Ryan, Steve, Scott, Bernard, Freeman, Howeard, & Patel, Daxa (2000).  The virtual university: The Internet and resource-based learning.  London: Kogan Page.

INTRODUCTION

1. A CHANGING CONTEXT – EDUCATION AND THE INTERNET

Recent changes:

• The Internet continues to grow, as does the use of computers in education. 
• A new emphasis on lifelong learning, a proliferation of corporate “universities”.
• A growing number of “virtual universities”, many for-profit.
• A move towards internationalization. 
• More alliances
• Increasing commercialization of technology-based education

Resource-Based Learning (RBL)

Definition: “…an integrated set of strategies to promote student-centered learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies.” P.22

Six Ways the Internet Can Support RBL

1. delivering courses
2. identifying and using resources
3. communicating and conferencing
4. activities and assessment
5. collaborative work
6. student management and support

Standards for High-Quality Courses

(Chickering and Gamson’s “7 Principles”)

Good practice:

1)      encourages contacts between students and faculty

2)      develops reciprocity and cooperation among students

3)      uses active learning techniques

4)      gives prompt feedback

5)      emphasizes time on task

6)      communicates high expectations

7)      respects diverse talents and ways of learning.

2. LEARNING, TEACHING AND COURSE DESIGN WITH RESOURCE-BASED LEARNING

(Advantages and Disadvantages of RBL)

Major Aspects of RBL

1. the amount and kind of teacher support
2. the extent to which the materials are prescribed and structured
3. the extent to which learning experiences are prescribed and structured
4. the ways in which different kinds of media are employed

An Excursion into Learning Theory

Constructivist theories emphasize that learners actively construct new knowledge structures.  Kolb (1984) theorizes four stages:

1. concrete experience
2. reflection
3. abstract conceptualization
4. active experimentation

Learning as Conversations

Gordon Pask (1975, 1976) views learning as a series of conversations between teachers and learner.  Teachers provide explanations, demonstrations, and elicit models and problems solutions.  Learners receive explanations and demonstrations, build models, and solve problems.

Components of a Learning Conversation

• Conversation about the how and why of a topic
• Conversation about the how of learning
• Conversation about purposes and the why of learning

Individual Differences

• There are holists (many at once) and serialists (one step at a time)
• There is comprehension (why more than how) learning and operation learning (how more than why)
• There is deep learning (focus on intent, actively relate and organize) vs. surface learning (focus on content, memorize).  There are also strategic learners who use both methods.

A Framework for Course Design

1. Needs Analysis: population, context, aims
2. Specify learning outcomes: cognitive, attitudinal, performance
3. Specify content: knowledge and task analysis
4. Specify tutorial strategies: sequencing, signposting, activities, media, formative assessment
5. Specify student support systems: study guides, conferences, communication
6. Specify assessment procedures: tasks, delivery, analysis, feedback
7. Development: materials, support systems, implementation plan
8. Implementation: start-up support, management, maintenance
9. Evaluation: summative assessments, staff responses, student responses, reporting

3. TECHNOLOGIES OF DELIVERY AND INTERACTION ON THE INTERNET

·         The web supports lots of different types of files: text, Adobe Acrobat, images, QuickTime VR, VRML 3-D, scripted interaction, animation, audio, video, etc.

·         Interactivity: check out FlyLab at http://www.cdl.edu/FlyLab.

·         SMIL is an important language that allows one to combine audio, video, presentations, etc.

4. USING THE INTERNET: COURSE DEVELOPMENT AND DELIVERY

Four Types of Information about Prospective Learners

1. Demographics: e.g., large numbers of students can justify high development costs.

2. Assessment: if large numbers of students are involved, one either forsakes personalized feedback or has to deal with the logistics of hiring a support structure.

3. Motivation: by choice or conscription? Required or elective?

4. Learning Factors like prior online experience, time, support, facilities, and background in the subject matter.

Factors in Developing an Online Course

• Composition and duties of the course team
• Timescale for development
• Schedule of development
• Schedule for technical development
• Costs

5. RESOURCES ON THE WORLD-WIDE WEB

Types of Web-based Resources

• Digital or online libraries: e.g., U.S. Library of Congress, The Internet Public Library.
• Electronically-published journals, magazines, newspapers, newsgroups, listservs, zines, chat rooms, etc.
• Online museums
• Virtual Laboratories

Evaluating Web-based Resources

• Credibility
• Accuracy
• Resonableness
• Support

6. COMPUTER MEDIATED COMMUNICATIONS FOR COLLABORATIVE LEARNING

• Computer-mediated communications (CMC)
• Interactive chat
• Multi-User Dungeons (MUDs)
• Multi-user Object-Oriented spaces (MOOs)
• Asynchronous (time-delayed) communication: email, discussion lists, newsgroups
• Group Conferencing systems

Salmon’s Model for Teaching and Learning Online

• Stage 1: access & motivation
• Stage 2: online socialization
• Stage 3: Information giving & receiving
• Stage 4: Knowledge construction
• Stage 5: Development

Roles of a Videoconferencing Facilitator

• Making sure the technology works
• Ensuring access to all relevant course materials
• Good “camera” skills (e.g., eye contact)
• Clearly outlining the format
• Encourage participation
• Provoke interaction
• Listening well
• Being familiar with the technology
• Giving students enough time to take notes
• Summarizing

Hopefully, that’s enough to give you the flavor of the book.  Here are the other chapters:

7. USING THE INTERNET: COMPUTER AIDED ASSESSMENT

8. INTEGRATED ASSESSMENT

9. CHANGING CULTURES IN Higher Education

10. AROUND THE CORNER