McLuhan, M. 1995 Understanding the media: The extension of man. MIT Press
The World Wide Web Consortium (W3C) Web Content Accessibility Guidelines, http://www.w3.org/WAI. Bobby - an online tool for measuring conformance with the W3C Web Content Accessibility Guidelines, http://www.cast.org/bobby National Center for Accessible Media: provide a symbol you can display on pages for which an effort has been made to enhance access, http://www.wgbh.org/wgbh/pages/ncam/index.html. Thirty-something (million): should they be exceptions? Trace Center at the University of Wisconsin-Madison, http://trace.wisc.edu/docs/30_some/30_some.htm. Visibone: colour charts for designers looking to avoid problems for those with :olour blindness, http://www.visibone.com/colorblind. BT Labs: a detailed explanation of the problems of colour blindness, plus tips and palette charts to help you avoid problems, http://wwwlabs.bt.com/people/rigdence/colours. Neilson Norman Group: usability experts, http://www.nngroup.com/. The e-Learning Network: the association for those interested in the application of technologies to learning, http://www.elearningnetwork.org.uk/. Web Accessibility and the DDA, a paper by Martin Sloan, Graduate School of Law, Glasgow, http://elj.warwick.ac.uk/jilt/01-2/sloan.htm Disability Rights Commission, http://www.drc-gb.org. AbilityNet - a charitv specialising in computers and disability, http://www.abilitynet.org.uk.
A good example, with informative content are the videos of the recent 'Berlin' conference** on academic use of e-prints etc. See: http://www.eprints.org/berlin3/program.html Of particular interest is the piece by Derek Law: Open Access: Developing a National Information Strategy in Scotland - Derek Law, University of Strathclyde [Streaming Video] [Unedited Video 88Mb] [PowerPoint] **Berlin 3 Open Access: Progress in Implementing the Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities
Papers by these authors in: Littlejohn, A. (Ed) 2003. Reusing online resources. Kogan Page Constructivist: variously defines but where students create and re-create their own knowledge - as individuals and as learning groups
The Instructional Use of Learning Objects, edited by David Wiley and published by the Association for Educational Communications and Technology. The SCORM standard: www.alint.org. MERLOT repository at www.merlot.org now contains over 5000 educational objects,
AL or ALN is a bit of a buzzword but it does describe much of what goes on. The point to make is that it really is two way and you can build in the various bits of multi-media which help the learning process. Not least because you can incorporate a whole variety of 'add ons' which help the learning process and which are using more interactive components than just the written word. The example shows you how this can be done.
Bull, J and McKenna, C (2001) &quot; A Blueprint for CAA&quot;, Centre for Computer Assisted Assessment ( HYPERLINK &quot;http://www.caacentre.ac.uk&quot; http://www.caacentre.ac.uk). SAPHE: Self-assessment in Higher Education available online at HYPERLINK http://www.bris.ac.uk/education/saphe/default.htm http://www.bris.ac.uk/education/saphe/default.htm SCAAN – Scottish Computer Assisted Assessment Network online at HYPERLINK http://www.scaan.ac.uk/ http://www.scaan.ac.uk/.
Specific examples and assistance Some things we might do and use: Powerpoint and onwards ‘ We shape our tools, and thereafter our tools shape us’ McLuhan 1995
Bringing together some of the things we might want to do*
Present material to students
PowerPoint (lectures etc, posters)
Communicate with students
Synchronous (tele/video conferencing)
Asynchronous (e-mail, text submission/return)
Communication between students
Present student material
*back to interaction models
We might want to do, or improve, all of these things:
"if you are intending to train students to learn online, then you have to decide what skills they will need to acquire, and make sure that their development is supported in the assessment. It's no good concentrating on the subject of the course, and forgetting about the process of online learning."