Delivering E-Learning for Information Services in Higher Education

220 Pages·2005·1.515 MB·English

by  Paul Catherall (Auth.)

Delivering E-learning for Information
Services in Higher Education
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Delivering E-learning
for Information Services
in Higher Education
P C
AUL ATHERALL
Chandos Publishing
Oxford · England · New Hampshire · USA
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First published in Great Britain in 2005
ISBN:
1 84334 088 7 (paperback)
1 84334 095 X (hardback)
© P.Catherall,2005
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The material contained in this publication constitutes general guidelines only and does not
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Cover images courtesy of Bytec Solutions Ltd (www.bytecweb.com) and David Hibberd
([email protected]).
Printed and bound by 4edge Limited (www.4edge.co.uk)
Preface
As is the case with many emerging technologies, it is often difficult to
grasp the significance of new concepts in computer technology amid the
hype of buzzwords and jargon. The terms ‘e-learning’ and ‘VLE’ have
become familiar to many library and information professionals, but
what do these terms really mean?
It is hoped that this text will describe, in plain language, the essential
features and support issues of systems designed to support teaching and
learning via the new medium of communication, the Internet and World
Wide Web.
Note on acronyms and technical terms
Acronyms, technical expressions and other uncommon terms are
explained in the glossary at the back of the book.
Important note concerning URLs
(web addresses) in this book
Throughout this book you will see URLs, e.g. http://www.w3.org (web
addresses). If you see a URL at the end of a sentence ending in a full stop,
ignore the full stop at the end when entering the URL in your web browser;
for example, the following address without a stop at the end is correct:
http://www.w3.org
the following address with a stop at the end is incorrect:
http://www.w3.org.
So do not type the full stop at the end of URLs–the only reason it is
shown in this book is for punctuation.
ix
Acknowledgements
I Mam, Dad a’r Teulu
I would like to thank the following for their many suggestions and
contributions:
Andrea Lawry: Open Text Corporation. Advisor, Ch. 2, FirstClass review.
Anita Pincas: Institute of Education, University of London. Advisor,
Ch. 2, FirstClass review.
Anthony Doyle: Middlesbrough College. Advisor, Ch. 6, Middlesbrough
NLN Gateway.
Dan Stowell: University College, London. Contributor, Ch. 2, Moodle
review.
David Crook: The Copyright Licensing Agency (CLA). Advisor, Ch. 5,
Copyright.
Jak Radice: University of Bradford. Contributor, Ch. 2, VLE Case
History.
James Everett: Stevenson College, Edinburgh. Advisor, Ch. 2, Teknical
review.
Julie Voce: University College, London. Advisor, Ch. 2, WebCT review.
Leanne Grice: Serco Learning. Support for Teknical Virtual Campus VLE.
Dr Liz Falconer: University of the West of England, Bristol. Contributor,
Ch. 2, VLE Case History.
Dr Malcolm Murray: University of Durham. Contributor, Ch. 2, VLE
Case History.
Merv Stapleton: City of Sunderland College. Advisor, Ch. 2, Blackboard
review.
Nick Meara: Aston University, Birmingham. Advisor, Ch. 2, FirstClass
review.
xi
Delivering E-learning for Information Services in Higher Education
Paul Burt/Vicki Simpson: University of Surrey. Contributors, Ch. 2, VLE
Case History.
Paul Davis: University of Oxford. Advisor, Ch. 2, Bodington review.
Dr R. A. Stanier: University of Brighton. Contributor, Ch. 2, VLE Case
History.
Richard Everett: Oaklands College, Hertfordshire. Advisor, Ch. 2,
General comments.
Susan Armitage: Lancaster University. Contributor, Ch. 2, VLE Case
History.
Dr Susannah Quinse: City University, London. Contributor, Ch. 2, VLE
Case History.
Wayne Owens: Net-Work Internet Ltd. Advisor, Ch. 8, Mobile
Technologies.
xii
About the author
Paul Catherall is a qualified information professional based at the
North East Wales Institute of Higher Education, where he played a key
role in implementing online learning. He is a chartered member of the
Chartered Institute of Library and Information Professionals (CILIP)
and an associate of the Institute of Learning and Teaching (ILT). Previous
research included an AHRB-funded Masters project: ‘Resource
Description and Control on the World Wide Web’. Paul has also taught
information technology with a further education provider.
The author may be contacted at:
E-mail: [email protected]
Website: http://elearning.draigweb.co.uk
xiii
1
Introduction to e-learning
What is e-learning?
Literally speaking, the term e-learning is a contraction of electronic
learning, and we may assume this describes an electronic or, more
precisely, a computer-based form of learning experience. However, on
deeper consideration, we may be forgiven if we cannot readily provide a
simple definition for e-learning, a term which has been used heavily in
recent years within a wide range of educational contexts.
A typical example of how e-learning is understood is illustrated in a
recent article by the Learning and Teaching Support Network (Erskine,
2003):
E-learning covers a wide set of applications, such as Web-based
learning environments, computer-based learning ... and videotape,
satellite broadcast, interactive TV and CD-ROM. (p. 3)
In the above example, several forms of technology are cited as examples
of e-learning, including traditional electronic media such as video and
more recent media such as the Internet.
Although they may seem dissimilar, these technologies share several
basic characteristics–they all provide a capacity to publish or present
resources, either in the form of video, text or sound, enabling interaction
of some form between resource authors and recipients. Educational
organisations have long used a range of conventional technologies to
support learning and teaching; since the 1970s, the Open University has
used audio tapes, video and television to provide lectures for part-time
study and distance learning.
In this context, e-learning could be defined as any technology
allowing for the delivery of learning resources or communication
1
Delivering E-learning for Information Services in Higher Education
between tutor and student; this wider view of e-learning, reflecting the
uses of audio, visual and other media, is discussed later in this book.
However, one technology in particular has become the predominant
medium for e-learning in recent years, this is the Internet and World
Wide Web, a literally world-wide communication system, allowing for
unprecedented interaction between educators and learners.
It is quickly apparent from a few minutes using an Internet search
engine, such as Google, that the majority of references to e-learning
discuss a computer medium and an online context, i.e. a learning
experience based on the medium of the Internet or the World Wide Web.
The rapid rise of e-learning software has been as sudden and as
dramatic as the rise of the Internet itself.
Most e-learning technology is web-based and delivered via a web
browser, such as Internet Explorer or Netscape Navigator. For users
already familiar with web-based applications, this presents an existing
skills advantage.
The communication benefits of the Internet and World Wide Web are
reflected within many e-learning systems, including the capability to send
e-mail, the ability to hyperlink between resources and the ability to
publish common document formats, such as Microsoft Word and Excel
and Adobe Acrobat. E-learning systems also allow access to resources
from any Internet-connected computer, rather than limited access on a
university campus.
At this point, we can say that the term e-learning is more popularly
used to describe a computer-based and online approach to learning and
teaching.
Although it is true to say that e-learning could be defined in terms of
the technology upon which it relies, educationalists often emphasise the
particular techniques or form of learning associated with education in an
electronic context. Good (2001) defines e-learning as a new form of ped-
agogy, suggesting that educationalists should demonstrate ‘technological
fearlessness’, and explore new ways of using e-learning within teaching:
E-learning is different from traditional forms, and demands new
pedagogical skills ... keeping an eye out for new technological
developments and for new ways of using the technology,
autonomously solving problems and learning. (p. 169)
E-learning is therefore also considered as a pedagogical approach, a
method of teaching requiring particular teaching methods suitable for an
online or digital context.
2