bluuebunny/crossref_metadata_2025 huggingface dataset:
North American Travel Narratives and the Ordering/Othering of South America (c. 1810–1860)
Authors: SALVATORE RICARDO D.
Published: October 2006

Abstract
During the post‐independence period, North American authors of travel narratives engaged in a double construction of “South America”: the othering typical of other travel narratives and the ordering of the diversity of the region's societies, economies and polities according to gender, racial, and class categories. Describing social and institutional landscapes, authors projected preoccupations common to the expansive cultures of North America into “South America.” Unable to homogenize the Other or naturalize the landscape, travellers used the space of the narrative to reflect upon the nature and future of “America”.
Soup and Supervision: the Metropolitan Watch and Clock Making Trade 1797–18171
Authors: SUTTON PAUL
Published: October 2006

Abstract
In this paper Foucaultian theory is deployed to elucidate the significance of philanthropy as a channel of power through which artisanal culture was transformed. It is my contention that in the period 1797–1817 the transformative effects of war, government taxation policy and ‘trade adventurers’ upon London's artisanal culture were reinforced by the discourse and practice of philanthropy. In order to illustrate the transformative power effects of philanthropy two significant moments in the historical sociology of metropolitan artisanal culture are examined; the 1797 and 1817 crises in the clock and watch trade.
Microteaching, Component Skills and the Training of Teachers: an Evaluation of a Research and Development Project
Authors: Applebee Arthur N.
Published: October 2006

This paper reviews the work and underlying assumptions of a project concerned with the transfer and redevelopment of a self‐instructional microteaching course originally developed in the United States. The transferred materials were shown to be effective with experienced British teachers, supporting the feasibility of such transfers of teacher training systems. The research and development cycle which was to structure the work, however, was only partially implemented, leaving important questions about the need for such redevelopment work unanswered. Another area needing more careful attention is the model used to organize the instructional technology; though effective in altering teaching behaviour, there is evidence that it may not be the most efficient way to achieve the desired goals. Finally, the ‘component skills’ approach to teaching is criticized as a misconceptualization of the behaviour being studied. Some evidence is presented that this in turn may be distorting subsequent patterns of teaching.
The Development of Study Techniques by Integrated Master Programmes
Authors: Weltner Klaus
Published: October 2006

A new system of study guides (integrated master programmes) for independent study periods based on a textbook has been developed. The main feature is the explanation and training of study techniques in connection with special subjects and specific study aims.

Two experiments show the effectiveness of independent study supported by these study guides versus regular tuition and the effectiveness of the explanation and training of study techniques.
School Selectivity and the Adoption of New Curriculum Projects
Authors: Nicodemus R B
Published: October 2006

A national and regional survey of headteachers' familiarity with and reported adoption of twenty‐five new curriculum projects reveal thirteen questionnaire items which discriminate between schools on the basis of their selectivity. Only five of these items also discriminate between the schools according to the familiarity of headteachers or adoption reported in the school. When the analysis is based on the adoption of Nuffield or Schools Council Projects school selectivity appears more important compared to the analysis based on the total familiarity or adoption score.
Who Uses What in the Learning Aids Laboratory in the Department of Chemistry at Queen Elizabeth College: A Pilot Survey
Authors: Poller R C , Seeley M E
Published: October 2006

The Learning Aids Laboratory (LAL) in the Department of Chemistry caters for about 350 students whose abilities and commitments to the subject vary widely. Total usage of the LAL is reported together with an attempt to analyse the types of students who use the facilities and the type of learning aid they prefer.
A Comparison of Variable Time‐Compressed Speech and Normal Rate Speech Based on Time Spent and Performance in a Course Taught by Self‐Instructional Methods
Authors: Short S Harvey
Published: October 2006

The study was to determine whether sighted college students in a self‐instructional course would learn more, and save time learning, while listening to tapes on variable rate controlled speech (VRCS) compressors as compared with listening to the same tapes on normal speed (NS) tape recorders. Time was mechanically recorded, and achievement was measured using on‐line‐computer‐administered post‐tests. Both the control group and the experimental group each consisted of 45 randomly selected students. Analyses of variance with repeated measures were performed on post‐tests of seven different taped modules and on mean time spent listening by both groups. Students who used VRCS compressors had an average time saving of 32 per cent and an average grade increase of 4.2 points on post‐test scores.
An Introduction to the National Development Programme in Computer Assisted Learning
Authors: Hooper Richard
Published: October 2006

