AUC Academic Conference 'From Virtual to Reality' The University of Queensland 1996

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Paper Title:

Reflections on the design, development
and use of web-based course resources
for teaching and learning

Presenter / Author:

Chris Trevitt, The Australian National University
Consultant, Information Technology in Teaching and Learning

(contact details)

Keywords: Multimedia, Science

Faculty area: Science

World-wide web (WWW) course resources are a natural progression building on the general trend towards computer-based materials to support teaching and learning. This trend has emerged following the earlier development of computer laboratories for student use. With the advent of networked desktop computers in student laboratories it became attractive to locate course resources for access and use by students on central servers accessible from such computers.

Following this general pattern, computer-based course resources have been utilised to support student learning in the professional BSc (Forestry) degree program at the Australian National University (ANU) since the late 1980s. Initially, the scale of operations was small, with materials being located on a local departmental server and accessed by students from one of a small number (eg six) of networked Macintosh computers located in a student laboratory within the department. Subsequently, with the significant increase in student numbers in the post-Dawkins universities and with the advent of larger scale networked student laboratories across campus and in student residences (with 24 hour access), it became both necessary and possible to adapt operations to a larger scale.

This paper discusses some of the motivations behind the move towards developing web-based resources and the design, development and use of these materials to support student learning in the third-year undergraduate unit Fire Science and Management (hereafter 'fire') offered as part of the core curriculum of the professional forestry degree but taken also by many final year BSc (Resource and Environmental Management) and some other students. Student numbers have ranged from 30 to 70 or more since the unit came into existence in its present form in 1988.

The impetus for developing computer-based course resources

The subject matter and student activities in 'fire' are very much a compromise between what is desirable from first principles and what is achievable under practical and institutional constraints. For example, it is desirable to address many of the scientific details associated with fuel distribution and accumulation, weather factors and fire behaviour. Management planning, both for suppression and prevention purposes is another major theme. In practice, it is always easier to spend time talking about these topics instead of creating opportunities for students to develop 'hands-on' experience. For instance, so many criteria need to be met to achieve safe and effective field work with planned fire that the success rate to date in actually enabling students to gain such experience is something like one in eight years!! (Field work is constrained by the weather, Occupational Health and Safety issues - including staff-student ratios, and institutional timetables, to name a few of the major factors).

For these reasons a number of less traditional approaches have been developed and implemented in order to try and compensate students for such shortfalls. Amongst these approaches are computer-based resources that both supplement and complement classroom activities (Trevitt, 1994). Additional factors that favoured the development of computer-based resources to support student learning in the ANU 'fire' unit included:

One simple but noticeable consequence of this trend that alerted me to the potential of computer-based resources for students was the increasing amount of time I was required to spend doing my own photocopying for student handouts (only to see the end products frequently abandoned or used for destructive testing of new amateur theories of flight). In this context it seemed to me that if the assessment program was restructured to reward judicious and skilful integration by students of the contents of the handout materials by electronic rather than paper means, then I might be able to save both my time and the department's paper, while also clarifying -- at least for some students -- why such course resources were produced and freely made available in the first place.

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Design and development of web-based course resources

With the development of substantial student access to networked desktop computing facilities and the establishment of the ANU Centre for Networked Information and Publishing to support web-based publishing of course resources, attention was then able to be focussed on technical and pedagogical design criteria. For example, in general, a 'lowest common denominator' approach was adopted in technical design (simple but robust text layout; elementary graphics; simple animations of line drawings, etc). This meant that file size could be kept to a minimum and modem access was generally acceptable in terms of transfer rates, etc. Assessing and evaluating the pedagogical design issues proved to be a more substantive task (see Trevitt and Sachse-Åkerlind, 1994) and, as should be clear from this paper, is a continuing process. Currently, most of the resources that have been developed are accessible only from the ANU computer network and not from anywhere beyond campus. Students therefore have access to substantially more material than can currently be accessed internationally from the FireNet homepage (HREF1) and are provided with some structured guidance to this material in the form of a set of nested homepages (HREF2).

One content module which is accessible from off-campus deals with case studies of past conflagration-scale fires (HREF3). This module represents an extreme case of what the 'new media' can do for BSc(Forestry) and similar students in the context of the challenges we had experienced in the teaching of 'fire' - notably, the inability to take them on a field trip to experience such an event!! An account of our initial thinking regarding the design issues involved (which also enables access to the resources that have been compiled so far) is in Trevitt et al., (1995b) (see HREF4). The materials mostly represent a distillation of various 'expert' reconstructions of historical conflagration fire events in Australia. In the case of both the Hobart-1967 and the Sydney-1994 events, largely obscure but still public domain material has been compiled and/or distilled into web-based digital material. In the case of the Ash Wednesday-1983 material, perhaps the highlight of our development work is the animation representing the development of the Otways fire (HREF5). This is a simple line graphic that permits students and others to visualise some of the dynamics associated with the growth of a very large fire that was subjected to a major change in wind speed and direction following the passage of a cold front.

