Evaluating Computer-Assisted Delivery of Education Using Action Research as the Overarching Methodology

Dunlop, Marinka (Sourthern Cross University)

The new environments of the Knowledge Age, created through information and technological availability, introduce exciting potential for education. It is envisioned that future innovations will be conducive to life-long learning, just-in-time-education, and virtual learning spaces. Another characteristic foreseen is global collaboration between students and faculty, simulated environments, electronic books, digital libraries and virtual universities with global presence and computer assisted delivery of educational materials.

To this end, the Schools of Social and Workplace Development (SaWD), and Legal and Justice at Southern Cross University, promote the concept of responsive development of computer assisted educational delivery. This is illustrated through their commitment to computer assisted delivery of undergraduate units being developed by the lecturers participating in the Pilot Project.

GURRANORA/Campsite — Website for Learning and Sharing: Using the Internet for Indigenous Professional Development in Higher Education

Altman, S. (Macquarie University)

GURRANORA is a cooperative national interactive site, focussed on strengthening links amongst staff working in Indigenous higher education. This two-year staff development project is funded by CUTSD and managed by a consortium of three Indigenous Education and Research Units from the University of Sydney, University of Newcastle and led by Macquarie University.

Online resources and activities are being developed for a range of professional development experiences that are culturally appropriate and closely aligned with the unique needs and opportunities in Indigenous higher education, including both Indigenous Studies and Research as well as Indigenous Student Support. The material and experiences are suitable for Indigenous and non-Indigenous staff working in these areas, however, the major emphasis of this project is on Indigenous staff and the major beneficiaries of the enhanced professionalism will be Indigenous students and communities.

Desktop Virtual Reality

Barney Dalgarno (Charles Sturt University)

The recent advances in desktop computer hardware have made Desktop Virtual Reality environments a realistic possibility for educational developers. This short paper describes a research project being undertaken at Charles Sturt University to investigate the effectiveness of such environments for educational use.

Communication Technology and Distance Learning

Janet Smith (Charles Sturt University)

The literature relating to the use of computer mediated communication in distance education is becoming more plentiful and varied as modern communication methods are adopted in this setting. An analysis of the literature reveals that students and lecturers/tutors are increasingly using various forms of this technology to access learning materials and to communicate as they become familiar with computers and the communication software. This paper considers the current use of electronic communication methods in an advanced business subject and how patterns of communication have changed over time. From analysis and observation of the use of email in the operation of business strategy simulation, effective methods for the use of computer mediated communications are suggested.

IT or ET? Students' Attitudes Towards Computer-Mediated Language Learning

Antonella Strambi (University of Sydney)

This snapshot presents some preliminary findings of a longitudinal research project that analyses students’ attitudes towards computer mediated language learning in a beginners’ course of Italian. A comparison with other traditional tutorial groups is attempted to establish advantages and drawbacks of the computer mediated approach for language learning.

An ODL-Strategy for Universities to Develop and to Quality Mark Open and Distance Courses

Lennart Badersten (Lund University)

During the last few years it has become more and more important and necessary for universities to develop a strategy for development and accreditation of open and distance learning. The single most important factor in this global process is the increasing use of Internet for learning.

Traditional universities are already starting the process of transferring existing courses (and also new courses) to the World Wide Web. Thus, they have to reflect upon how to prepare their teachers — the only asset a university really has in this market — and their potential students for these new learning media.

Online teaching opportunities to maintain low enrolment specialist units at tertiary level

Dr Heiko Daniel (University of New England)

At the University of New England an instructional multimedia program called "Oz Soils" is being developed by the authors, and has been used by students of an introductory soil science unit as an additional learning aid since 1995. Oz Soils introduces the core concepts and processes of soil science. The major topics covered include nutrient cycles, the hydrological cycle, soil structure, and soils and the landscape. Students can learn about micro-scale processes and their place in the larger natural cycles. The program includes interactive animations of many soil processes, Australian soil and landscape examples, and revision exercises. The aim of introducing interactive multimedia as part of soil science teaching is to improve the quality of learning. It is intended that through the use of Oz Soils, students will take a less superficial approach to the subject matter. The desirable outcome is that students will develop understanding of basic concepts that will enable them to go on and apply their knowledge to environmental systems, problems, and laboratory exercises.