This paper sets out the structure and strategy of the 5‐year, ±2.5 million National Development Programme in Computer Assisted Learning, concentrating on some novel aspects. It discusses definitions of ‘computer assisted learning’ (CAL) and ‘computer managed learning’ (CML). The projects are then described, followed by a brief evaluation of the success of the Programme's main objectives.
The Financial Evaluation of NDPCAL
Authors: Fielden John
Published: October 2006

The National Programme provides the first instance in the United Kingdom of an educational innovation having an external financial evaluation from the outset; the operation and methodology of the evaluation is therefore outlined. A three‐tier approach to costing, at the national, institutional and departmental levels is described. Difficulties in identifying ‘costs’ are summarized together with some of the solutions adopted. The final section of the article provides some of the conclusions from the evaluation relating to CAL.
Which Media do University Teachers Actually Use? A Survey of the Use of Audio‐Visual Media in Teaching at Two New Zealand Universities
Authors: Teather David C B , Collingwood Vaughan
Published: October 2006

The rational deployment of audio‐visual resources for teaching within large institutions requires information on the use made of media by teaching staff. A questionnaire administered to 902 academics at two New Zealand universities provided data on the use of seven media—chalkboards, whiteboards, slides, overhead projectors, sound recordings, films and closed circuit television. The questionnaire revealed large differences in media use between teachers of different disciplines. These differences were generally consistent across both universities, albeit with some intriguing local variations. Relationships between staff status and media use are explored, and the usefulness of the survey as a whole is discussed.
A Little Bullock Goes a Long Way: a college of education simulation exercise
Authors: Cross D
Published: October 2006

Using two quotations from A Language for Life (HMSO 1975) as his starting point, the author describes a curriculum development simulation exercise involving 70 third‐year college of education students from five subject departments. In it, they were asked to imagine themselves as the newly‐appointed staff of a large comprehensive school due to open in six months' time. Directed by one college staff member and ten English department third‐year students briefed beforehand to act as headmistress and holders of other senior positions of responsibility, they engaged, in two two‐hour sessions spaced a week apart, in the early planning stages of a comprehensive school humanities course. In the first session they were asked, as subject groups, to consider the following questions. As a subject group, how would you describe man's basic needs? What attitudes do you hope will emerge from your subject about religion? About politics and political system? About personal relationships? They were asked to try to write down an agreed answer in not more than 100 words to each question. In the second session, they were given typed copies of the answers from all groups, and asked to try to write a summary of each group of answers in not more than 100 words. In the third session, a week later, they discussed the exercise with staff members who had acted as observers.
The Impact of School Television on Groups of Pupils Aged 9–11 Years
Authors: Oxley D W
Published: October 2006

The investigation studied the impact of school television programmes on clearly delineated groups of 9–11 year old pupils of above average, average, and below average IQ, with special reference to variance in attitudes of receiving, in responding to, and in valuing the transmissions. Data were obtained from questionnaires completed during personal private interviews with samples of 26 above average IQ, 24 average IQ, 24 below average IQ in school ‘A’ and from 25, 24 and 22 in matched school ‘B’. An analysis of the responses indicated that all groups were stimulated by the programmes and accepted them as an integral part of the curriculum. The accompanying clear sound effects were highly valued. In future transmissions more pupils’ pamphlets and more holiday school programmes were needed. The pupils claimed that they had learned in a manner which appealed to them, and the programmes were highly esteemed.
Where Next in Computer Aided Learning?
Authors: Edmonds Ernest
Published: October 2006

The paper is concerned with the use of the computer as a medium for teaching, a tool for learning and a manager of learning. Its special characteristic is seen to be its ability to take a non‐trivial role in an interactive situation. The dramatic reduction in the cost of computer hardware is put forward as the major reason for the increasing importance of computer aided learning. The use of computers in support of both unstructured and structured learning situations is discussed. It is argued that the design methods used for the development of computer aided learning facilities need to be adaptive. It is further argued that appropriate hardware and software development tools need to be provided in order to enable adaptive design methods to be used. The particular importance of paying attention to the man‐computer interface in designing computer aided learning systems is discussed. The need to be able to modify the interface after the system has been used by students is emphasized.
The Specification and Design of Educational Microcomputer Systems
Authors: Thorne M P
Published: October 2006