Use of web-based course resources

As indicated above, and in common with many tertiary teaching initiatives involving web-based resources, the initial objectives were quite simple and pragmatic: provide students with access to materials not otherwise available in texts or from the library and, reduce the time spent photocopying student handouts. In many ways the process is analogous to that involved in drafting material that may eventually be considered for publication as a textbook. The important exception is that students are actively encouraged to work with the materials (for example using computer techniques such as 'cut and paste') on a needs basis. This leads to a critical shift in educational focus away from just information acquisition and knowledge development by students towards an emphasis on skill development in information management, evaluation and synthesis. As outlined below, much of the 'fire' curriculum is now as concerned with generic skill acquisition as with the development of understanding or a changed conception. Students are encouraged to develop information filtering skills appropriate to professional practice (see Trevitt et al., 1995a; Brack and Trevitt, 1995) and to visualise (imagine) scenarios that cannot be presented in concrete form (eg Trevitt et al., 1995b) and to develop planning and management skills which support this activity. These are transferable skills which are in demand in the workplace (NBEET, 1992); in consequence of which there is an emerging demand on the academic to rethink entire teaching and learning strategies and this, for me, led to a focus on assessment as a logical point of leverage, as discussed below.

Evolving new teaching and learning strategies

One important aspect of the newly evolving teaching-learning environment in 'fire' is that students are given opportunities to practice information management and evaluation skills during small group work and a committee-based simulation (hypothetical) problem-oriented setting (Trevitt and Sachse-Åkerlind, 1994). Group and self-management skills are also fostered by this approach and, for most students (see below), independent, needs-based learning and cooperative problem solving (or situation improvement) results. The web-based resources (including materials such as the conflagration module described above) are intended to support this effort.

Taking responsibility for their own learning is still quite novel however for most students even at senior undergraduate level. For this reason we have taken care to try to induct them into the new ways of thinking required, and to foster an appreciation of why we are taking these steps (Åkerlind and Trevitt, 1995). We have also developed novel teaching strategies in an attempt to integrate the classroom and field activities, the assessment and the web-based resources.

Learning activities in 'fire' are guided by use of a 'learning plan' (Boyle and Trevitt, 1996). This outlines a range of content and skill-specific learning objectives in terms of Bloom's taxonomy (Bloom et al., 1956) and, using the same terms (description, comprehension, application, analysis, synthesis, evaluation), makes an attempt to articulate the standards associated with each level in the grading system (Fail, Pass, Credit, Distinction, High Distinction).

In addition to making use of the web-resources students in 'fire' are encouraged to access FireNet for their researches (in exactly the way they might expect to as a practising professional). Thus, in principle at least, it is no longer necessary to depend entirely on lectures to 'cover' the course content. It then follows that more class time is available to be devoted to active learning sessions emphasising skill development. In practice, devolving responsibility for researching web-based materials has proven to be problematical unless the expectations attached to such activities are clearly communicated to students (see Åkerlind and Trevitt, 1995). Usually this implies assessment tasks and programs that have been designed to address the entire range of skills that it is intended to foster (see below).

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Integrating web based resources into the overall teaching strategy - the role of assessment

Finding an appropriate structure for the assessment program is crucial if students are going to get the right indicators regarding what learning objectives, strategies and outcomes are truly valued. Understanding exactly how the web-based resources in 'fire' -- such as the conflagration module described above -- are integrated into the practical curriculum (ie what is actually assessed) as opposed to the theoretical curriculum (or a topic outline) must therefore take account of the structure of the assessment program. A brief description follows, further details are in Trevitt et al., (1995c).

Early in semester, standard class exercises (that is, practical exercises of the type generally encountered in other science-based courses on campus) and a short examination comprise the first assessment exercises. (Students later mark their own examination, but are informed that their gradings will be eligible for later discussion during individual oral assessment exercises.) These first assessment exercises are intended to build student confidence prior to the gradual introduction of more novel exercises, later in semester, which involve both oral and written work. The later exercises simulate tasks that are representative of a professional work environment (eg preparation of management plans; oral debrief following group work; written memorandum to a fictitious 'boss'). They are designed to develop the group and communication skills in demand in the workplace (NBEET, 1992). The focus is on the learner's conceptual development and their ability to communicate it.

