Stephen J. Bostock

Constructivism in mass higher education : a case study

Constructivist educational principles suggest that educational environments should provide learners with personal control, authentic learning contexts, and diverse personal interactions including collaboration. How can such constructivist values be applied to mass Higher Education? Traditional methods cannot achieve it with large student numbers but computer-based media are scaleable and may support constructivist learning. A new course for non-science undergraduates provided an opportunity for a constructivist design using the World Wide Web, email, and video. The design of the course, its implementation and evaluation are described. Authentic assessment was critical. Web forms and e-mail supported some necessary personal interactions, but collaborative work was problematical.

Powerful learning environments

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Staff development in information technology for special needs: a new, distance-learning course at Keele University

Whilst information technology has much to offer people with special needs, the availability of staff training in the use of special-needs IT in the UK and Europe is sparse. Keele University, with over a decade of experience in research and in supporting and training staff in the use of information technology, has launched a new, distance-learning course. This article describes the course background, its structure, and feedback from the first cohort of students. Results suggest that the course strikes an effective balance between the need of distance-learning students for face-to-face contact with peers and tutors, and the difficulties faced by students wishing to attend training whilst in full-time employment who are geographically distant. The course structure appears appropriate for a wide range of special-needs settings and the curriculum seems to have an appropriate mix of background theory and practical application. Difficulties faced with computer conferencing became apparent, which need to be addressed in future. The course could be a model for further staff development opportunities in IT for special-needs professionals.

A critical review of Laurillard's classification of educational media

In Rethinking University Teaching Diana Laurillard classifies educational media, including the various uses of computers in education, into four categories: discursive, adaptive, interactive and reflective. This review discusses the consistency and usefulness of the classification. After summarising her development of a model of the teaching and learning processes in Higher Education, the relationship of the classification to the model is examined. First, the classification is mapped to the twelve processes in the model. Then, the described uses of various media for supporting these processes are correlated with their place in the classification. In this test of consistency with the model the classification is found to be only partly accurate. The shortcomings are discussed. Finally, other classifications are briefly considered and a framework for a pedagogically useful classification is described.

Educational Effectiveness and the Computer Conferencing Interface.

SUMMARY Computer conferencing can be a medium for educationally valuable communication, especially for students on distance learning courses. Difficulties which prevent students gaining the full benefits of conferencing are described, many of which are due to the human interface provided by conferencing software on text terminals. A graphical interface has been developed which avoids many of the difficulties. This software runs on local computers under Microsoft Windows and handles connection and subsequent communication with the conferencing software running on a remote host computer. Students can use it on‐line, or off‐line with a local copy of a conference which is automatically updated on connection. The interface is integrated with other applications used by students.