Online Roleplays: Applications in Tertiary Teaching and Learning

Matthew Riddle (University of Melbourne)

Following the success of the DRALE Online system, a collaborative web system used in teaching final year law students (Riddle & Davies 1998), the concept of case-based online role-plays is being applied more widely in teaching at The University of Melbourne. The first of these, ITL Online, is a variation on the DRALE model involving International Trade Law, involving cohorts of students from institutions in South Africa as well as Australia. The second, LaSWOP, is an adaptation for use in the School of Social Work to provide students with experience in dealing with cases as they would as social workers. Another is being written for use in Business Law, and the model is now being generalised to provide tools for the creation of further case-based role-play systems. This paper discusses the challenges of designing role-play systems, demonstrates a number of their applications in teaching and learning, and reports on their usage at The University of Melbourne.

Online Teaching and Learning Activities: Developing a Guide for Tertiary Educators

Romana Pospisil (Murdoch University)

The advent of web-based teaching technology has created exciting opportunities for university educators to experiment with new ways of teaching online, as well as an opportunity to redesign conventional teaching strategies and activities for online delivery. However, the online teaching medium is still very new and, as we overcome the technological barriers and focus on pedagogical issues, we are faced with the challenge of designing online learning activities that provide not only a different mode of accessing education, but, more importantly, provide the best possible learning experience for our students.

Academic staff faced with the prospect of teaching online approach the task from various perspectives depending on their level of exposure to online teaching. In many cases there is an awareness of the technologies that are available and knowledge of how others have applied these technologies, what has worked and what hasn’t. However, often those who are only just starting out can find the prospect of teaching online overwhelming and will search for guidance on how to approach their first online teaching attempts. This ‘Guide to Online Teaching and Learning Activities’ is being developed with the view to catering to the needs of staff who require a starting point to assist them with their choice of online teaching activities and some guidance in selecting the most appropriate technology and implementation options for their specific learning environment.

Australia's Place in the World of 'Borderless Education'

Helen Geissinger (Charles Sturt University)

This paper looks at policy and management issues around the development of consortia powerful enough to harness the latest technologies for the development and delivery of 'cutting edge' courseware. A scenario that utilises Australia's best flexible learning, multimedia and IT deliver expertise is presented.

Lessons Learnt from Academic Staff Involvement in a Computer Conferencing

Mary Rice (Deakin University)

In all higher education institutions, academics are confronted with a diverse range of educational technologies that can be quite bewildering and challenging at first. Decisions have to be made about which technologies to use to enable flexible delivery of courses and to enhance learning opportunities for diverse groups of students. One Faculty at Deakin University began by considering the basic principles of good tertiary teaching and concluded that discussion, collaborative group work, critical review and debate were fundamental to learning. Since these aspects were highly valued, a strategic decision was made to standardise the approach to technology use by introducing computer conferencing in all courses. This necessitated a strategic response in terms of professional development for academic staff, many of whom were unfamiliar with the benefits of computer conferencing and the notion of collaboration. For them, learning to teach in an online environment became a professional development challenge.

To promote the use of the medium and to facilitate its use across the Faculty, a five week professional development course for academic staff was developed. The main objectives of the course were to familiarise participants with the educational issues involved in computer conferencing and to provide the educational knowledge that would enable them to begin teaching in a virtual environment. The course was not designed to teach technical skills; it was assumed that participants would have a basic understanding of the technical aspects of the FirstClass conferencing tool. Staff who had not previously used the medium were encouraged to attend introductory technical training sessions before undertaking the conferencing course.

This paper describes the nature of the course and discusses the experiences of academic staff who engaged in it as well as the perceptions of coordinators who facilitated the collaborative group work. In particular, issues relating to group dynamics and level of involvement are explored. Factors that facilitated or constrained the involvement of staff in the professional development program are identified and tentative conclusions are drawn about critical success factors for collaborative group work.

Technology Transforming Academics: A Study of University Teachers Making 'the move' to Online Teaching

Kim McShane (La Trobe University)

This paper will present analysed transcript data collected from interviews with university teachers who are engaged in online teaching. The material reveals some early insights into academic staff perceptions of their teaching identity, teaching philosophies, and teaching roles in mixed-mode delivery subjects. Other methods in the research include narrative and critical incident analysis, and the observation of academics as they manage their online teaching and interact with their students online.