The final assessment takes the form of a written job application together with a 'job-interview' and the oral presentation of a personal dossier/portfolio requiring comprehensive self-assessment of personal understanding and skill development applicable to the subject area (Trevitt et al., 1995c). The 'job' description is couched in terms representative of a typical newspaper advertisement, and written applications are required to address certain criteria. These criteria are a judicious blend of the three course goals issued in the learning plan and generic requirements in the form of the oral and written communication skills highlighted by employers (NBEET, 1992). The emphasis is on integration, reflection and the ability to recognise limitations and gaps in personal understanding and experience.

Strategies articulated in the learning plan and during briefing sessions in class make it clear that for their final interview students are expected to build up a personal dossier of materials, largely from the web-based course resources. They are expected to be selective, taking from the resources available only those materials they feel are necessary to complement their own understanding and experience. The idea is that they must assess their own understanding and then develop a personal dossier that complements it, in order that they feel capable of meeting the course goals. The 'job' interview permits the teacher to engage each student in a reflective dialogue designed to probe performance in all these tasks in a simulation 'job' interview situation that students have indicated they value highly for the experience it affords them.

Students comments on the effectiveness of these developments

Student comments were solicited using a modified standard course questionnaire at the end of the 'fire' course in first semester 1995. One statement to which responses were sought was:

Please comment on how well the Assessment, Course Resources and Classroom/Field Activities fitted together and supported each other.

Comments offered in response included:

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Another questions asked was:

Overall, what do you feel are the best features of the unit?

Responses included:

The final question for which answers were sought was:

Do you have any suggestions on how the unit might be improved?

In this case responses included:

A number of these comments offer important hints for further improvement. Many also confirm that there is much about the existing design that is also now sitting comfortably from a student perspective.

The comment that 'Sometimes you get so deep into the [web] system you forget where you are going' is reminiscent of Lemke's (1993) assertion that 'Students will need much more help from us in understanding how to read non-text media and how to interpret text and other media in the context of the other. They will need to learn strategies for navigating in large works (perhaps with the aid of visual maps...)'. As can be seen from the comments above, classroom strategies that might help resolve this problem were also suggested.

Some students clearly were able to articulate novel key features such as: the important distinction between assessment of memory (rote learning) and assessment of relevant skills; the comprehension of how much more there is to learn (and what could be a greater asset in terms of contributing to safety when working with fire?). This suggests that the evolving teaching and learning environment is assisting them to develop skills in assessing their own learning and make astute assertions regarding what works or is important for them and why. It appears that valuable learning outcomes are being achieved, at least for some students.

One student was concerned that there was 'a lot of non-relevant material' in the course resources; another seemed to think a 'system whereby (the) more important information available on the course resources could be highlighted' would be useful. One wonders how many of the many lectures which were directed at clarifying the status of the web materials and what import to accord to the various components these individuals attended. But such responses are still quite understandable considering the strong reinforcement given to the import of information acquisition experienced during prior studies. Further, they suggest strongly that there will almost certainly always be some students who will have difficulty making the adjustment to new learning styles and expectations, at least while innovations of this sort are confined to single units within degree programs.

Concluding discussion

Any definitive evaluation of the impact of a move towards teaching and learning strategies which utilise web-based resources is not possible without consideration of the broader context within which such a move is embedded. As can be seen from the foregoing, at the level of a single course such as 'fire', this context is shaped both by why the course exists, what it tries to achieve, and the institutional and other constraints that influence and hinder this process and, historically, provoked the move to computer-based approaches in the first place. Our experience suggests that the assessment program appears pivotal in providing an appropriate stimulus for students to integrate the webbed resources into their total suite of activities.

Unlike much multimedia, little or no true interaction is expected between the student and the digital material, rather the real contribution of these resources is anticipated in terms of the interaction between student-student and student-teacher that the subject matter provokes. As noted by Alexander (1995) the limited opportunity for interactivity associated with hypertext and hypermedia has been identified by Laurillard (1993):

'Hypertext, accessing a text database, is not interactive, because there is no intrinsic feedback on the user's actions: the information in the system does not change as a consequence of the user's actions ... as an educational medium, enabling students to develop their academic understanding, it has little to offer'.