This paper puts the case that the current use of microcomputers in the British educational system seems dogged by a mainframe philosophy. For example, teachers and others discuss the various available microcomputer gadgets as frippery, not through carefully researched consideration of their educational potential but simply because these devices are rarely seen attached to mainframes. The author suggests that urgent research is necessary so that decisions are taken on strong educational (and technical) grounds and indicates some appropriate research topics.
Barriers to the Use of Computer Assisted Learning
Authors: Jones Ann , O'Shea Tim
Published: October 2006

This paper summarizes the results of a recent evaluation study on the use of computer assisted learning at the Open University. Our main finding is that students have a realistic view of the educational benefits of computer assisted learning and also of the practical problems associated with its use. These include: physical access, a variety of user interface standards and frustrating computer experiences leading to a fear of its use. We conclude by making some recommendations which would allow computer assisted learning to achieve its potential in the Open University and in distance learning generally.
The Case Study as an Integrating Mechanism in Management Education
Authors: Jones W G
Published: October 2006

Management schools, like all organizations, are faced with the need to integrate their differentiated activities to achieve organizational goals. To do this, they must devise appropriate integrating mechanisms to ensure that the efforts of their sub‐units result in the pursuit and attainment of objectives.

The paper reports a business school's efforts to integrate its primary activity—teaching an undergraduate business degree—through the use of a complex case study.
A Practical Introduction to Authoring for Computer Assisted Instruction. Part 2: PILOT
Authors: Barker P G , Singh R
Published: October 2006

PILOT is a CAI author language that is available on a wide variety of computer systems. This paper presents an overview of the language in terms of its structure and mode of operation. Some experiments designed to assess the usefulness of this authoring system are then described.
Towards More Effective Evaluation Studies of Educational Media
Authors: Prosser M T
Published: October 2006

The problem of the usefulness of educational evaluation activities is one which has been of concern for some time. Recently, evaluations of educational media have been criticized in particular. This paper identifies several alternative models for the design of evaluation studies and describes a study based upon aspects of these alternative models. Some issues and problems arising from the review are discussed, and the paper concludes by referring again to the issue of the usefulness of educational media evaluations.
An Experiment in Self‐Monitoring Amongst Tutors at the Open University: the Mr Dummy scheme
Authors: Edwards Dee , Williams David
Published: October 2006

Problems of grade unreliability are common to all institutions, but standardization is vital when the scores of several hundred students, involving many markers, count for credit. This article describes the context of continuous assessment at the Open University and an experiment which involves all the markers on one course comparing their grades with each other and with those of the course team.
An Analysis of the Cost‐Effectiveness of Educational Radio in Nepal
Authors: Okwudishu C O , Klasek C B
Published: October 2006

This study attempted to analyse the cost‐effectiveness of the Radio Education Teacher Training Project in Nepal. Cost‐effectiveness is denned as a procedure by which the cost of alternative means of achieving a stated objective, or conversely, the effectiveness of alternative means for a given cost, are compared in a series of numerical indices. Comparison of the costs of the Radio Education Teacher Training Project and the Campus‐Based Teacher Training Programme showed the latter to be much higher.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 7: Graphic support
Authors: Barker P , Skipper T
Published: October 2006

Images provide a useful method of presenting information to an audience. In a learning situation the use of pictorial forms can offer a high‐bandwidth mechanism for the transfer of information between an instructor and a student. This paper discusses some ways of providing graphic support in a computer‐based learning environment and describes some approaches to the provision of authoring facilities that utilize this technique.
Attitudes of Western Australian students towards microcomputers
Authors: Nelson Larry R
Published: October 2006

A sample of primary and secondary school students in Western Australia responded to a 20‐item questionnaire designed to measure attitudes towards microcomputers. Favourable attitudes were found, with no noticeable gender differences. Attitudes of younger students were slightly more positive than those of older students. The attitudes of students having a computer at home were more positive than those of students without a home computer. The results generally support those found in other studies from the USA and the UK where the same questions were asked.
Developing training skills: a Saudi Arabian modular course
Authors: Shears Arthur E
Published: October 2006

This article describes a three‐week modular course on training methods which was prepared and run for technical instructors at a telecommunications training institute in Saudi Arabia. The objectives of this course were: 1) to introduce course development procedures, 2) to improve classroom training methods including lectures and use of audiovisual equipment. and 3) to familiarize trainers with individualized training.