Towards a Method for Evaluating Computer-Assisted Learning Software

Tony Wright (Massey University)

How do we judge new pieces of educational software when they land on our desks (physically of virtually)? We would like to know how useful the software would be for our students, but we often rely on a quick glance and our expert judgement. The problem is more severe for the pieces of software which we are authoring, because the stakes are much higher following our investments of time as well as money.

Many evaluations have involved studies of the, pretest – control group, experimental group – posttest, format. These studies have been widely criticised (Reeves,1993), and have left their mark with published results which show marginal benefits from the introduction of computer based learning (Fletcher-Flinn et al, 1995). In this discussion we will present our results which build on the qualitative interview approach to evaluation (Wills, 1994) and a project developing an evaluation methodology in which a qualitative technique is being used to provide the base for developing quantitative evaluation measures.

The position of evaluation contrasts with the promise of computer based learning. In chemistry, for example, the potential is enormous. The subject is grounded in abstract ideas about a microscopic world of atoms, molecules and electrons in a complex interplay with mathematical ideas, symbolic representations and a language all of its own. The computer can be used to give students the power to navigate between the different worlds of chemistry, and learn the conceptual frameworks of the chemist. But how do we know what works, and for whom it works?

QUT's Information Resource Plan — The Strategy that Ate QUT

Linda Heron (QueenslandUniversity of Technology)

During QUT's 1998 planning process, it became obvious that the existing plans that were in place to support the management of the university's information resources had become outdated, and needed to be revised. A process of revision commenced,

initially under the guise of a project submitted to QUT's Quality Women in Leadership program.

This process resulted in the drafting of one Information Resources Plan, which replaced the previous Library Resources Plan and Information Technology Plan. The snapshot will outline the process of revision, the outcomes, and lessons learnt along the way.

InterLearn: Interactive Learning on the Inter

David Murphy (Monash Unversity)

This paper outlines the development of an interactive online learning and teaching environment named InterLearn. Designed by Monash University’s Centre for Higher Education Development to deliver its programmes, InterLearn uses a database approach to provide learners with their own ‘worksites’ and online learning activities. Each worksite includes interactive elements such as searching activity responses made by other students, web links, learner input, signposts to further reading and assessment activities. Initial evaluation has been highly positive, and further enhancement of the software is being undertaken.

Web-based Simulation Generator: Empowering Teaching and Learning Media in Political Science

Albert IP (University of Melbourne)

This paper outlines and discusses a Web-based simulation generator which enables an innovative "learning architecture", which combines the power of goal-based learning, role-play and the capabilities of the World Wide Web in facilitating learning and teaching.

Playing Games to Solve Misconceptions

Professor Alan Amory (University of Natal)

Many senior secondary and junior tertiary students hold misconceptions related to basic biological concepts. This paper reports on research undertaken to identify misconceptions related to photosynthesis and respiration, design and development of a virtual learning space to overcome these misconceptions and an evaluation of this learning tool. A three-tiered multiple choice questionnaire (MCQ) was developed to probe the misconceptions held in photosynthesis and respiration. The first tier consisted of a factual or concept MCQ. The second part, also using an MCQ, probed student understanding by asking them to supply a reason for their answer. In the last tier the students were asked to rate their confidence in their answer. The questionnaire was administered to 300 first- and second-year Technikon and University students. Analyses of responses (cross-tabulation and the G-test) showed that students do not understand the complementary relationship between photosynthesis and respiration and many thought that respiration occurred only in the dark in plants (major misconception). The virtual learning space, designed to overcome these problems, consisted of a number of puzzles (based on some of Gardner's Multiple Intelligences) integrated into an adventure-type game. In different rooms students solved word, music and spatial puzzles related to either respiration or respiration and photosynthesis in order to fill either an oxygen gas cylinder (used to replenish the air supply) or a carbon dioxide gas cylinder (used to put out a fire). Twenty-two Biology students volunteered to test the game. While each student played the game on a separate computer, interaction between the students was encouraged. The effectiveness of the game was assessed using questionnaires and interviews. Analyses of results (cross-tabulation, G-test and QSR NUD*IST) suggest that game players had a better understanding of the complementary relationship between photosynthesis and respiration, understood that respiration is a continuous process in plant cells and showed a greater confidence in their grasp of the processes. Students reported that the game was enjoyable and complemented traditional lectures. Results suggest that the virtual world was an effective, and fun, learning tool in teaching the basic concepts of photosynthesis and respiration.