However, we refute the simplistic claim by Alexander that in consequence we can consider hypertext/hypermedia as simply 're-packaging' of an existing book. For example, as discussed by Trevitt et al., (1995b) and Brack (1996) there is important structure inherent in the overall design of the linking of web-based course resources. This is structure additional to that represented within the conflagration module (for example), and an overall sense of it as applied to the 'fire' course can be gained by exploring the appropriate link (HREF2) from the FireNet homepage. This contributes meaning over and above that conveyed by the content alone, in exactly the way that Alexander herself, following Laurillard, suggests is important:

'Students construct meaning as they read, listen, act and reflect on the subject content. However, as Laurillard points out "Meaning is given through structure"(p51) and it is therefore essential that students are able to interpret the structure of any discourse before they can construct the meaning that we have previously seen to be so crucial to understanding.'

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Anecdotal and informal evaluations by students support this claim, but we have not yet acquired sufficient quantity or quality of feedback to offer further comment. It is intriguing to speculate whether it may even be possible to achieve anything approaching an 'optimal' design of the hypermedia structure in different web-based course resources, and to what extent these designs would vary with the subject matter. In addition, it is important to note that the computer and WWW medium offers a new power to help illustrate and explain behaviour patterns in rare events and dangerous phenomena such as conflagration fires afforded by the animated graphics which substitute for next to impossible to arrange student fieldwork. This feature does not have a print-based analogue, but is an attribute of the medium that takes us well beyond a 're-packaged' book.

Importantly, the foregoing discussion supports the claims by both Herrington and Oliver (1996) who suggest that 'The quality of instructional materials cannot be considered independently of the manner in which they are used' and Bain and McNaught (1996) who suggest '... the key to full understanding of the impact of CBL [computer-based learning] on student learning is the academic's educational beliefs and the resultant context in which CBL is implemented.' In fact I would go further and suggest that our experiences indicate not only do we need to consider the context in which implementation takes place, but also in which the actual conception and design takes place. In general, this begs the question of what happens when one person (operating under one set of beliefs) undertakes the design and development, and another is responsible for the implementation in the classroom ? (as apparently is now happening more and more). Perhaps this differs little from the conditions associated with use and/or production of textbooks, but it seems to me to be an issue that is not adequately addressed given the flurry to invest in the production of expensive CDROM titles, and now perhaps, large scale web-based resources too.

Note also, that students will bring to the same classroom pre-conceived conceptions of both the course content and the role of the teacher (coloured, implicitly, by their conception of the teaching/learning process). These might be quite different in one culture (or country) compared with another. (For example, where the content of the 'fire' course is concerned we need only to contrast the potentially different values and dangers accorded to landscape fires by members of western and aboriginal societies -- see Mount, 1989). Such considerations must be taken into account and proven teaching and learning strategies developed to counter the problems implied if efficient and effective progress is to be achieved in technologically supported resource-based approaches to flexible learning such as those initiated in a small way in the ANU 'fire' unit.

Acknowledgements

The 1995 developments described here were supported in part by a Committee for the Advancement of University Teaching (CAUT) National Teaching Development Grant. The substantial contributions by Mick Ryan, the research officer appointed under this grant, are gratefully acknowledged, as are the formative influences of professional and academic development colleagues in CEDAM and at UNSW. I am grateful to Margot Pearson for comments on an earlier draft.

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References

Åkerlind, G.S. and A.C.F. Trevitt (1995) Enhancing learning through technology: when students resist the change. In: J.M Pearce and A. Ellis (eds) ASCILITE'95 conference proceedings, 4-6 Dec. Univ of Melbourne. pp1-9.

Alexander, S. (1995) Teaching and learning on the World Wide Web. Paper presented at the AusWeb95 conference, Southern Cross University, Lismore. Copy available at: http://www.scu.edu.au/ausweb95/papers/education2/alexander

Bain, J. and C. McNaught (1996) Academics' educational conceptions and the design and impact of computer software in higher education. In: C. McBeath and R. Atkinson (eds) The learning superhighway: New world? New worries? Proceedings 3rd International Interactive Multimedia Symposium, Perth, Jan 21-25. pp 56-59.

Bloom, B.S., M.D. Englehart, E.J. Furst, W.H. Hill and D. Krathwohl (1956) Taxonomy of educational objectives: the cognitive domain. McKay, New York.

Boyle, P. and A.C.F. Trevitt (1996) Enhancing the quality of student learning through the use of learning plans. Higher Education Research and Development (submitted).

Brack, C.L. (1996) Linking the data to develop knowledge: A neglected part of developingWEB-based university resources. Proposed presentation at AusWeb96, Southern Cross University, Lismore, NSW, July.

