Learning from the Web
Hugh Davis is Principal Consultant for Multicosm Ltd. Based in the Multimedia Research Group at the University of Southampton, he was a one of the designers of the Microcosm Open Hypermedia System which is in use in a number of educational and training applications. He has spent the last two years on secondment to the company, and has spent this time working with customers deploying the system.
In this talk he will relate his experiences of starting a technology spin-off company from a university, and the problems of trying to sell educational hypertext software in an era dominated by the web. He will examine the system requirements for resource based learning and consider the pros' and con's of the web as a delivery vehicle. The talk will include a brief review of Multicosm's current software offerings.
Exploring On-line Teaching and On-line Learning
Bob George works inside and outside education, specialising in distance learning as applied to the construction industry. He has set up this live on-line workshop with California State University at San Marcos, which will be taught by Bob from his office in Carlsbad, California.
This portion of the EEUG workshop will consist of an online seminar exploring both learning and teaching in an Internet delivered class environment. Attendees will experience online education in a real online classroom. The seminar will be delivered using WebCT, one of the most widely used courseware programs. Subjects to be covered will include:
Workshop attendees will be issued a password that will allow unlimited access to the online seminar throughout September 8 and 9. The seminar resides on a server at California State University at San Marcos.
If I was going to run a distance-learning MSc, I wouldn't start from here
Steve Rake, Electronics and Computer Science, University of Southampton
In 1993 a Director in IBM asked the Vice-Chancellor of the University of Southampton to set up a part-time MSc in Information Technology, delivered over the Internet, that would attract high flying technical personnel. The aim of the course was to enable students to broaden their horizons into areas of Information Technology that were at the "leading edge". This talk describes the MSc, how it was delivered and why, after 4 years, the Univeristy decided to accept no further applications and withdraw the course.
You, your computer and the Net
Martin Weller, Open University
T171 - "You, your computer and the Net" is an introductory ICT course developed at the Open University. It is delivered entirely via the web, with online tuition. The course is aimed at a broad audience, not just technology or computer science undergraduates. It was piloted in 1999 with 900 students, and estimated student figures for 2000 are in excess of 6,000. The talk will look at the motivation for developing the course, the course content and structure, and how the course was implemented within the existing university structures.
Using WebCT to run an in-course progress test
Erik Dagless, University of Bristol
In a first year unit on digital circuits and systems at Bristol progress tests are used to provide both formative and summative assessment. The method used previously will be explained. The test has since been transferred to a Web based solution using WebCT. How this was done and what it now offers will be reported. How it is to be deployed will be explained and comments on the suitability of WebCT for such a process will be discussed.
Future development of the EDEC project
Peter Hicks, UMIST
EDEC has embarked on a third phase of the project that is being funded by HEFCE/TLTP, and the main thrust of this is to integrate or embed technology into a set of electronic engineering course modules. We will discuss the sort of developments in this area that people see as being valuable; examples include use of the WWW, computer/video conferencing and email, virtual learning environments, computer based learning/multimedia material and so on. To what extent do people see some or all of these things playing a role in the future of learning and teaching, and what is the right balance between them? What is the role for the more traditional methods that include lectures, labs and tutorials? Should we be aiming to increase or decrease the emphasis in any of these areas?
Due to a minor problem with availability of visual aids, the presentations by Hugh Davis and Steve Rake were transposed.
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Last revision 2000 May 4