Traditional linear media, especially film and television, and the new multimedia environments, are highly effective for orientation; to give interesting overviews and entice people into a new subject area.
Much recent literature has discussed the suitability of hypermedia for exploration, whether a rich set of interconnections will allow opportunity for learning by browsing. Initial enthusiasm for this paradigm has given way to a realisation that free exploration is inefficient and needs to be supplemented by guidance.
For experimentation technology, particularly in the form of interactive simulations or expert systems, can begin to achieve real added-value for learning. The learner can interactive with the software. The answers to the learners’ questions are provided through the (re)action of the simulation software. Here we begin to encounter the idea of the computer as a virtual laboratory.
Secondary courseware supports the tasks students actually do when learning. This covers formal activities such as the completion of assignments, essays, projects, laboratory work as well as informal activities such as organising notes, searching for material, practising for exams. Here productivity tools can be used far more effectively if put in the hands of the learners to create their own material rather than for teachers to deliver material. It is the process of collecting, organising and explaining the material for other people which facilitates learning rather than reading the results of other people’s learning activities. These tools range from word processors, graphics packages, authoring packages, expert system shells and even video conferencing.
Tertiary courseware provides the best current opportunity for adding effective support to learning. It is centred around communications and uses technology to provide opportunities for discussion and reflection. This is particularly relevant to the needs of distant learners to provide a sense of belonging to a group, but is also relevant to campus based institutions, especially multi-campus or those wishing to share resources and those wishing to broaden the learning experience for their students by introducing guest lecturers and broadening their peer community.
What technology now offers in support of dialogue is an environment in which discussions can occur without the participants being physically close and/or simultaneously present. Video conferencing makes distance unimportant but time is still crucial. Therefore this is not suitable for open learning. With the use of asynchronous communication tools such as computer conferencing and email neither time or location are important. Moreover, technologies such as the Internet allows the appropriate participants to locate one another in the first place.
When we turn to the question of efficiency, the case of technology delivering the primary exposition - the access to content - becomes stronger. The delivery may take the form of a video conference lecture or other forms of multimedia. The case revolves around the following issues:
Video conferencing was not designed as a method for educating the masses. It is an intimate method of communication on an individual or small group basis. It does not replace the use of print or other methods used in the conceptualisation process. Its can be used to encourage construction, its true use lies in encouraging dialogue and increasing the scope for dialogue.
Video conferencing has potential to deliver any of the three forms of courseware.