Vol. 15, No. 3, September 1999

Special Issue: Networked learning

Evaluation and design of technologies to meet learning outcomes

R. Sharpe & P. Bailey

Educational Development Services, University of Plymouth

Email: R.Sharpe@plymouth.ac.uk

Professional development for staff in higher education is developing rapidly in response to current national developments. As staff seek support and development to cope with the changes in their students, appropriate teaching, learning and assessment methods and rising use of learning technologies, institutions must be in a position to provide relevant programmes of development. Increasingly staff will be required to give evidence of their own development and institutions should be able to offer suitable and accessible systems which allow them to easily document their progress and gain accreditation. Two case studies are presented: the first uses the outcomes of a graduate teaching assistants course to evaluate the effectiveness of using a computer conferencing system. The second case study uses outcomes to redesign, to a web-based open learning system, the teaching and learning in a higher education course for teaching staff.

Keywords: Computer-mediated communication; Content analysis; Continuing professional development; Graduate teaching assistants; Open learning; Reflective practice

Journal of Computer Assisted Learning - (1999), 15, 179-188.

Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998

Using conferencing to support a culture of collaborative study

R. Rimmershaw

Department of Educational Research, Lancaster University

Email: r.rimmershaw@lancaster.ac.uk

Five short undergraduate courses were run, four using a computer-based conferencing system and one a paper-based conference to support collaborative study practices. The seriousness of the emphasis on collaborative study was communicated to the students not only through the use of conferences, but also of students' own writing as set reading material, and of material from the conference as the basis for the final examination. Students responded best when the tutor partic-ipated in conference discussions in a similar style to them. Even when some of the computer-based features were lost, as in the course which used a paper file for public writing, students made significant use of this forum. However factors outside the design of the system for supporting collaboration seemed to play the strongest part in determining the value students find in using the system. These included the physical conditions, initial induction process, tutor's participation style, and assessment practices.

Keywords: Collaboration; Computer; Conference; Study Practices; Undergraduate

Journal of Computer Assisted Learning - (1999), 15, 189-200.

Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998

A multi-agent framework to assist networked learning

D. Stamatis, P. Kefalas* & T. Kargidis

Technological Educational Institution of Thessaloniki and City Liberal Studies, Thessaloniki*

Email: demos@it.teithe.gr

Through the continuously evolving information technologies, Networked Learning (NL) has set the scene towards an effective and low cost Open and Distance Learning scheme. However, NL is far from being a process without problems. Apart from the pedagogical model used, NL heavily relies on organisational/management and other educational aspects. It is suggested that Artificial Intelligence (AI) provides a technology which is already available and has the potential to support NL both at the organisational and educational level. This paper proposes a framework based on multiple AI agents which can be used to automatically or semi-automatically assist various stages of NL. This assistance is indented for both learners and course providers who need to carry out specific tasks before, during and after the delivery of a course. The architecture of such a multi-agent system is presented and the processes which can be automatically supported are briefly discussed.

Keywords: Agents; Artificial intelligence; Multi-agents systems; Networked learning; Open and distance learning

Journal of Computer Assisted Learning - (1999), 15, 201-210.

Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998

Network learning with user-enriched educational material

V.C.Vescoukis and S. Retalis

National Technical University of Athens

Email: v.vescoukis@cs.ntua.gr

The scope and the philosophy of the use of New Technologies in education have still to be defined and important pedagogical issues arise. Based on experience of secondary technical vocational education, a general schema for Network-Based Learning with strong learner participation is proposed. The main concept of this approach is that learner participation in the learning process can produce or at least motivate the production of learning material. A pilot implementation of such an activity produced quite interesting results and indicated that the content of the learning material can be enriched by material produced by the trainees themselves.

Keywords: Networked learning; Secondary; Student activities; Technical education

Journal of Computer Assisted Learning - (1999), 15, 211-220.

Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998

Learning how to learn using a virtual learning environment for philosophy

G.R. Gibbs

School of Human and Health Sciences, University of Huddersfield

Email: g.r.gibbs@hud.ac.uk

Many students find theoretical subjects hard and challenging. Although they may pass modules in the subject, they often fail to attain a deeper, conceptual understanding. coMentor, a virtual learning environment on the WWW was developed to support such conceptual subjects by providing facilities for debate, discussion, groupwork, resource sharing and vicarious learning. The system was evaluated with undergraduates taking a philosophy module. Although there was no unequivocal evidence of gains in final assessment in those using the system, there was evidence of other forms of learning. Students learned from seeing each other's work, from having to 'write' down their ideas and share them with others and they adopted learning styles that were beneficial to learning a theoretical subject matter. Using a Learning Styles Inventory Scale, those using coMentor showed higher levels of deep learning and significantly higher levels of strategic learning than those who used the system little.

Keywords: Asynchronous discussion; Higher education; Learning styles; Philosophy; Vicarious learning; Virtual learning

Journal of Computer Assisted Learning - (1999), 15, 221-231.

Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998

Collaborative assessment processes in networked lifelong learning

D. McConnell

Department of Educational Studies, University of Sheffield

Email: d.mcconnell@sheffield.ac.uk

This case study paper is concerned with the development of professional practice in networked learning environments. Through the presentation of one case (a) an assessment process in a networked learning environment which involves the learner, their peers and a tutor in making judgments about the learner's formal coursework; and (b) the role of the tutor/ teacher in these processes are examined. From an analysis of the case it is suggested that assessment should be a learning event and that networked learning course participants should be involved in making judgments about their own and their peers' learning. The benefits to learners and tutors of these collaborative learning processes are examined and discussed.

Keywords: Assessment; Collaborative work; Lifelong learning; Networked learning

Journal of Computer Assisted Learning - (1999), 15, 232-243.

Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998

Students at the centre: non-lineal narratives and self-conscious learning

S. Pink

University of Derby

Email: 101776.36@compuserve.com

This paper reflects on the design and evaluation of a multimedia learning tool developed for students of qualitative research. It is situated as the key learning task for one topic in a ten-topic module. Two issues are explored which are pertinent to the introduction of multimedia networked learning tools into existing teaching and learning cultures. First, the concept of the non-lineal õ in multimedia narratives, in the ethnographic research process, in the learning process and in relation to teaching strategies. Second, drawing from evaluations of the multimedia tool the idea of self-conscious multilineal learning, and continuities between hypermedia learning and conventional teaching and learning practices are discussed. Finally the theoretical and practical implications of these discussions are related to the question of developing 'student-centred learning'.

Keywords: Design; Ethnography; Evaluation; Hypermedia; Multilinearity; Stdent-centred learning

Journal of Computer Assisted Learning - (1999), 15, 244-254.

Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998