CONTENTS

1 Introduction
2 What is Multimedia?

3 Pedagogy and technology
3.1 Introduction
3.2 Generic requirements
3.3 The Framework
3.4 Insurrect
3.5 Conclusions

4 Networks
5 Future Work
Glossary
Appendices
Bibliography

Case Studies

3.5 CONCLUSIONS.

One conclusion from examining the results of the educational development programmes is that there is too great an emphasis on the products of applying technology to education at the expense of investigating the mode of the dialogue between students and teacher, and with other students. The challenge is the nature of the engagement between the partners of the educational process and consideration of how this process can be developed utilising the technology to provide opportunities which are not present in conventional teaching and learning.

Where products are produced they should be flexible and not require significant time and effort producing and updating. There should be more interest in the use of the technology to facilitate delivery of the educational material, and as this implies the transport of information across boundaries we should think more freely in terms of the movement of information and knowledge. A comparison can be made with the commercial world where wealth is directly related to the ability to move information and knowledge to the place where it is most useful.

The educational world should be thinking about moving its "merchandise" to the user rather than insisting the user comes to them. The relationship between teacher and student should be collaborative and providing guidance rather than didactic.