Prerequisite Principles for Integrating (not just 'tacking-on') New Technologies in the Curricula of Tertiary Education Large Classes" Cameron Richards (QUT) and Nason.

The recent and growing emphasis on flexible modes of educational delivery involving new communication and information technologies (CITs) is perhaps as much a reaction to, as an anticipation of, increasingly large class contexts of teaching and learning in Australian educational institutions. The obvious convenience and cost efficiencies of developing online and related "distance education" practices of teaching and learning involving new technologies perhaps tends to obscure the practical difficulties as well as underlying cultural and methodological conflicts associated with attempts to integrate new technologies into education. This paper will identify and also address some of the main problems to do with integrating new technologies into the curricula of tertiary educational large classes. It will discuss some of the prerequisite principles identified in on-going action research of efforts over several years to develop an across the curriculum framework for integrating new technologies in a Faculty of Education foundation large-class unit. It will attempt to sketch out an integrated framework for engaging with a range of practical issues and dilemmas involved if one wants to go beyond merely "putting content up on the internet" or "tacking on" new technologies in education.

"The Interactive Conundrum I: Interactive Constructs and Learning Theory" Rod Sims (Uni Southern Cross).

The role and function of interactivity within computer-enhanced learning is undergoing increased scrutiny. Through a reappraisal of learning theories in terms of their implications for interactivity and identifying the major interactive constructs, this paper provides a context for better understanding interactivity and achieving its potential for enhancing the learning process.

"Idenitifying a Need for Web-based Course Support" Glenn Affleck (Uni Paisley) and Smith

The focus of this paper is web-based course support for novice computer programmers. The findings from interviews and a test are considered and the problems found are subsequently related to the learning paradigms of constructivism and objectivism. Finally, recommendations are made for the incorporation of web based course support.

"Instructional Design for Cultural Difference: A Case Study of the Indigenous Online Learning in a Tertiary Context" Catherine McLoughlin (Uni New England) and Oliver.

Flexible delivery of educational resources must take account of cultural variables and recognise the specific learning needs, preferences and styles of learners. In designing instruction, there may be a tension between the need to ensure access for a multicultural student population, while at the same time taking into account the need for localisation to accommodate learners’ cognitive styles and preferences. Considering the micro and macro cultural levels of instructional design is therefore essential if appropriate learning environments are to be created. The acceptance, use and impact of WWW sites is affected by the cultural perceptions, values, needs and preferences of learners (Chen, Mashadi & Ang, 1999).

One of the limitations in current instructional design models is that they do not fully contextualise the learning experience, and are themselves the products of particular cultures. The design of Web-based instruction is not culturally neutral, but instead is based on the particular epistemologies, learning theories and goal orientations of the designers themselves. Recently, theorists have argued for a cultural dimension in the design process and the need to provide culturally sensitive learning environments (Reeves & Reeves, 1997; Collis, 1999; McCahill, 1998).

In this paper, we trace the design processes involved in the development of an on-line unit for Indigenous Australian learners preparing to enter university, and account for the cultural issues that impacted on creation of learning tasks and styles of communication. The paper argues for cultural localisation, which means incorporating the values, styles of learning and cognitive preferences of the target population. It also means going beyond surface-level design considerations to achieve a meaningful constructivist learning environment. It is recommended that when creating WWW-based course support sites for maximum flexibility, systematic attention must be given to particular design guidelines, which include cultural contextualisation.

"Towards Research-based Designing for Understanding Fundamental Concepts. The Case of the Web-delivered Generative Virtual Classroom for Teacher Education" Lynette Schaverien (Uni Technology, Sydney).

The Generative Virtual Classroom attempts sophisticated, large-scale teacher education in technology and science. We show how it emerged from and contributes to a new, powerful theory of learning. Occupying an educational niche, such environments require research-based design, suggesting information-age responses, for diverse learning populations, to educational problems in other disciplines.

"Staff Development for Online Delivery: A Collaborative Team-based Action Learning Model" Allan Ellis (Uni Southern Cross) and Phelps

For academics to successfully make the transition to online teachers or learning facilitators, they must do more than develop new technical skills. Online development and delivery requires new pedagogical approaches, challenging previous practices with regards to assessment, group interaction and student/teacher dialogue. Furthermore, it necessitates attention to issues concerning academic work practices. Online delivery challenges traditional notions of academics working in isolation and instead brings together teams of people each with unique skills, into a course design and development team.

This paper describes the early phases of a systems change approach being implemented in the School of Social and Workplace Development at Southern Cross University. An ongoing collaborative action learning model is described as a vehicle for staff development and change management. This consisted of twice weekly team meetings and training sessions. These sessions represented a balance of outside expertise and experiences being brought into the group, and reflective and "idea sharing" sessions amongst the development team itself. A mixture of technological, pedagogical and managerial issues were covered and discussions were fully documented throughout the process.

