Book Summary

 

The Virtual University

Ryan, Steve, Scott, Bernard, Freeman, Howeard, & Patel, Daxa (2000).  The virtual university: The Internet and resource-based learning.  London: Kogan Page.

 

INTRODUCTION

1. A CHANGING CONTEXT – EDUCATION AND THE INTERNET

Recent changes:

bullet The Internet continues to grow, as does the use of computers in education. 
bullet A new emphasis on lifelong learning, a proliferation of corporate “universities”.
bullet A growing number of “virtual universities”, many for-profit.
bullet A move towards internationalization. 
bullet More alliances
bullet Increasing commercialization of technology-based education

Resource-Based Learning (RBL)

Definition: “…an integrated set of strategies to promote student-centered learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies.” P.22

Six Ways the Internet Can Support RBL

  1. delivering courses
  2. identifying and using resources
  3. communicating and conferencing
  4. activities and assessment
  5. collaborative work
  6. student management and support

Standards for High-Quality Courses

(Chickering and Gamson’s “7 Principles”)

Good practice:

1)      encourages contacts between students and faculty

2)      develops reciprocity and cooperation among students

3)      uses active learning techniques

4)      gives prompt feedback

5)      emphasizes time on task

6)      communicates high expectations

7)      respects diverse talents and ways of learning.

 

2. LEARNING, TEACHING AND COURSE DESIGN WITH RESOURCE-BASED LEARNING

(Advantages and Disadvantages of RBL)

Major Aspects of RBL

  1. the amount and kind of teacher support
  2. the extent to which the materials are prescribed and structured
  3. the extent to which learning experiences are prescribed and structured
  4. the ways in which different kinds of media are employed

An Excursion into Learning Theory

Constructivist theories emphasize that learners actively construct new knowledge structures.  Kolb (1984) theorizes four stages:

  1. concrete experience
  2. reflection
  3. abstract conceptualization
  4. active experimentation

Learning as Conversations

Gordon Pask (1975, 1976) views learning as a series of conversations between teachers and learner.  Teachers provide explanations, demonstrations, and elicit models and problems solutions.  Learners receive explanations and demonstrations, build models, and solve problems.

Components of a Learning Conversation

bullet Conversation about the how and why of a topic
bullet Conversation about the how of learning
bullet Conversation about purposes and the why of learning

Individual Differences

bullet There are holists (many at once) and serialists (one step at a time)
bullet There is comprehension (why more than how) learning and operation learning (how more than why)
bullet There is deep learning (focus on intent, actively relate and organize) vs. surface learning (focus on content, memorize).  There are also strategic learners who use both methods.

A Framework for Course Design

  1. Needs Analysis: population, context, aims
  2. Specify learning outcomes: cognitive, attitudinal, performance
  3. Specify content: knowledge and task analysis
  4. Specify tutorial strategies: sequencing, signposting, activities, media, formative assessment
  5. Specify student support systems: study guides, conferences, communication
  6. Specify assessment procedures: tasks, delivery, analysis, feedback
  7. Development: materials, support systems, implementation plan
  8. Implementation: start-up support, management, maintenance
  9. Evaluation: summative assessments, staff responses, student responses, reporting

 

3. TECHNOLOGIES OF DELIVERY AND INTERACTION ON THE INTERNET

·         The web supports lots of different types of files: text, Adobe Acrobat, images, QuickTime VR, VRML 3-D, scripted interaction, animation, audio, video, etc.

·         Interactivity: check out FlyLab at http://www.cdl.edu/FlyLab.

·         SMIL is an important language that allows one to combine audio, video, presentations, etc.

 

4. USING THE INTERNET: COURSE DEVELOPMENT AND DELIVERY

Four Types of Information about Prospective Learners

  1. Demographics: e.g., large numbers of students can justify high development costs.

  2. Assessment: if large numbers of students are involved, one either forsakes personalized feedback or has to deal with the logistics of hiring a support structure.

  3. Motivation: by choice or conscription? Required or elective?

  4. Learning Factors like prior online experience, time, support, facilities, and background in the subject matter.

Factors in Developing an Online Course

bullet Composition and duties of the course team
bullet Timescale for development
bullet Schedule of development
bullet Schedule for technical development
bullet Costs

 

5. RESOURCES ON THE WORLD-WIDE WEB

Types of Web-based Resources

bullet Digital or online libraries: e.g., U.S. Library of Congress, The Internet Public Library.
bullet Electronically-published journals, magazines, newspapers, newsgroups, listservs, zines, chat rooms, etc.
bullet Online museums
bullet Virtual Laboratories

Evaluating Web-based Resources

bullet Credibility
bullet Accuracy
bullet Resonableness
bullet Support

 

6. COMPUTER MEDIATED COMMUNICATIONS FOR COLLABORATIVE LEARNING

bullet Computer-mediated communications (CMC)
bullet Interactive chat
bullet Multi-User Dungeons (MUDs)
bullet Multi-user Object-Oriented spaces (MOOs)
bullet Asynchronous (time-delayed) communication: email, discussion lists, newsgroups
bullet Group Conferencing systems

Salmon’s Model for Teaching and Learning Online

bullet Stage 1: access & motivation
bullet Stage 2: online socialization
bullet Stage 3: Information giving & receiving
bullet Stage 4: Knowledge construction
bullet Stage 5: Development

Roles of a Videoconferencing Facilitator

bullet Making sure the technology works
bullet Ensuring access to all relevant course materials
bullet Good “camera” skills (e.g., eye contact)
bullet Clearly outlining the format
bullet Encourage participation
bullet Provoke interaction
bullet Listening well
bullet Being familiar with the technology
bullet Giving students enough time to take notes
bullet Summarizing

 

Hopefully, that’s enough to give you the flavor of the book.  Here are the other chapters:

7. USING THE INTERNET: COMPUTER AIDED ASSESSMENT

8. INTEGRATED ASSESSMENT

9. CHANGING CULTURES IN Higher Education

10. AROUND THE CORNER

 

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