The digital university : building a learning community / Reza Hazemi and Stephen Hailes (eds.).

Format:

Book

Contributor:

Hazemi, Reza, 1966-

Hailes, Stephen, 1965-

Series:

Computer supported cooperative work

Language:

English

Subjects (All):

Education, Higher--Great Britain--Data processing.

Education, Higher.

University cooperation--Great Britain.

University cooperation.

Education, Higher--Effect of technological innovations on--Great Britain.

Internet in education--Great Britain.

Internet in education.

Computer-assisted instruction--Great Britain.

Computer-assisted instruction.

Distance education.

Education, Higher--Effect of technological innovations on.

Great Britain.

Distance education--Great Britain.

Physical Description:

xix, 252 pages : illustrations ; 24 cm.

Edition:

First edition.

Place of Publication:

London ; New York : Springer, [2002]

Summary:

Computer Supported Cooperative Work's synergistic combination of computing science/software engineering with a range of theoretical and applied human sciences has made it one of the most exciting areas of everyday computer use. The Computer Supported Cooperative Work (CSCW) series provides an overview of current knowledge, research and debate for designers, users and students. Each volume in the series provides detailed coverage of a specific topic within CSCW and groupware. Following on from The Digital University: Reinventing the Academy, this book provides a fully up-to-date and practical guide to using and implementing electronic teaching and learning systems.

Contents:

1.1 The Need 1

1.2 The Solution 2

2. Universities, Dearing, and the Future 7

2.1 Collaborative Tasks 8

2.1.1 Teaching 8

2.1.2 Research 11

2.1.3 Support 12

2.1.4 Administration 13

2.3 The Future of Higher Education: the Dearing Report 16

2.4.1 Teaching 16

2.4.2 Administration 18

2.4.3 The Changing Face of Higher Education 19

3. Managing Distance Learning: New Challenges for Faculty 27

3.2 A New Management MindSet 28

3.3 A New Style of Management 29

3.4 Managing Metaphor 30

3.5 Managing Meaning 31

3.6 Managing Culture 33

3.7 Managing Roles 33

3.8 Managing Time 35

3.9 Managing Awareness 36

3.10 Managing Collaboration 36

3.11 Managing Faculty Development 37

3.12 New Centers of Learning 38

4. Collaborative Interactions in Support of Learning: Models, Metaphors and Management 41

4.2 A Model of the Interaction Space 42

4.2.1 Teaching Theaters become Stages for Collaboration 42

4.2.2 Collaborative Spaces 44

4.3 Metaphors and the HyperCourseware Prototype 47

4.3.1 HyperCourseware Prototype 48

4.3.2 Interface Design for Collaboration 50

4.4 Policies for Managing Learning Activities 52

5. Managing Tertiary Education in a Global Virtual Environment: Networked Educational Management 57

5.2 Conventional Educational Management 59

5.3 New Forms of Educational Management 60

5.4 New Forms of Private Enterprise Management 61

5.5 Netorked Educational Management 62

5.5.1 Networking 63

5.5.2 Globalization 64

5.5.3 Flexibility 64

5.5.4 Boundary Orientation 65

6. Eclass 71

6.1.1 An Overview of eClass 72

6.1.2 Motivation 74

6.2 Definition of Terms, Roles, and Activities 76

6.2.1 Roles 76

6.2.2 Situation 76

6.2.3 Tools 77

6.2.4 Tasks and Activities 77

6.2.5 What eClass Supports, and the Assumptions eClass Makes 78

6.3 eClass in Detall 79

6.3.1 The eClass Model of the Classroom 79

6.3.2 The Tools of eClass 81

6.4 Evaluation Results 88

6.4.1 Students Find eClass Worthwhile 89

6.4.2 Students Take Less Notes 89

6.4.3 eClass Does Not Encourage Skipping 90

6.4.4 Augmentation of Pen and Paper Notes is Worth the Effort 90

6.5 What Can Be Improved 90

7. Learning Gains in a Multi-User Discussion System Used with Social Science Students

the Comentor Experience 95

7.2 Muds and Moos 96

7.2.2 Educational MUDs and MOOs 97

7.2.3 Pedagogy in MUDs and MOOs 99

7.3 coMentor 99

7.3.1 Introduction to coMentor 99

7.3.2 coMentor Design Philosophy 101

7.3.3 Evaluation 103

7.3.4 Results 104

7.4 Extending the Spatial Metaphor of Rooms 106

7.5 VLE Interoperability 108

8. The Application of Business Groupware Technologies to Support Collaborative Learning with Face-to-Face Students 113

8.1 Educational Context 114

8.2 Computer Supported Collaborative Learning 114

8.3 Other Relevant MBA Experiences 115

8.4 Specific Context 115

8.5 Specific Pedagogic Objectives 116

8.6 Design Considerations 117

8.7 The Exercise 117

8.8 Post-Exercise Phase 118

8.9 Practical Problems 119

8.10 Benefits 119

8.11 Generic Team Skills 120

8.12 Roles of Asynchronous Participants 120

8.13 Groupware Issues: Web and Notes Facilities 121

8.14 Were the Educational Objectives Achieved? 121

8.15 The Future 122

9. A Review of the Use of Asynchronous E- Seminars in Undergraduate Education 125

9.2 Benefits of E-Seminars 126

9.2.1 Enhanced Student Interaction 126

9.2.2 Critical reflection 127

9.2.3 Enhanced Team and Communication Skills 128

9.2.4 Access to New Ideas, Perspectives and Cultures 129

9.3 Issues that Require Further Research 129

9.3.1 Student Motivation to Participate in E-Seminars 129

9.3.2 Assessment of E-Seminar Discussions 130

9.3.3 The Role of Student Individual Differences 131

9.4 Best Practice Guidelines 134

9.4.1 Group Size and Composition 134

9.4.2 Moderation and Lecturer Presence 134

9.4.3 Requirements for Participation and Assessment 135

9.4.4 Technical Issues 135

9.4.5 Group Atmosphere 135

10. Support for Authoring and Managing Web-Based Coursework: The Taco Project 139

10.2.1 Requirements for a Web-Based Coursework System 143

10.3 The TACO System 146

10.3.1 The TACO Authoring Interface 149

10.3.2 The TACO Student Interface 150

10.4 Results from the Pilot Study 152

10.4.1 Evaluation by Lecturers 152

10.4.2 Evaluation by Students 153

10.4.3 Observation on Student Behavior 154

10.5 Evaluation of TACO in Continuing Use 154

10.6 Improvements Identified During the Trials 156

10.6.1 User Interface 156

10.6.2 The Process of Authoring Coursework 156

10.6.3 Coping with Distributed System Environments in HEIs 157

10.6.4 Participatory Design in the Development of Educational Technology 158

Appendix A List of Requirements for a Web-Based System 163

1 Question Types 163

2 Confidence Assessment 164

3 Marking Schemes 164

4 Feedback to Student 164

5 Assignment Types 164

6 Authoring Assignments 165

7 Reports and Feedback to Lecturers 165

8 Security 166

11. Using Lotus Notes for Asynchronous Collaborative Learning and Research 167

11.1 Asynchronous Collaboration 167

11.2 Academic Courses 168

Case 1 Professional Development for Practicing Management Developers 168

Case 2 A Modular Programme for the Development of Learning Technology Professionals 169