Several aspects of the course have general interest for trainer trainers at large. A tool for identifying the training needs of trainers is described. In addition, a set of job aids for trainers used in the course is illustrated. A brief discussion on the pros and cons of rigorous training development guidelines leads into a description of the compromise position adopted on the Saudi project. This is followed by an illustration of how feedback was used for course control.
Learning activities and interactive videodisc: an exploratory study
Authors: Atkins Madeleine , Blissett Gill
Published: October 2006

This article reports the findings of a small‐scale study on pupil use of interactive videodisc. The types of learning activity in which the groups of pupils engaged are identified and the proportion of time spent on each is shown. Patterns in the data are analysed by ability of the pupil group and by the number of sessions in which the videodisc had been used. The discussion focuses on two interesting results: the high proportion of time spent on reading, watching and listening; and the greater statistical differences within groups than between groups of pupils.
The educational ideology of the computer
Authors: Chandler Daniel
Published: October 2006

The author advances the theory that whatever educators may intend to do with the computer in the classroom, the computer projects an ideology which may conflict with their purposes. The elements of this ideology are explored in a discussion of three applications commonly found in schools: data‐handling systems, simulations and word processors. From this exploration emerges a practical basis for the conscious choice of appropriate tools for particular purposes.
Transforming text for distance learning
Authors: Melton Reginald F
Published: October 2006

This article is intended to help those who wish to transform existing text into good teaching material for use in distance learning. It contains a number of checklists to help transformers in their work and a number of examples of transformed materials to illustrate some of the possibilities.

The extent to which existing materials might need to be changed in order to produce good teaching materials will depend on the quality of the materials provided. However, although major changes may be considered desirable, they may not always be acceptable to all those concerned with the development of the materials. The article discusses factors that need to be taken into account in determining both the desirability and feasibility of possible changes.
Contrasting computer input devices for teaching children with severe learning difficulties to read
Authors: Wright Anna , Read Pauline , Anderson Mike
Published: October 2006

Many teachers make the assumption that CAL systems which use a touch screen are more effective for children with severe learning difficulties than those which use a concept keyboard. These two experiments look at which is more effective in helping these children to maintain a previously acquired sight vocabulary, and to learn new sight words. It was predicted that the touch screen would prove more effective because it places fewer information processing demands on pupils. Surprisingly, no difference was found between the two systems.
Learning strategies in an ‘ideal’ computer‐based learning environment
Authors: Ford Nigel , Ford Rosalind
Published: October 2006

An experiment was conducted with 30 postgraduate students to discover how they might go about learning from an ‘ideal’ computer‐based environment. A system was created which preserved the appearance of a computer‐based interaction, yet which freed itself from the constraints of current technology. The students, although not aware of this at the time, were in fact interacting with two human experts, backed up with appropriate documentation and computer files, via a computer screen. The results suggest a number of different learning strategies linked to relatively successful and less successful learning. Implications for the design of computer‐based learning materials are discussed.
Efficient use of interactive video with large groups
Authors: Jones Brian
Published: October 2006

This paper reports on the ways in which interactive video based courseware is being used with classes studying for vocational qualifications in a UK higher education establishment. A large percentage of videodisc based material assumes a single user model. This makes it resource intensive and can dilute the learning points. At Thames Valley University (TVU) the author uses two alternative models successfully to harness the benefits of interactive video. The first is the 'science‐lab’model, with multiple workstations but only single courseware copies. The second is a single workstation tutor‐led model. The use of these models has implications for courseware designers as well as course tutors.
The application of multimedia CD‐ROMs in schools
Authors: Perzylo Lesa
Published: October 2006

Multimedia represents a radical change in how information can be presented or communicated and, more importantly, in how learners can access and retrieve information. Multimedia CD‐ROM technology enables learners actively to engage more of their senses in the learning process as well as to develop their information searching skills and strategies.
International co‐production of distance‐teaching courses
Authors: Megarry Jacquetta , Hawkridge David
Published: October 2006

Co‐production occurs when two or more institutions contribute funds and labour to the processes of making course components for distance teaching. The author summarises reasons for international co‐production of multimedia distance‐teaching courses and provides a checklist of questions that should be considered before entering upon such co‐production.

