This action causes the insertion of the emphasis commands within the text of the page, and surrounding the selected text, in this case **document page B** (see Figure 3). Interestingly, *HTML Web Weaver* inserts the physical command for bold facing the text rather than the logical command for emphasis which would employ whatever setting the user chooses.

<figure><img src="image_6.png" /><figcaption>Figure 3
HTML document with emphasis command.</figcaption></figure>

One of the tricky procedures required in HTML documents is linking an item to another document, a procedure at the heart of hypertext, and one which requires a series of precise commands. *HTML Web Weaver* makes the process quite easy. First, text is selected which will act as the link to another document. Then the button which looks like chain links is clicked. A dialogue box appears, and the user clicks the "Select File" button and then selects the appropriate file which will be the destination when the previous text is clicked (see Figures 4, 5, 6 and 7).

<figure><img src="image_7.png" /><figcaption>Figure 4
Highlighting text and selecting the "link button".</figcaption></figure>
<figure><img src="image_8.png" /><figcaption>Figure 6
Selecting the destination file from dialogue box.</figcaption></figure>

<figure><img src="image_9.png" /></figure>
<figure><img src="image_10.png" /><figcaption>Figure 8
Linking command appearing in the document window.</figcaption></figure>

<figure><img src="image_11.png" /></figure>
In precisely the same manner as earlier demonstrated, the HTML command required to link the text to the selected tile is inserted automatically into the text of the document (see Figure 7). In this case, the active text now reads `HREF = "grouping.html"` button barA.

These few examples are intended to give you a sense of how HTML *Web Weaver* works, and demonstrate its ease of operation. There are many other commands and options available in this program which make it an attractive tool for creating HTML documents. One of the most useful I have found is the menu button with the small magnifying glass icon. It invokes your browser, calls up the document, and permits you to preview the file as it will appear on the web. This "preview" function is one of the most useful options and sets this tool apart from some of its competitors.

This is a very useful tool, one which should make your construction job much easier. One limitation I have found with *HTML Web Weaver* is that the program will not allow you to import extremely large files. I have encountered similar size limitations with other editors. This is not a serious limitation, and it serves as a design conscience. As Graham emphasized so well, one should not make large documents, as they perform slowly and require a very long time to load from the tile server over the web.

To summarize this review, I suggest that two tools you will benefit greatly from as you begin to design your own HTML documents are a good HTML reference book and a good HTML editor. These two examples, while probably not the only resources I would characterize as good, are certainly choices I would recommend as you begin your journey and I continue mine.

REVIEWER

Richard A. Schwier is a professor, in the Department of Curriculum Studies, College of Education, 28 Campus Drive, University of Saskatchewan, Saskatoon, Saskatchewan, S7N OX1.
Book Reviews

Diane P. Janes, Editor

*Preparing Materials for Open, Distance, and Flexible Learning: An Action Guide for Teachers and Trainers* by Derek Rowntree. London: Kogan Page, 1994. ISBN: 0-7494-1 159-7

Reviewed by Dennis M. Mulcahy

Three factors have particular relevance for the designers of instruc-
tion for adult distance learners:

1. means and resources by which independence (i.e., learner control) is supported and nurtured;

2. access to different interaction levels and

3. availability and ease of use of different technology platforms.

To promote a high level of learner involvement in distance instruc-
tion/learning, instructional developers and designers should strongly consider
what weight will be given these factors. Systematic program and course de-
sign which attends to independence, interaction and technology should result
in more effective distance education.

I encountered Derek Rowntree's new book, Preparing Materials for Open, Distance, and Flexible Learning, at a very opportune time. I was about to begin work on my first attempt at creating a distance education course. The Associate Dean, Graduate Studies of our Faculty of Education had asked me to develop a distance version of a new campus-based graduate course I had developed in the area of rural education.

I agreed to the project but I had no idea how to go about it. I had no
experience whatsoever, either as a student or teacher, in distance education.
My twenty-five years as a high school teacher and university professor were
all spent working with students in the classroom.

I have found this book has provided me with excellent guidance as I
work to develop my first distance course. One point that was made right
from the beginning and emphasized again and again throughout the book was the importance of quality learning materials. Students learning at a distance, Rowntree states, "to a greater extent than others depend on the quality of their learning materials." Developing quality learning materials that are user friendly, he adds, may be the most important task in a distance development project. The point is that the materials must to a large extent stand alone. Unlike the campus-based teaching situation where I am always present in the classroom or my office, my distance students will be working independently most of the time.