A Constructivist Approach to Staff Development for Teaching Innovation

Cathy Gunn (University of Auckland)

Proficiency in the effective uses of technology is pre-requisite to successful development of innovative teaching practice. Definitions of ‘proficiency’ and ‘effective uses of technology’ depend on context specific factors as diverse as the starting points that individual academics come from. Staff development needs are equally diverse, and the ability of established approaches to support the rapid growth of technology supported flexible learning across the disciplines is questionable. Gibbs (1996), and others have questioned the effectiveness of the central, workshop based approach to staff development for other reasons. However, it did at least provide a forum where established forms of teaching expertise could be modelled in a more or less authentic classroom setting. There is no such justification for this approach with technology and flexible learning, and a different process is needed to support evolving modes of teaching for flexible learning environments. This short paper describes a process based on constructivist principles that is designed to service the needs and expectations of staff across disciplines and experiential levels, as well as reaping the benefits of both central and devolved staff development models.

Experience shows that academics come to technology related development courses with a range of expectations, some of which are unrestrained by practical or logistical knowledge. The dilemma that faces staff developers is whether to target specific cases or adopt a general approach and risk losing relevance for some participants. Managing expectations is crucial to effective development, and the constructivist principles that underlie many flexible learning course developments provide an appropriate basis for doing so.

What does Flexible Delivery Deliver?

Allison Brown (TEDI, Ipswich QLD)

One of the greatest responses to diversity in higher education in Australia has been the introduction of flexible delivery. Driven by the need to respond to increasing global competition in higher education; the changing demographics of our student population and their demands for more flexible access; the technology revolution in society and the potential of the new technologies to improve learning; flexible delivery is seen by many as the panacea for this diversity.

In February 1999, the University of Queensland opened a new multi million- dollar flexible delivery campus. There are no traditional lecture halls at this campus. It has been designed to facilitate individual access to flexible learning resources in all delivery media including online technologies. UQ Ipswich has one of the highest ratios of computers to students in any Australian campus. There are also many meeting rooms allowing face to face tutorials and small group work among students. Innovative degrees, such as the Bachelor of Electronic Commerce and the Bachelor of Information Environments, grounded in the new technologies, are now on offer for the first time.

This paper reports on the results of preliminary evaluation studies that were undertaken to identify the impact of flexible delivery at UQ Ipswich from two main perspectives – that of learners and that of teachers.

The study of the learning experience in a flexible delivery environment investigated students' expectations of flexible delivery, the difficulties they encountered, as well as the barriers which inhibited, and the factors which contributed to, successful learning.

The study of the teaching experience looked at the new demands being placed on academic staff in a flexible delivery environment. It also investigated the kinds of technology delivery choices that were being made by academics, the decision-making processes informing their choices and the curriculum design models being employed.

The data gathered from this evaluation has relevance to all academics interested in developing more flexible ways of teaching and supporting their students to adopt more flexible ways of learning.

Online Postgraduate Information Research Skills — From 'How to Use the Library' to 'Information Literate'

Lynn Murdoch (RMIT University)

The online module in Information Research Skills for postgraduate students is designed to teach general principles which students apply to the information research process (information literacy). The module does not attempt to teach students how to use a particular information resource or a particular library. The ultimate aim is to develop a generic module that can be used across disciplines, and either as a complement to class contact or as an independent learning module.

An@tomedia^TM: A New Approach to Medical Education Developments in Anatomy

Matthew Riddle (University of Melbourne)

Dissection is ideally, the most valuable means of gaining an understanding of human anatomy. However, it is technically difficult, logistically complex, time consuming, and expensive. In the current crowded health sciences curriculum, these issues are coupled with less time to make sense of anatomical knowledge or (more importantly) integrate such knowledge into a clinical context.

An@tomedia^TM is designed to redress some of these problems. The software is being developed in the context of a new practical anatomy teaching program being undertaken at The University of Melbourne. A text, compatible with this program, has already been designed and piloted .