The second half of the article consists of a composite case study based on the UK's Open University experience of international co‐production. The paper ends with three questions: Is international co‐production of this kind worth trying? Can the chances of success be made high enough by careful planning to justify risking capital in such ventures? Are other forms of collaboration more likely to be cost‐effective?
Availability and use of educational media in secondary schools in Ondo State
Authors: Okwudishu Chris
Published: October 2006

The author reports on a pilot study aimed at identifying what items of educational media were available in selected schools in Ondo State, Nigeria, and the extent of their use. A twenty‐eight item questionnaire was used to assess availability. use, attitude of principals and support for instructional media. Seventy‐seven schools from different parts of Ondo State participated in the study. The results showed that these secondary schools were generally very poorly equipped with educational media and that the level of use was very low. The reasons for this are fourfold: economic, political, the lack of training and the lack of co‐ordination among the agencies responsible. Recommendations include the rationalisation of small schools, a programme of workshops and seminars and the involvement of classroom teachers in the planning and production of educational broadcasts.
Staff development by stealth
Authors: Smith George
Published: October 2006

An innovation in staff development in 1985 at Birmingham Polytechnic (now the University of Central England) led to the introduction of staff developers in all faculties. The faculty staff developers were ascribed a product‐oriented model of practice. The model emphasises the delivery of material resources to enhance professional competence. To illuminate the model of practice implied by the innovation, a multiplicity of research methods were used, including participant observation. The faculty staff developers formed and promoted Faculty Learning Centres for which they had the support of the deans of faculties. Academic staff made mixed use of the facilities of the Faculty Learning Centres; on average they were satisfied with them, but they consulted the faculty staff developers very little. The author concludes that the product‐oriented model of practice offers a limited contribution to the process of staff development. He prefers the eclectic model (Boud and McDonald 1981) which features negotiation between staff developer and client. This requires a broad range of expertise in the developers and carries implications for their selection, training and continuing support.
Learner perceptions of realism and magic in computer simulations
Authors: Hennessy Sara , O'Shea Tim
Published: October 2006

The authors discuss a key issue affecting the educational potential of interactive computer simulations—their possible lack of credibility. They explore the circumstances under which students are able to separate‘magical’features from those which map easily and directly onto the real world, and the relationship between their perceptions of events on and off the computer. They put forward some means of overcoming disbelief through manipulating the degree of reality inherent in simulations and offer suggestions for how future research might address these issues.
Eliciting and developing student's schema of classroom practices using a video‐disc system
Authors: Harvard Gareth , Day Mick , Dunne Richard
Published: October 2006

In this paper we explore the potential of videodisc technology to develop student teachers’capacity to examine their judgements and reasoning critically about typical classroom events. We describe how the type of setting for such activities is committed to and successful at provoking quality collaborative learning. The videodisc system offers a range of exemplars of teaching which are carefully managed to challenge and extend students’existing ideas. We have adapted the key learning constructs of scaffolding and modelling of various strategies so that the intellectual processes of analysis and reconstruction are persistently attended to. In this way, we are designing a more powerful learning environment to support students in acquiring professionally relevant knowledge.
Assessing Individual Contributions: Experience of Peer Evaluation in Major Group Projects
Authors: Mathews Brian P.
Published: October 2006

With an increasing use of group activities in higher education there are questions being asked about the extent to which the final grading properly reflects individual contribution (or lack of it). The paper describes the development and use of peer evaluation in a DMS group project. Experience of using this method of evaluation shows that groups must be prepared for, and committed to, the activity. Peer evaluation forms part of the assessment process but does not seem sufficiently robust to be the sole source of informational input—especially if substantial grade variations are called for.
Expert Systems used in the identification of misconceptions and assessment in school science: a review and proposed development
Authors: Abdullah Wan Salihin Wong , Wild Phil
Published: October 2006

From research carried out over the last 20 years, there is now a wealth of data on the identification of students' misconceptions in various topics within science education. Much of the data in the form of questions and students' answers, and analysis of the data is well documented. Within this same period there have been major developments in the programming and use of microcomputer based expert system shells which can use formalised expert knowledge to mimic the processes normally carried out by a human expert. It seems that the two areas of research could, in the fuure, be brought together to provide support for teachers in using the research findings to support the individualised and targeted teaching of students in the classroom. A recent literature search, however, has shown the dearth of activity in this field. This paper reviews the situation at the present time and suggests how the two activities could be united.
Media comparison and deployment: a practitioner's view
Authors: Koumi Jack
Published: October 2006

Research on comparative efficacy of media has been flawed, giving a false impression of equipotentiality between media. Consequently, the need for workable criteria for optimal media deployment has been underestimated. A framework is proposed to help course developers design such media selection procedures. This has two ingredients: a broad categorisation of comparative merits of different media and a finer‐grained inventory of media‐distinctive techniques and teaching functions.

