John Rosbottom

Hybrid learning - a safe route into web-based open and distance learning for the computer science teacher

The hybrid learner is located on a continuum between the traditional student attending face to face classes in a University and the distance learner who may never visit the institution, except perhaps to graduate. Modern methods of web-based open and distance learning make hybrid learning attractive and accessible to students.Computer Science students in particular make very good hybrid students because the content of the Computer Science curriculum has a strong practical element that is conducive to independent learning methods, and because they have a familiarity with the tools used in hybrid learning.Suggestions are given on how a teacher may develop web-based open and distance learning (WEB-ODL) for hybrid learners.

A generic model for on-line learning

We describe a generic model for on-line learning which has been used to develop a course unit in Computer Science, and to evaluate a course unit in Economics.The model may be used to produce a template for on-line learning resources. Alternatively a template developed intuitively by an experienced teacher may be evaluated using the generic model. Using these approaches both the model and the template may be refined.We also study the use of the model and templates as ways of disseminating web-based on-line learning among colleagues in Economics and Computer Science departments.

Using intelligent agents to change the delivery of education (poster)

We present work done on the use of multiple intelligent agents as teaching agents, and discuss some more general applications for agent technology in education.

Theories, Models and Templates: A Harmonious Trilogy for the Propagation of Guidelines

This paper relates to the conference theme “Use of guidelines: experimental results and empirical experience” and discusses how guidelines manifest themselves in practice, how such manifestations exist at different levels of abstraction, and how these differences might be exploited to strengthen and propagate the guidelines. What this amounts to in fact is a discussion of how guidelines expressed as a set of justified rules might be presented as a model. Such a model may still be at a fairly generic level, and the model may only become concrete as one or more templates. Criticism of the templates may have the effect of improving the model, and hence the guidelines/rules. Criticism of the model may lead to the development of better quality templates/practical guidelines. In effect a model can act as a “middle ground” between abstract theory and concrete practice, and the interaction between these three can strengthen them all.