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It is recognised that the teaching of complex psychomotor skills using online delivery is difficult without the support of either face-to-face coaching and tuition or a stereoscopic viewing system that provides users with a feel for the spatial nature of the skills being taught. To date, the limitations of bandwidth, and the high cost and sophistication of existing three-dimensional video production and viewing technologies have limited the use of stereoscopic video imaging to highly funded fields, such as sports and medical research or military applications. The advent of desktop video editing software, along with personal video players (such as the Apple iPod and iPhone) with small screens utilising efficient video codecs, means that high-quality video podcasts can now be effectively created and delivered via the Internet. Combining these new video technologies with a conventional analogue stereo viewing and capture system makes the production of stereoscopic video potentially much more accessible to educators as a practical teaching tool. This paper seeks to alert educational designers to an exploratory study into a potentially useful methodology for the capture, production, dissemination and viewing of stereoscopic video images using existing, low-cost technologies. Aside from the production of a simple viewer, the process is straightforward and requires only basic and readily available equipment. Applications in education as well as vocational and sports training are self-evident.
Although traditional instructional design and technology (IDT) has largely been based on objectivism, in the past 20 years, constructivism has emerged as a dominant framework for IDT. Both perspectives, however, present shortcomings. This paper explores enactivism—an emerging new philosophical world view—as an alternative paradigm. It also investigates the possibilities offered by this new paradigm to IDT. The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism. Finally, details of enactivism and its implications for IDT are explored.
This paper describes an assessment of a web-based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role-play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students’ area of study.
This paper reports a 5-year design experiment on cumulative knowledge building as part of an international project. Through a longitudinal study and analysis of cumulative research data, we sought to answer the question, ‘what happened and why in knowledge building?’ Research data constitute messages which participants have written into a shared knowledge building database. A multi-method approach combing quantitative and qualitative data was adopted which integrated analysis of message generation, content analysis, network analysis, structure of message threads, discourse analysis and interviews. Conclusions are based on analysis of almost 2000 messages. Qualitative content analysis reveals 14 main categories of data. When the content of the messages are analysed, quantitatively cumulative trends emerge. When the frequencies of messages are plotted against time, peaks and troughs of message writing are revealed. The explanations for these patterns and variations are sought through interviews. Social network analysis shows that the network is centralised. The research literature suggests that decentralised networks are ideal, but in this particular case, the expert centralisation was beneficial for knowledge building in the collaborative and associated professional networks. The reasons for this are discussed.
This study examined how students’ achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effortwhile learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students’ motivation for learning in diverse educational settings.
Journals like the British Journal of Educational Technology (BJET) both reflect the current topics in learning technology and influence them. Journals can only publish the papers they receive but the editorial policy can shape the selection of papers that are published and can encourage authors to write and submit work on particular topics—and therefore encourage researchers to investigate those areas. So editors need to take care when reporting the current trends and topics in their field because what they say will change the situation perhaps for better—maybe for worse. Even the apparently passive activity of collecting data from researchers in the field can influence the future because such surveys will make the subjects think about their choices and may change their future direction.
The chapters incorporate case studies to illustrate the methods and the points made by the writers. They are presented in a warm, readable, collegial style. The rigour, the detail and the theory are there, but are communicated informally as between colleagues, rather than formally in an effort to impress a scholarly readership. This makes the content accessible, attractive, and readily assimilated and applied. The book is certainly heavy in a physical sense, because of its size; but neither its style nor its content is heavy.
The book makes a significant contribution to the literature of inclusive education. However, surprisingly, having raised the issue of the many disabled adults who also are uneducated or undereducated, none of its case studies deal with adult schooling. There is also no mention of how open and educational technology-based education can assist in helping disabled learners of all ages. For example, in India, the National Institute for Open Schooling encourages greater participation by persons with disabilities by waiving all fees. There, more and more disabled students enrol in open schools in line with government policy for making schooling inclusive, and students with orthopedic and mental disabilities reportedly perform as well as their non-disabled counterparts (DNIS News Network, 2005, 3(24)). We must hope that this book will challenge readers of BJET to provide further findings and recommendations on how alternative forms of delivery can help inclusive education worldwide.
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