Case 3 Second Year Law Undergraduates 169

11.3 Research and Professional Network Support 170

Case 4 Student Accounts of Residence Abroad 170

Case 5 PASOLD Database 171

Case 6 Public Health Research & Development Network 171

Case 7 User Configurable Webs 171

11.4 Asynchronous Information Sharing 172

Case 8 Teaching Developments Database 172

Case 9 Scholarly Activities 172

Case 10 Lancaster University (LU) News 172

11.5 Support Issues 173

11.5.1 Administration 173

11.6 Problems Encountered in Supporting Distance Learner Use of Notes 175

11.6.1 Replication 176

11.6.2 The Groupware Mindset 176

11.6.3 Hardware 177

11.6.4 Development versus Stability 177

11.7 Advantages of Using Notes to Support Learners 178

12. Quality of Use of Multimedia Learning Systems: Practical Considerations 181

12.2 Learning Effectiveness versus Quality of Use 182

12.3 Engineering Quality of Use Following ISO 13 407 183

12.3.1 Plan the Human Centered Process 184

12.3.2 Specify the Context of Use 184

12.3.3 Specify the User and Organizational Requirements 186

12.3.4 Produce Design Solutions 187

12.3.5 Evaluate Designs Against User Requirements 188

12.4 A Case Study in Quality of Use 189

12.5 A Guide to Available Tools and Methods 191

13. Design for Motivation 193

13.1 Are Objectives Clear and Meaningful? 193

13.2 Is Assessment Relevant? 195

13.3 Are Learning Activities Student-Centered? 196

13.4 Do We Form a Learning Community? 196

13.5 Do Online and Real-Life Activities Interplay? 198

13.6 Is Students' Motivation Directly Addressed? 199

13.7 Are Teachers Motivated? 199

13.8 Are Learning Technologies Wisely Used? 200

13.9 Are Challenges Big Enough and Worthwhile? 201

14. Educational Metadata: Friendly Fire? 203

14.1.2 Education and Metadata 204

14.1.3 The Malted Project 204

14.2 The Malted System 205

14.2.1 System Architecture of Malted 205

14.3 Handling Metadata in Malted 206

14.3.1 Searching via Metadata 207

14.3.2 Tagging Material with Metadata 207

14.3.3 Malted Metadata Interface 209

14.4.1 Material Usage and Metadata 210

14.5.1 Technical Implementation 212

14.5.2 Metadata Schema 212

14.5.3 Future Work 213

15. Learning Activities in a Virtual Campus 215

15.1 Context of the Work 215

15.2 Platform Services 216

15.2.1 The Virtual Desktop 216

15.2.2 The Enrolment Service 217

15.2.3 The Workgroup

Service 218

15.2.4 The Work Organization Service 219

15.2.5 The Delivery Service 220

15.3 Delivery Service 220

15.3.1 Describing the Learning Resource 220

15.3.2 LOM as the Basis of Notice Design 221

15.4 Supporting the Learning Activities 224

16. The Relevance and Impact of Collaborative Working for Management in a Digital University 229

16.1 Management Issues 230

16.2 A View on the Development of Management Thinking 231

16.2.1 The Balance of Power Between Competition and Cooperation 231

16.3 Demands on Universities 232

16.3.1 The Problems of Managing HE in the Late 20th Century 232

16.3.2 Asynchronous Working Requires a Culture Shift in Management Thinking 233

16.4 The Way in Which Collaborative Working Might Impact a University 234

16.4.1 Features of a "Collaborative University" 234

16.5 Characteristics of a Digital University 235

16.5.1 Information must be Accurate, Appropriate and Available 236

16.5.2 Contribution of the Internet 237

16.5.3 Example of a Process Based on Collaborative Working: No. 1 Staff Recruitment 237

16.5.4 Example of a Process Based on Collaborative Working: No. 2 Course Development 238

16.5.5 Example of a Process Based on Collaborative Working: No. 3 Research Management 239

16.6 The Process for Developing Collaborative Working Using Electronic Information Systems 240

16.6.1 How to Build Information Structures for Collaborative Institutions 240

16.6.2 Technical Infrastructure for Collaborative Management 241

16.7 Where Previous Management Theories Might be Absorbed within the Broader Concept of Collaborative Working 243

16.7.1 Relationship with Representative Management Philosophies 244.

Notes:

"With 29 figures."

Includes bibliographical references and index.

ISBN:

1852334789

OCLC:

47177034