Having made the point about the importance of learning materials production, Rowntree then provides a detailed action plan that guides someone developing a distance course or courses through the various steps in the process. The contents of the book are divided into three main sections or stages: Stage One - Planning Your Materials; Stage Two - Preparing for Writing; and Stage Three - Writing and Re-writing. Within each section there is a set of steps and procedures outlined and illustrated with many examples and diagrams.

There are many aspects of this book that I have found particularly helpful. One of these is the list, on Page 13. of what Rowntree calls the "tricks of the trade." These are key features and characteristics of distance learning materials that make your materials especially useful to students. Several that I found particularly useful for my planning included:

- user friendly, the "you and I" style of writing

- short, manageable chunks of learning

- fewer words on a page than usual

- plenty of helpful examples

- obvious awareness of different learners' needs

- exercises that get the learner to use the materials

Very valuable to me, as a beginner in distance learning, was the inclusion of twenty-one sample pages from a variety of distance learning materials (Pages 1 S-38). This illustrated for me the different styles that could be used and the different approaches that could be taken for different kinds of courses and subject matter.

The section entitled "Three Types of Open Learning Materials" enabled me to identify the particular type of learning materials I was most interested in producing. Rowntree identifies three types: Tell-and-Test; Tutorial in Print; and Reflective Action Guide. I was quite certain after reading the three descriptions that the Reflective Action Guide was most suited for my objectives and my graduate students.
Throughout, the writing is clear, crisp and very reader friendly. The book itself is a demonstration model of its intended outcome. It teachers how to produce distance materials by being itself an exemplary model.

REVIEWER

Dennis M. Mulcahy is an Associate Professor with the Faculty of Education, Memorial University of Newfoundland. His areas of interest include curriculum development and rural education.

*Educational Programmes on Television: Deficiencies, Support, Chances (Contributions to an International Symposium)* by Manfred Meyer (Ed.), K.G. Saur Verlag GmbH & Co., 1993. ISBN 3-598-2021 O-5

*Reviewed by Judy Somers*

Symposiums for me inspire images of high level policy theorizing and elegant debate amongst well-published experts. The direct applicability of their proceedings to a worker bee level often eludes me. In short, I am intimidated by this thoroughbred of conferences.

What a pleasure it was, then, to read this collection of contributions to the International Symposium held in Munich, Germany, and originally entitled "Cultural and Educational Programmes on Television: Deficiencies and Chances in a Competitive Media Environment". Fortunately, Manfred Meyer listened to his librarian's advice, shortened the mammoth title and re-inserted the word "support" as it is the core issue of most of the contributions. The writings discuss support media, supportive actions or measurement, and back-up activities for productions that were conceived as educational television programmes.

There are contributions from Belgium, France, Germany, The Netherlands, and Sweden, as well as several from British broadcasters. Canada's TVO and Japan's NHK are also represented. The shared strategies for designing and distributing support media for educational broadcasts travel surprisingly well across international boundaries.

The suggestions for financing and managing support media production are clear and potentially useful for budget-juggling administrators, but my enthusiasm is based on the number of concrete examples provided of successful media integrations. The idea that the particular presentation strengths of any medium should be considered during its design, and that a blend of such thoughtfully crafted media can provide an engaging educational experience for many types of learners is not new. It is a concept that has been
around adult educators for many years, but one that is still often forgotten
with each enthusiastic embrace of a new educational technology. Examples
from this symposium will be helpful during future discussions around the ap-
propriate use of educational media.

The book is organized into two parts: the first contains most of the
papers presented or transcripts of oral presentations given; the second is a
compilation of the background information and updated contact addresses
made available during the symposium. Despite the editor's apologies for un-
derstandable shortcomings when the spoken word is converted into readable
print, the language is engaging and immediate. There are few selections that
drift into jargon gymnastics. Many of the participants' graphics and visual
models have been reproduced in a legible and cleanly designed format.

REVIEWER

Judy Somers, BA Communications (Washington State University) is an educa-
tional media producer with Distance Education Servies in Continuing
Studies at the University of Victoria. She was the 1992 Commonwealth
Relations Trust Bursar, and several programmes she has co-produced
have received national AMTEC Awards.
## Information for Authors

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