Initial evaluations have indicated that students find An@tomedia^TM very engaging. An@tomedia^TM supports students actively in their learning tasks, fostering a deeper understanding of human structure, with a stronger basis for clinical diagnosis and procedures. In the new Medical course, the use of the software will result a substantial reduction in time for traditional teaching and more emphasis on focussed dissection, problem-based and self-directed learning.

pdonline — The 1999 Status of Online Professional Development for Higher Education Staff

Andrew Litchfield (Macquarie University)

The authors have conducted a survey to identify online learning resources specifically designed for the professional development of higher education staff. This paper succinctly outlines the survey and principle findings, and describes the content of the pdonline website with links to the identified 'best-of' online resources.

ALTMODES: A Reflection of the Diversity of Alternative Modes of Teaching and Learning

Kenn Martin (University of WA)

Alternative Modes of Teaching and Learning (ALTMODES) is an integrated Web-based resource which offers descriptions of a range of alternative modes of teaching and learning (MODES), describes a range of tools which can support such alternatives (TOOLS) and gives a detailed examples of the use of technology (EXAMPLES).

Partners in Flexible Learning: The Student Voice in the Learning Process

Marcia Pope (University of Ballarat)

Encouraging student voice is no simple matter. This paper reviews critical reflection and feedback processes embedded in the design of a Bachelor of Arts unit. Throughout the unit, the student voice functioned as a reality check challenging our previously held assumptions that students are necessarily self directed, confident and ready to take responsibility for their learning.

Facilitating Online Collaboration

Cheryl Gilibert (Griffith University)

The current array of options for communicating online is extensive. Discussion forums and chat rooms are particularly useful as they can be incorporated into a web interface and offer a seamless transition between course material and informal discussion. The downfall of these systems is their focus on 'mass' communication and participation. Discussions and debates are conducted among an entire group without the opportunity for the refinement of arguments or ideas. Collaboration between small groups is still largely conducted face to face or through e-mail. To date web based group work has meant e-mail or f2f interaction with group projects put on the web (Collis 1998). As we sought to become more flexible in our own teaching practices and our use of the web increased we found we needed to look for sound pedagogical solutions to facilitate a broader range of collaboration.

One solution has been the development of a User Centred Information System (UCIS). This is a single web based application that provides students with the ability to undertake:

• Independent work (such as keeping reflective journals, paperless notetaking)
• Small group collaboration (sharing notes, sending messages, and working on collaborative assignments)
• Large group collaboration (sharing group projects with the class for formative assessment)
• Integrated point of contact for subject notices and FAQ's

Its biggest strengths are the establishment of a personal working environment for students and facilitation of student contribution to the learning environment. UCIS is still being trialed on a small scale, however there is no doubt that it has the potential to enhance collaboration and facilitate students contribution and construction of on-line learning environments.

Learning and Teaching Online: A Course for Higher Education Staff

Robyn Phillip (Macquarie University)

Educators are aware they need to better understand online communications before introducing these tools and processes into their teaching practice. This paper outlines an introductory and supportive seven week course in online learning and teaching for staff at Macquarie University. The course is flexibly delivered and supported by WebCT courseware.

Assisting Learners to Interpret Graphs and Tables with Computer-based Cognitive Tools

Brian Ferry (University of Wollongong)

When learners interpret graphs and tables they apply prior knowledge to aid in the comprehension of the information presented. The graph or table conveys definite information that constitutes a definition of a situation, which is analysed through a process involving a continuous reference to the underlying background.

Cognitive tools allow students to learn with the technology and make effective use of their mental efforts. When learners are able to do this, they use the tools to: represent knowledge from different content areas; engage in critical thinking; and acquire generalisable skills. Further, if cognitive tools are simple to use, the mental effort needed to use them will not exceed their benefits.

The purpose of this study was to design and evaluate simple cognitive tools that supported learner processing of the information displayed by graphs and tables. The software was developed using HyperCard^TM as an authoring tool. Subjects of the study were preservice teachers at the University of Wollongong.

The cognitive tools developed included features such as: balloon help — used to help learners understand labels on axes and specific features of graphs; sorting tools — employed to help learners rearrange data into meaningful clusters; embedded questions — used to direct learner attention to specific features of the data; and a concept mapping tool — used to help learners to assimilate and re-organise the information presented.

Developing Indigenous IT at the University of Sydney: The KooriNet Project

Debbie Wray (University of Sydney)

This snapshot briefly outlines the history and achievements of the KooriNet Project, the resources it offers, and the steps it is currently taking to bring the technological innovation of online learning to the field of Indigenous education, including some of the discoveries we have made as we progress towards our latest goals.