Five media are considered in depth: radio and TV (broadcast), audio and video (cassette, with complementary notes) and print. These are then compared briefly with computer‐based media. The analysis considers six types of media characteristics: symbol system, access, controllability, student reactivity, interactivity, adaptivity. The framework was developed collaboratively over several years, with the help of theorists and practitioners in international seminars and workshops.
Parallelism in open learning and working environments
Authors: Min Rik
Published: October 2006

One of the main shortcomings of multimedia in open learning environments is the use of monitors. The monitor as currently supplied with the personal computer originates from the world of television and video. Television equipment is extremely suitable for the transmission of one‐way messages and also for the presentation of film, video and speakers (‘talking heads’). It is also suitable for giving instruction and showing other educational programmes. But the monitor is built as a one‐way message medium.

Pictures and images are presented but disappear as soon as other pictures are presented. Thus, a certain measure of short and long memory is required as well as the interpretation of the data and so it remains a linear medium. The organisation of the monitor display is a constant worry in open learning and working environments, because in practice it is continually changing.

This article analyses these shortcomings and describes some solutions according to the concepts and theories of Min, Koopal, Gritter, Struyker Boudier, Coleman, Miltenburg and Van Schaick Zillesen, developed over the last decade (Min, 1992).
Working with the new generation of interactive media technologies in schools: CD‐I and CDTV
Authors: Plowman Lydia , Chambers Philip
Published: October 2006

A preliminary evaluation of classroom use of CD‐I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take‐up of these systems in the classroom.
What happens when students copy notes with different content and layout from an overhead screen? How often do they glance up and how accurate are they?
Authors: Mahalski Pauline A
Published: October 2006

Twenty university students (ten men and ten women) were videotaped while they copied two sets of notes with different layouts from an overhead projector screen. They were timed as they read silently a prose passage and wrote a familiar sentence five times. Copying speed was related to writing speed but not to reading speed. Copying was faster and errors fewer when a paragraph of unfamiliar notes was laid out to emphasise the meaningful structure of the text. Similar changes to the layout of familiar notes already structured into meaningful parts did not reduce copying time or errors. The intervals between the students’glances was very variable and ranged from 3.2‐13.8 sec which has implications for the study of human information processing. The average student made 12 copying errors and those who glanced least often made the most errors. The practical implications of the results were discussed.
Supporting school‐based initial teacher training with interactive video
Authors: Gardner John , McNally Helena
Published: October 2006

This paper reports on a project commissioned by the National Council for Educational Technology and designed to investigate the potential for interactive video to support students and mentors in school‐based initial teacher training (ITT). Its results derive from an empirical study in 26 schools, currently using interactive video in staff development. The work focused on three parallel questions relating to the new models of school‐based training: what are the training needs of the students, their mentors and ITT tutors?; what features of interactive video make it a feasible and appropriate means of distance learning in this context? and how is interactive video currently being used in schools’ staff development? A primary concern was to investigate the potential of interactive video to offer a consistent core of training that would cover a breadth of training experiences, regardless of the student's placement. Using the Quality Management in Schools interactive video disks (QMS I and II 1990/91) as the focus, the modes of usage and perceived value of interactive video in staff development are considered. The report concludes by commenting on the potential of interactive video for ITT.
Producing professional interactive multimedia: project management issues
Authors: Canale Ric , Wills Sandra
Published: October 2006

This paper presents a case study of the development of a multimedia training product for broad distribution to middle and senior management as well as university students. It compares anticipated and actual costs of project management and where possible makes comparisons with data from similar projects. An unexpected finding was a greater than twofold overrun on the anticipated costs of project management. The greater part of this overrun was an increased administrative effort required to comply with reporting requirements of the funding body and the joint Venture partnership. The results of this study have implications for producers of interactive multimedia in higher education with regard to realistic costing of project management, which is often an unfunded contribution.
Investigations on the quality and efficiency of instructive computer‐aided training
Authors: Navassardian Sima , Marinov Milko , Pavlova Raina
Published: October 2006

Research into pedagogical processes help to overcome the inconsistency between the diversity of the pedagogical phenomena and inevitable limitations implied by the actual research topic. Experiments play a significant role in investigating the dynamics, diversity and discrepancies in pedagogical phenomena, and contribute to the improvement of the contents, methods and organisation of training.

