For many departments, the most urgent requirements are: (I) the conversion of lecture courses into electronic form through the more widespread use of electronic lecturing techniques (Barker, 1996); (2) the augmentation and enhancement of electronic lectures (using multimedia and hypermedia methods) in order to convert them into stand-alone, self-study resources; (3) the effective use of electronic communication facilities (such as email, computer conferencing, bulletin boards and World-Wide Web pages) in order to support more effective interchange between staff and students; (4) the use of electronic publishing techniques (based upon digital media) as a means of making information and knowledge more accessible and current (Tan, 1996); and (5) the realisation of automated (computer- based) 'on demand' assessment and remediation procedures that are driven by staff, student and organisational needs.
Fundamental to the use of EPSS within ECD is the application of a number of different models, principles and guidelines which specify how performance support techniques should best be used to realise organisational objectives (Banerji, 1995). The basic models that we employ therefore include: (I) a four-layer architectural model for creating electronic performance support systems (Barker and Banerji, 1995); (2) a model for describing the role of multimedia within an EPSS (Barker and Hudson, 1996); and (3) a model that describes how a distributed performance support system (DPSS) can be created within a complex institutional setting in order to implement organisational change (Beacham, 1996). Currently, we are using these models to create an institutional infrastructure that will support the co-operative delivery of modular courses from within the different schools that make up a higher education (university) establishment. We anticipate that this work will lead us towards the formulation of further guidelines and models that will be useful for creating 'enterprise support systems' that can be tailored to the needs of individual organisations within the framework of a 'Learning Society'.
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Graphics Multimedia Virtual Environments Visualisation Contents