The Evaluation of Technology — Assisted Learning

Megan Hargreaves (Queensland University of Technology)

The quality and attributes of the learning achieved by the use of technological tools such as computer aided learning programs or web-based packages are difficult aspects to effectively evaluate. Learning technology should be capable of fulfilling the needs of the student users as well as achieving the pedagogical goals of the teachers. Excellence in this context ideally should comprise not only a high quality product in technical terms, but also one that fulfils the learning aspirations for which the product was designed. In the past, evaluation of technologically delivered learning has focused more on the quantity of knowledge transferred than the quality. Recently a number of evaluation tools or packages have been devised in the search for something that will provide information for teachers using technological teaching aids, regarding not only how much their students have learned, but also what depth and type of knowledge they have gained.

An ideal evaluation process in this context might be expected to combine the efficiency of a quantitative method with the richness of qualitative information, but should also be easy to use and, importantly, easy for the teacher to interpret in terms of improving their students’ learning experience. Such an evaluation package should also be responsive to the needs of the users, rather than simply imposing an objective ideal of quality derived from externally imposed standards.

This snapshot introduces an evaluation method based on the premise that the most effective learning experience will be achieved when the technological tool is designed to align most closely with the pedagogical requirements of the clients, both teachers and students. The study sought to establish whether such a correlation could be identified and expressed in a format interpretable by the academic client. The method was designed specifically for university level teaching, and has been trialed at QUT. The evaluation reports produced for this study were used diagnostically to pinpoint factors that had potential to reduce the effectiveness of the learning experience. Recommendations for improved implementation resulted from negotiation regarding the areas of conflict highlighted by the evaluation.

e.learning@mq: Developing Capacity to Integrate IT into Learning and Teaching at Macquarie University

Andrew Litchfield (Macquarie University)

This paper considers the professional development support higher education staff need to integrate information technology into their learning and teaching practice. The author outlines the diverse activities of the 1998/99 CUTSD funded e.learning@mq project at Macquarie University and presents some of the lessons learnt.

Cooperative Project Work with Distance Education Students Using Computer-Mediated Communication

Barney Dalgarno (Charles Sturt University)

Although the educational benefits of cooperative projects are well documented there are administrative and logistical difficulties in their use with Distance Education students. This short paper describes an assignment which requires students to use Computer Mediated Communication tools for group communication. Positive and negative aspects of the assignment are discussed, drawing on the results of an online evaluation.

The Challenge of Meeting the Learning Needs of Nursing Students via a Computer-Based Dementia Education Module that Incorporates Principles of Problem-based Learning

Diane Collins (Queensland University of Technology)

Tertiary Nursing students have diverse learning and professional needs that may be addressed by the careful design of computer based educational programs. This "snapshot" will present important features of a Commonwealth funded "Dementia and Family Care" computer based module that that can be used within university computer laboratories, the clinical setting as well as by distance mode.

The computer based component of the module integrates important nursing content with principles of problem based learning. Use of this teaching strategy seeks to develop and /or enhance the clinical problem solving and decision making skills and knowledge of both under-graduate and post-graduate students.

The design incorporates an adult -centred learning approach. Students can work through the module at their own pace and are encouraged to identify further learning needs as they move through the module. Although students can work through the module alone, collaborative learning strategies embedded in the module aim to promote a collegial approach to professional practice. Throughout the module, reflective activities are presented that challenge students to consider the impact of their

own experiences, values and attitudes on the care of patients and families.

Graphical Design has been an important focus in the development of this module. Visually attractive screens that include photographs of the patient and family members, as well as clinical case notes, have been included to add impact to the presentation of a realistic case scenario. The use of audio seeks to further enhance the realism of the clinical situation. Important challenges faced by the project team as they worked within a tight budget concerned the integration of computer technology with principles of problem based learning.

Designing, Implementing and Evaluating Project-Based Learning on the Web

Joe Luca (Edith Cowan University)

This paper discusses the design, implementation and evaluation of an on-line unit at Edith Cowan University for tertiary students who were involved in project-based learning in Semester 1, 1999. The aim of the unit was to use the Web as a means of course delivery for external and internal students involved in developing multimedia web sites.

The objectives of the unit were to apply a range of team and project management skills in order to develop a web site. Students were required to build a project management model, perform a needs analysis, develop a design strategy (storyboards, concept maps and prototype), conduct a formative and summative evaluation, and develop legal documentation (copyright/intellectual property issues).