An experiment was carried out with the application of MICROKURS—a software environment for developing tutoring courses which is itself a knowledge‐managed tutoring system. The main features and advantages of the environment are briefly discussed. The purpose of the experiment is to investigate the quality and intensity of learning declarative knowledge through a knowledge‐managed CAI system and to compare the results from this with those obtained by the classical approach. This article presents the organisation, the arrangements, the experimental procedure and the results of that experiment. An evaluation was made of the methods for testing statistical hypothesis with two independent samples.
Computer supported collaborative learning in schools: a distributed approach
Authors: Tomlinson Helen , Henderson William
Published: October 2006

This paper briefly surveys current work in the emerging area of Computer Supported Collaborative Learning (CSCL) and describes how the technology can be extended to exploit communication between computers. A number of applications which might make use of network support, distributed CSCL, are reviewed and a simple prototype distributed CSCL application is described and evaluated. The work has highlighted issues concerning the value, viability and development of distributed CSCL software. It would appear that valuable opportunities for the development of such software exist but it is unclear how these applications might be developed using existing hardware. Conclusions are presented regarding the future of network supported CSCL.
Logical pages: revolutionising the use of print for teaching?
Authors: Lefrere Paul
Published: October 2006

“Edutainment” publishers have begun to deploy an alternative to traditional physical artefacts such as videos, books and cartridges, namely “logical pages”, stored electronically and able to be selected from, to provide content in various physical forms, including multimedia, hypertext and hypermedia. Educational texts can be created using the paradigm of logical pages, which is notionally equivalent to treating a course as if it were a database of learning resources. In the case of a study text, those notional databases can contain more study guidance and raw information than conventional educational texts. Each user can select differently from the notional database, and post‐process the retrieved information. Thus, some users can choose to view, on screen, a teaching text whose content and layout are identical to a conventional text, then can print a single copy, “on demand”. Other users can select other page layouts or content, then transform their selection to suit their individual learning style and learning needs. This paper considers the implications of logical pages for teachers and learners. As yet, there is relatively little research into the educational uses of logical pages, so the paper extrapolates from the literature on reading and writing physical pages, including hypertext pages.
Imagining with multimedia
Authors: Whalley Peter
Published: October 2006

The computer was first seen as a calculating engine, and only more recently as a way to view and manipulate the dynamic media. Now as a tool for imagining the computer allows us to explore and think ‘What if?’ about imagined objects and situations. In this paper an analysis is made of the image types that best support engaged multimedia interactivity and which can contribute to the perception of multimedia as a resource for imaginative teaching and learning.
An investigation in evaluation issues for a simulation training programme
Authors: Saunders Danny , Gaston Karen
Published: October 2006

Rolfe (1991) and Parasuraman (1981) are critical of previous efforts by researchers to evaluate simulations given that very few authors in the field of simulation are actually considering validity, reliability or utility of simulations as training or educational methods.

The Rank Ordering Exercise is designed as an activity which highlights evaluation issues. It was explained to 26 participants divided into 13 pairs. Each pair were asked to order 26 cards into a preferred chronological sequence—from the early stages of planning to the final stages of the project. Participants were given a scenario outlining a company which is experiencing complaints about the quality and standard of its customer care. A brief set of instructions asked participants to develop a training programme which incorporates a simulation, with the aim of building in evaluation components.

The Rank Ordering Exercise raised awareness of internal and more importantly external validity issues. The authors noted an overall agreement about a preferred sequence of events and the exercise was effective in highlighting the need for the evaluation “checks” to be made during the planning stages of any research or consultancy project.
Technology‐based training in large UK companies: an update
Authors: Houldsworth Elizabeth , Hawkridge David
Published: October 2006

This paper follows up an earlier Leverhulme‐funded study of technology‐based training (TBT) in UK and US companies (Hawkridge, Newton and Hall, 1988). It is based on interviews with relevant staff in five large companies in the UK: British Telecom, Ford Motor Company, Lloyds Bank, Price Waterhouse and Sainsbury's. After a short introduction, the second and third sections of the paper consider the impact of the economic climate of the early 1990s on company strategies regarding TBT and its use. The fourth section provides examples from past and current practice and notes changes in the past six years. It paints a picture of highly selective development, rather than rapid progress across a broad front. The fifth and last section discusses possible directions for the future.
A Protocol for computer mediated education across the internet
Authors: Trathen Chris , Sajeev A S M
Published: October 2006

Changes in the workplace have had an impact on methods of training and education. There is a growing need for flexible methods of course delivery. The economics of courseware development highlight a need for more efficient use of courseware, pointing to geographically distributed Computer Mediated Education as a cost‐effective way of sharing these development costs.