Brack, C.L., and A.C.F. Trevitt (1995) Accessing the data to create the knowledge: a case study from forestry. Interpersonal Computing and Technology Journal, 3: 9-16. To retrieve a copy, send the message GET BRACK IPCTV3N1 to LISTSERV@LISTSERV.GEORGETOWN.EDU

Green, D.G., A. M. Gill and A.C.F. Trevitt (1993) FireNet - an international network for landscape fire information. Qrtrly Jrnl of the International Association for Wildland Fire 2: 22-30.

Herrington, J. and R. Oliver (1996) The effective use of interactive multimedia in education: design and implementation issues. In: C. McBeath and R. Atkinson (eds) The learning superhighway: New world? New worries? Proceedings 3rd International Interactive Multimedia Symposium, Perth, Jan 21-25. pp169-176.

Laurillard, D. (1993) Rethinking University Teaching -- A Framework for the Effective Use of Educational Technology, Routledge: London.

Lemke, J.L. (1993) Hypermedia and higher education. Interpersonal Computing and Technology Journal, 1: xx-yy. To retrieve a copy, send the message GET LEMKE IPCTV1N2 to LISTSERV@LISTSERV.GEORGETOWN.EDU

Mount, A.B. (1989) Public attitudes to fire. In: N. Burrows, L. McCaw and G. Friend (eds) Fire management on nature conservation lands. Proceedings of a national workshop, Busselton, WA. Dept of Conservation and Land Management occassional paper 1/89. pp171-177.

National Board of Employment, Education and Training (1992) Skills sought by employers of graduates. Commissioned report no. 20. Aust. Gov. Pub. Serv. 40pp.

Ramsden, P. (1992) Learning to Teach in Higher Education. Routledge: London.

Trevitt, A.C.F. , C. Brack, M. Ryan, C. Hilliker and S. Hedenstroem (1995a) Forestry education and information technology at ANU: tools, toys or a turn-up for the books ? Paper presented at Applications of New Technologies in Forestry, 16th Biennial conference of the Institute of Foresters. April, Ballarat, Victoria.

Trevitt, A.C.F., M. Ryan, J. Gould, P. Hutchinson and J. Coleman (1995b) Australian conflagration-scale wildfires: a World-Wide Web hypermedia presentation for education and training. Paper presented at an International Union of Forest Research Organisations (IUFRO) workshop on Internet applications and electronic information resources in forestry and environmental sciences. August, Joennsu, Finland. (Copy at: http://online.anu.edu.au/Forestry/fire/IUFRO/IUFRO.html)

Trevitt, A.C.F., G. S. Åkerlind, C. Brack and M. Pettigrove (1995c) The role of student assessment: to gauge students' performance, to enhance learning, to develop professional skills, or to inform program evaluation ? In: P. Little, M. Ostwald, G. Ryan (eds) Research and Development in Problem-based Learning (vol 3), PROBLARC, Charles Sturt University press. pp435-447.

Trevitt, A.C.F. (1994) Computer-facilitated learning in forest fire management. In: M. Ryan (Ed) Proceedings APITITE94 Asia Pacific Information Technology in Training and Education Conference and Exhibition, (Volume 2) 28 June - 2 July, Brisbane, Australia. pp723-728.

Trevitt, A.C.F, and G. Sachse-Åkerlind (1994) A District Fire Committee Simulation in the professional forestry curriculum: a case study of computer-facilitated problem-based learning. In: S.E. Chen, R. Cowdroy, A. Kingsland and M. Ostwald (eds.), Reflections on problem-based learning, Australian Problem Based Learning Network, Sydney. pp 347-369.

Trevitt, A.C.F., D.G. Green and D. Sapsis (1994) FireNet - a forum for international curriculum development in fire science and management ? Paper presented at The Biswell Symposium: Fire issues and solutions in urban interface and wildland ecosystems, Walnut Creek, California, USA.

Hypertext references:

HREF1: http://online.anu.edu.au/Forestry/fire/firenet.html

HREF2: http://online.anu.edu.au/Forestry/fire/firecourse.html

HREF3: http://online.anu.edu.au/Forestry/fire/FNET/topic-conflag.html

HREF4: http://online.anu.edu.au/Forestry/fire/IUFRO/IUFRO.html

HREF5: http://online.anu.edu.au/Forestry/fire/IUFRO/CONFLAG/ASHWED83/Otways.mov

Contact Details

Chris Trevitt,
Consultant, Information Technology in Teaching and Learning
Centre for Educational Development and Academic Methods
The Australian National University
Canberra, 0200,
Australia.

Phone: (06) 249 2938
Fax: (06) 249 4023

Email: Chris.Trevitt@anu.edu.au

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