Information on changing staff attitudes was collected via a series of semi-structured interviews recorded at various stages over the course of unit development and early delivery stages, as well as staff completing weekly "reflection sheets" on their experiences. Enthusiasm, collaboration and a sense of ownership are identified as major factors driving the change process. Major barriers included difficulties of dividing time between varied commitments, the importance of timeliness of training components and the need to develop policy and guidelines "on the run". Further data collection such as time commitments from staff and skill requirements at each phase of development were used to develop guidelines and recommendations for further rounds of development and for budgetary planning.

"Technological Support for Flexible Learning within a Pre-endorsement Masters of Midwifery Course" Peter Evans (Uni S.Queensland), Fahy, Williams and McDonald.

This paper briefly describes the flexible delivery Master of Midwifery course developed at USQ. This course contains four units taught almost totally via CDROM and Internet. The majority of the paper examines the ways in which the lecturers and students believed the CDROMs enhanced their educational work. A core advantage for the lecturers was the highly iterative development methodology which was used. While most students had no prior experience with computer CDROMs they felt that their learning was empowered and most preferred the unit to similar paper based units.

"Developing a Culturally Responsive Curriculum: an Electrical Engineering Process" Wageeh Boles (QUT) and Kelly.

Developing student-centred culturally responsive curriculum is a complex process requiring lecturers willing to adapt and change, as well as appropriate support services to help their efforts. It is not just about content or learning formats. It challenges lecturers to become guides and mentors in a reconfigured and enhanced teaching and learning process.

"An Evaluation of the Use of Multiple Perspectives in the Design of Computer-facilitated Learning" David Kennedy (Monash Uni), Eizenberg and Kennedy (G).

In the medical sciences, there is a well documented problem that involves the separation of discipline-based knowledge from clinical practice. In order to address this issue in anatomy teaching, the CD-ROM Anatomedia has been developed—integrating anatomical knowledge with clinical applications. The structure, and evaluation of Anatomedia are described.

CriticalThinking in Physiology: A Reason!-able Approach Presented by Neil Williams" Timothy van Gelder (Uni Melbourne), Williams, Di Nicolantonio and Kemm

To help improve their critical thinking skills, undergraduate science students used a new software package, Reason!, to assist them identify and evaluate arguments. At the outset students could not reliably identify and evaluate the reasoning in a short scientific text. Pre- and post-testing revealed a small but significant improvement in reasoning.

"Learning About Control Systems by Model Building - A Biological Case Study" Debbi Weaver (Uni Melbourne), Kemm, Petrovic, Harris and Delbridge

To assist students’ understanding of control systems, we have developed an interactive model-building program, suitable for many disciplines and student backgrounds. Students are challenged to build and explore the operation of an on-screen model, and audit trail data are analyzed to identify and resolve areas of student difficulty

"Choosing the Predict Option" Geoff Swan (Edith Cowan Uni).

An interactive multimedia module that introduces first year university physics students to basic concepts and relationships in rotational kinematics is described. Students using this module have shown a significant improvement in their understanding of the fundamental angular concepts. They have also demonstrated a preference for spending time on prediction type activities

"Diversity in Course Delivery: Pharmacology 6 Offered on Campus and in a Virtual Classroom" Peter MacLaren (Auckland Inst of Technology) and Shukla.

Pharmacology 6 is a paper for the Bachelor of Medical Laboratory Science, offered by the Auckland Institute of Technology. In 1998 the course was delivered simultaneously to an on-campus stream and an online stream. The use of a range of technologies including computer mediated communication (CMC) and interactive computer simulations is evaluate

"Encounters with Difference: In Search of a New Learning Space Through Internationalisation" Lucas Walsh (Monash Uni).

Our understanding of internationalisation has shifted from being concerned with international exchanges of staff and students to a ‘catch-all’ expression encompassing economic, political, organisational, cultural and pedagogical dimensions. At the nexus of these dimensions is a potentially revolutionary aspect of current internationalisation, that of information and communications technology.

Electronically mediated internationalisation impacts upon formal learning environments and interfaces of distance education in complex, profoundly challenging and occasionally beguiling ways. This paper outlines a means of conceptualising internationalisation as a starting point to mapping the new learning spaces of the twenty first century.

"Implementing a Generic Framework for a Web-based Pedagogical Agent" Trixie Smith (Uni Paisley), Affleck, Lees and Branki.

The implementation of a Web-Based Pedagogical Agent framework to the domain of a programming course support application is detailed. Research describing the need for a Pedagogical Agent is presented, the system framework and technical issues of implementation are described, followed by a discussion of necessary changes to the original model.

"Pedagogical foundations of Web-based Simulations in Political Science" Ron Linser (Uni Melbourne), Naidu and Ip.

This paper outlines and discusses some of the pedagogical foundations of an innovative "learning architecture" which combines the power of goal-based learning, role playing, the capabilities of the world Wide Web and the traditional method of lectures and tutorials. What it demonstrates is the way this learning architecture is used to achieve pedagogical goals in Political Science using the example of a World Politics course and the potential it has for other social science courses.