Object‐orientation is a software development paradigm that is making sweeping changes to the information technology industry. An object‐ oriented extension to electronic mail is proposed as a protocol for facilitating distributed Computer Mediated Education applications. The use of electronic mail allows use of the Internet as a transport medium. A protocol has been devised for a loosely coupled, distributed, Computer Mediated Education system using electronic mail to transport course material (encapsulated as objects) from one workstation to another. Each workstation uses an object‐oriented environment with the ability to dynamically incorporate new courseware objects at run time. A prototype system has been developed to illustrate the feasibility of the protocol.
An in service model for enhancing faculty computer self‐efficacy
Authors: Faseyitan Sunday , Libii Josue Njock , Hirschbuhl John
Published: October 2006

Computer self‐efficacy is a significant factor that differentiates adopters and non‐adopters of computer technology among university faculty. Faculty who judge themselves unable to use computers effectively and confidently will not adopt them in the classroom even when the hardware and software are available to them. In this case study, a program was designed and implemented to enhance faculty computer self‐efficacy. Using Bandura's four sources of efficacy information as a guide, the program consisted of showcases, seminars, workshops and funding. The in service program had a positive impact on both faculty and administration. The in service program was a cost‐effective way for administrators to support faculty in the use of computer technology in instruction. The faculty gained confidence and enhanced their computer self‐ efficacy resulting in a community of faculty with shared interests in using computers in the classroom. Components of the program, its evaluation and recommendations for implementation are discussed.

Higher education cannot realize the potential impact of computer technology until faculty are comfortable using technology for instructional activities. Current computer hardware and related information technologies are now faster, possess greater memory, and are available at lower costs than their predecessors. Faculty in higher education can and should make imaginative use of these technologies to enrich the learning environment and support student learning. Many faculty are sufficiently comfortable with the technology to use it in the classroom; however, many others are not. Indeed, the pace of the information revolution has left many faculty members bewildered and unsure of how or when they can utilize this ever‐changing phenomenon. Academic administrators must, therefore, develop mechanisms to help faculty become comfortable with the use of computers in their instructional activities (Olivier and Shapiro, 1993).

The purpose of this article is to describe an in service program designed to improve instructional computer use by faculty at a university campus. The authors found that computer self‐efficacy is related to adoption among the faculty on this campus as it is at others (Faseyitan and Hirschbuhl, 1992). Therefore, the program objective was to enhance the computer self‐efficacy of the faculty and their desire to integrate computers into instruction.

First, we establish how improved self‐efficacy is linked to computer usage in instruction, establishing the framework for the in service program. Next, a detailed description of the program is presented. Finally, we present an evaluation and an assessment of the impact of the in service program on the self‐efficacy of faculty at our campus.
Interactive video and group learning: two action enquiry based evaluations
Authors: Cloke Chris , Farren Margaret , Barrington Janette
Published: October 2006

Two evaluations of Interactive Programmes are presented. Both studies involved groups of learners interacting with each other and with LaserVision software. However, the contexts of the programmes are different: one concerns counselling skills for student teachers, the other is a geography simulation programme. The evaluations identified the power of the medium to present powerful images. The issues of programme structure and group interaction are discussed. Although structures of these programmes are simple, there appears to be merit in them if they are managed well by teachers.
Narrative, linearity and interactivity: making sense of interactive multimedia
Authors: Plowman Lydia
Published: October 2006

A novice to IMM is confronted by a new medium which transforms narrative structures which have evolved over thousands of years. This article focuses on educational interactive media for which the notion of multiple interpretations has different implications, particularly for comprehension and cognition. It reports on experiments with a number of multimedia packages to see how children make sense of interactive media.
Interactive learning and technology in the US science and mathematics reform movement
Authors: Bailey Clare , Chambers Jack
Published: October 2006

This article presents an overview of the science/mathematics reform movement in the secondary/elementary schools and higher education institutions of the United States. It describes the research and views of educational practitioners regarding the need for change, as well as the particular changes which appear to be required. Emphasis is placed on the roles of interactive learning and technology in meeting reform goals.

Details of a recently completed curricular innovation project in science and mathematics are provided. Funded by the National Science Foundation, the project brought five faculty in the natural sciences together with a learning theorist at Florida Community College at Jacksonville, a large, multi‐campus, public institution. The group developed and taught two basic integrated science/mathematics courses in which cooperative and discovery learning, supported by multimedia technology and distance learning, were major components. Details of results are provided as they relate to meeting the goals of the reform movement.
High Definition TV in Europe
Authors: van Eupen Theo A.G.
Published: October 2006

Modern technology provides a case study in European marketing ethics.