The course design was driven by collaborative activities which encouraged students to present, discuss, summarise and reflect on project management issues on a week by week basis. The activities were supported by a print-based "Plan", "Guide" and "Reader". A decision was made to limit the amount of on-line text as much as possible, and while there was a textual component to each on-line module, the text was generally quite brief, and simply summarised the topic and directed students to other resources.

Aligning Education and Technology: The Distributed Learning System at RMIT

Carmel McNaught,( RMIT)

The need to harness the potential of communication and information technologies (CIT) as a means of implementing the Teaching and Learning Strategy at RMIT University has been evident since its inception in 1995 and through its refinement and reaffirmation in 1997.

There has been an increasing use of CIT in individual projects over the last few years which has increased flexible access to RMIT courses in several ways. However, it has become increasing clear that a sustained approach to developing flexible courses for both our on-campus and off-campus students requires a university-wide approach. In 1998, the University embarked on a comprehensive and ambitious project to align information technology systems to the principles and goals of the Teaching and Learning Strategy. The components of this IT Alignment Project are described. One of the major components is the RMIT Distributed Learning System (DLS). The choice of the online tools that comprise the DLS is described which involve these principles:

A benchmark project to evaluate the toolset, both educationally and technically, has been underway in 1999. A learning-centred evaluation is being attempted. In order to set up a base line for the teachers’ reflections, teachers in each DLS project were asked to articulate the student learning outcomes for their subject and where they thought the online experience would enhance learning. We asked teachers to submit a weekly journal entry via on online feedback form to continue this process of reflection. We also use the usual evaluation strategies with students of online questionnaires, focus groups, analysis of web access data, analysis of support/ help desk records, and analysis of performance on learning outcomes. A major focus of the paper will be the description of the evaluation design and the results and insights obtained in semester 1 and the early part of semester 2.

The Use of Computers to Enhance the Flexible Delivery of Core Subjects in Undergraduate Studies

Sue Wilson (Queensland University of Technology)

The School of Public Health at the Queensland University of Technology has developed a core Unit in the Bachelor of Health Science in flexible delivery mode. The use of computers was pivotal in the process of enhancing student's access to learning opportunities. The need to include learning experiences that developed technological literacy skills was highlighted in this project as fundamental to the effectiveness of adopting a flexible approach.

SOS: A Subject Online Survey Engine to Support Improvement in Teaching and Learning

Robert Coderoy (University of Wollongong)

SOS (Subject OnLine Survey) represents a ground breaking, innovative web based approach to the evaluation of teaching and learning. It provides an online environment with a simple and intuitive interface in which academics can construct and author customised surveys and both the students and academics can have complete confidence in the security and anonymity of their interactions and transactions. The data from these surveys is collated and returned to the academics automatically.

SOS fulfils two perceived needs. Firstly it provides a ‘non-threatening’ and ‘informal’ but secure mechanism by which academics can obtain useful information about the subjects they develop and teach. Secondly, it provides a means of gathering data from a student’s viewpoint on the success or otherwise of the 'flexible delivery' approach being embarked upon by this and other Universities.

In this snapshot the presenter will provide an overview of the system, its design and operation and will also report on the outcomes of its cross campus use to date.

Pre-service Teacher Education Students and their Use of Learning Technologies

Tony Jones (La Trobe University)

Most pre-service teacher education courses focus on content of school curriculum subjects and cognitive development of children and adolescents. Teacher education students in the late 1990s are also expected to develop the skills, techniques, and knowledge necessary to apply various learning technologies in school classrooms.

This paper explores some issues arising from the inclusion of mandatory computer-related subjects in a pre-service teacher education course. The feelings, beliefs and perceptions of student teachers about their ability to perform a range of computing tasks is the major focus. In addition, links between these perceptions and confidence to use computers during a teaching practicum are investigated.

Results indicate that significant numbers of student teachers believed they came to the course with the ability to perform a range of basic computing tasks. However they were not confident about their ability at more complex tasks or their ability to use specified educational software. These findings are discussed and some possible explanations presented. Finally implications for pre-service teacher education programs in the area of teaching about learning technologies are raised.

Accessibility: When is a Picture Worth a Thousand Words?

