DETC Occasional Paper 19: Converting Courses to Online
Judith M. Smith, PhD
This short simple booklet is a guide to avoiding common pitfalls when setting up online provision. As the author says, putting any element on the web is not particularly difficult. The problem is making sure that what you send out into cyberspace will be effective. As with ventures of a less technological variety glitches are less expensive and frustrating if caught in time. The guide is divided into 10 "issues to note". This is logical, but perhaps doesn't lend itself to scan reading in the way sub-headed sections could.
Smith admits that some of the concerns seem obvious, but these are fundamental issues like how online learning fits into an organisation's business model. If forgotten they could lead to failure.
Although it doesn't attempt to be all-inclusive, it looks likely to be useful for initial planning and as a checklist before launch.
Innovation in Open & Distance Learning,
edited by Fred Lockwood and Anne Gooley, Kogan Page, £19.99
The subtitle of this book (Successful development of Online and Web-Based Learning) in some ways belies its true contents and may put people off what is an interesting and well-written book.
Although online developments feature strongly, they are by no means the whole story. The process of innovation and different ways forward, such as mentoring, are also covered.
The chapters which describe how innovation succeeds or is thwarted are in some ways the least interesting due to their theoretical nature, but I would imagine are key reading for those involved in new projects. Overall, the contributors write simply, with the minimum of jargon, and numerous case studies add clarity and interest.
The question posed is how can new techniques and technologies be harnessed to improve distance and open modes of delivery? The advances covered in Innovation concern supplying that which is most missed in ODL provision, namely interaction, and the extra skills that are gained through it.
Two chapters in particular stand out in showing how technology can enhance learning. Chapter six
"Experimenting in Lotus Learning Space" details use of this software by students of the Open University Business School. Patterns of take-up and reasons for non-use reveal not to important human reactions to novelty.
Chapter seven showcases WebTeach. This software features class notice boards, 'coffee shops', and seminar rooms. Teachers are automatically identified and given extra facilities, such as the power to initiate activities in the seminar room. The range of activities available, from brainstorming to formal debate mimic the strategies used by face to face teachers. A demonstration of the software is available at www.online.unsw.edu.au/Webteachdemo/welcome.html.
A comprehensive section is devoted to how to select or develop the right software for your needs. Other interesting developments covered include how pioneering video equipment can add a new dimension to ODL whilst being relatively inexpensive and easy to use.
In short, an invaluable read for anyone working in ODL or considering implementing online education.
This is not, however to limit its value, as what are now 'innovations' in ODL may well become staples of the mainstream education of tomorrow.
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