Robyn Warren (Queensland University of Technology)

Software, Multimedia and Internet Learning Environments at the Queensland University of Technology develops educational material for delivery by CD-ROM and the World Wide Web. Our processes define phases of definition and analysis, design, production, delivery and evaluation. Development is an iterative process, which includes review, useability testing, functionality testing and staff development.

In an effort to make our products more accessible to a diverse range of users, we are exploring issues of accessibility from the point of view of graphic design. We plan to create accessibility guidelines for developers, and to embed them into existing processes and supporting documentation.

In this context, accessibility is the extent to which educational software or an educational online environment meets the diverse needs of users. We are focussing on ways in which graphic design can address the range of needs presented by users in relation to: learning styles, cultural considerations, physical considerations and disabilities, gender and age, economic and social considerations, time available for computer-based study, technological literacy, access to hardware and software ie. cross platform issues, palette limitations, bandwidth, browsers, mode of delivery (ie. remote delivery), mode of study (ie. part time).

By embedding awareness into our documentation and processes, and by a continuous process of review and revision, we plan to improve the accessibility of our educational software and online learning environments for all users.

Multimedia Computer-Based Education Programs in Health, Performance and Rehabilitation

Dr. Graham Kerr (Queensland University of Technology)

This project has developed interactive computer-based teaching and learning programs in health, performance and rehabilitation. It has been designed to create multi-media teaching packages that can be integrated into the teaching of large student groups as well as to provide a flexible learning environment for a wide variety of students across different disciplines.

The example teaching packages are oriented around case studies directed towards the study of human motion. The case studies present real-life scenarios which include video images, sound and synchronised recordings of physiological and biomechanical measures. The video images are able to be studied and analysed at both a qualitative and quantitative level using various software tools. Students are able to navigate through the lessons at their own pace and are provided with feedback specific to the questions asked within the developed case studies. Extensive use has been made of "concept maps" to provide information and to allow students to organise their thoughts and answers.

The material developed in this project has been oriented around the everyday activity of walking. Although this is an apparently "simple" activity it is one that transcends social and cultural boundaries and one that is essential for the everyday survival for most of humanity. It is an activity that can be examined across many different continuums, from the newborn to the aged, the healthy to the neurologically impaired, the intact to the disabled to the athlete, and at different intensities of physiological demand. It can be examined at the level of the mechanics of movement, the biological systems involved, nutritional and biochemical regulation, as well as the overall control and co-ordination of movement. Walking, and other human movement can also be examined in terms of its expressive and emotional bases and within different cultural and sociological contexts.

Using Off-the-Shelf Packages in the Online Learning Environment: A Pilot Study

Patrice Braun (Swinburne University of Technology)

Today's business environment, both at universities and in the corporate world, calls for the replacement of costly management training traditionally organised at a centralised location during a particular period, involving elaborate scheduling and availability on behalf of the participants.

Web-based courses offer a solution and there are currently a number of off-the-shelf learning packages on the market aiming to facilitate web-based learning. LearningSpace (developed by Lotus /IBM) is one such educational software program which goes beyond traditional distance learning by eliminating time and geographic barriers. It incorporates technology-enabled education, facilitated by a content expert in a team-learning environment. With this application tool, corporate education and training organisations can enable individuals to maintain current skills and knowledge in a fast-paced, changing technological world. But are these off-the-shelf packages suitable academic online learning environments?

In selecting an online course authoring system for either the corporate or the educational market parameters of your desired system in terms of in-house administration, development and delivery platform will need to be established first. Swinburne University of Technology recently started a pilot project to fully explore the possibilities of LearningSpace as a distributed learning tool and develop a strategic plan for campus-based innovative learning methodologies.

The objectives of this pilot study can be summarised as: 1. gain familiarity with the various multimedia possibilities LearningSpace has to offer based on a pragmatic wish list: one that is cross-functional for both lecturer and student and fails within the parameters of prevalent online knowledge and access in terms of interface, web linkability, multimedia functions, asynchronous and synchronous capability, and 2. Perform a prelimary assessment in relation to platform capability and learning outcomes for potential strategic implementation within the university.

This paper will address the set-up, formulation and project planning of the pilot study as designed for the Swinburne Graduate School of Management, as well as strategic directions that can be taken from the report. As such, other organisations may be aided in the developing their own team-based, cross-functional, distributed learning environments.