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Getting started with IT in teaching

If you are a member of the University of Southampton

The Interactive Learning Centre, now within Teaching Support and Media Services, has combined with Academic Staff Development to offer a wide range of services under core funding: 

• Annual workshop on all aspects of teaching in Higher Education 
• Workshops on teaching and research issues, the use of IT in teaching which are freely available to all members of staff. 
• Limited free time for the consultancy, department specific workshops or multimedia production. 

See also: 

Teaching and Learning Technology Support Network. 

Getting started with IT : what to consider ? 

Technology in Teaching and Learning: a guide for academics published by the ILC.

If you are not a member to the University of Southampton

You can draw on the: 

• Teaching and Learning Technology Programme Support Network. which can offer you support and advice. We can also help you organise awareness raising events and training sessions for your staff. Who's available at Southampton?
• Technology in Teaching and Learning: a guide for academics 

Getting started with IT : what to consider ?

• What are the teaching and learning implications? 
• Which technology should we use? 
• Resource Implications.
  
  

1. What are the teaching and learning implications?

Technology has been used for discipline specific work for a long time (see Figure 1 below). However, not until recently has its use for teaching and learning been exploited with the implication being both students and lecturers need to develop new strategies of teaching and learning based on independent learning strategies (see Figure 2 below) 

Figure 1

For the student independent learning is a method of learning that encourages them to manage their own learning, accessing information from a variety of sources within and outside the campus. They are able to manage their own schedule and work at their own pace.

For the lecturer independent learning is a mixture of techniques and support structures that gives students access to key resources. Lecturer becomes more of a mentor and facilitator.

Figure 2

Changes to the student-tutor relationship inevitably follow: students may feel abandoned, have problems the using technology, lose sight of their educational goals. Lecturers feel they are being replaced by technology and unsure of their role towards students.

None of these need be the case if : 

• students are well prepared with well developed goals for each unit/module. 
• good learning resources are made available 
• some face to face sessions are maintained for course cohesion 
• self help working groups are formed in advance of problems 
• access to material is well thought out in advance: are there enough computers? How amenable is that area to learning? 
• students are trained in using software needed ? Are they comfortable with the technology. 
• support strategies are in place in case things go wrong technically. 
• lecturers are given institutional support (time, recognition, funding) to provide good quality independent learning materials. 
  
  
  

2. Which technology should we use?

The main technologies being used in teaching currently are: 

• computer aided learning (cal) 
• resource based learning (rbl) 
• computer mediated communication (cmc) 
• World Wide Web (www) 

TIP 

If you are completely new to the use of technology in teaching, why not start by choosing one of the following, for example the World Wide Web and exploit that. 

• learn how to find existing resources 
• learn how to make simple web pages 
• train your students in its use 
• build it into your courses 
• if you are going to use the web a lot, ask your Computing Services if they can store important and often used sites locally to reduce download time at peak times. 

Computer Aided Learning

This is ideal for : 

• Non changing information: hard facts, processes, procedures etc. 
• Providing a well guided route through the material. 
• Beginners to a subject. 
• Teaching large numbers of students 

You can produce CAL using authoring packages such as: Toolbook (an Introduction to Toolbook ) and Authorware (you can order printed tutorials from the University of Glasgow: Authorware Tutorial for the PC and Authorware Tutorial for the Mac ). 

Authoring packages allow you to produce sets of linked screens (hypertext or hypermedia). You don't need to be a programmer to make simple packages.

For more information on authoring systems see Authorbase which is a database of authoring systems.

You can buy CAL from commercial publishers and national inititiatives such as: 

- Teaching and Learning Technology Programme. (TLTP) 

- BUDS (TLTP distribution point) 

- Computers in Teaching Initiative (CTI) 

- Information Technology Training Initiative (ITTI)

Resource Based Learning

Resource based learning (RBL) has a wider remit than CAL. RBL allows you to incorporate unprocessed or primary material with full blown CAL packages. RBL encourages a research style of learning. The author/lecturer can suggest routes through the material that comply with the course goals for example, but the student is always free to explore the wider resource as he or she sees fit (see Figure 3).

Microcosm, open hypermedia environment, allows you to build electronic resources ranging from primary to secondary resources. We are using it in a networked environment across campus.

Figure 3

Computer Mediated Communication

Networks and and Internet have opened us to a new communications world. Via email, computer conferencing software or the World Wide Web, we are able to use the technology to communicate personally , within a specified group or to whoever may be 'listening'.

Electronic communications allows us to work collaboratively at a distance. It is ideal for groups that have difficulty finding convenient times to meet or for distance students. For all, it makes us feel part of a learning community. 

Figure 4

World Wide Web

The World Wide Web can perform most of the functions of the other technologies. It can however, be very slow and it is not wise to do any serious work on the WWW after lunch. Check out good resource pages for your students. For yourself, have a look at: The World Wide Web for delivering computer-based learning resources. This is a really comprehensive web site from University of Newcastle and directed to Higher/Further Education in the U.K.

You may want to also look at : 

• Beginners Guide to Teaching and Learning Technology 
• An Introduction to Multimedia 
• Educational Hotlist 
  
  

3. Resource Implications

Your time

• Will the work you put in to devising new teaching methods and resources be recognised? If not, is there anyone else who feels as you do and what can be done to change it? 

• If you introduce independent learning and invest time in creating computer based learning material, how will your institution allocating your teaching time? You really need your efforts to be based on student learning time rather than student contact time. 

• Can you department afford to buy you out for a term for you to produce good material ? Make sure your material is suitable for a large group of students, possibly across various departments. Do you have any service teaching that could covered this way? 

Computer Resources

Before you start you need to carry out a mini computer audit of your own: 

• Ask your Computing Services the ratio of computers: students 
• What type of computers are available? Do they have sound and video capabilities. How about CDROMs over the network? You need to know this before y ou buy or produce your own material. 
• Do they all have a World Wide Web facility? 
• Find out where they are available and have a look at the rooms - if they are grim how long could you expect your students to work there. 
• If you are expecting students to work in electronic groups, are all students entitled to an email account? 
• Would your students need access to a printer? What, if any, restrictions would you place on use of the printer? 
• Are you using the departmental computers ? If so, is the ratio of computers : students sufficient for this new venture? Do you have good technical support in case things go wrong. 
• Do you have the resources to train your students when necessary. 

Compare the results of your mini survey with the teaching and learning policy of your university. Is there a mis-match?

Have a look at the table below: 

	Yes	No	Don't know
Hardware  Does your department have sufficient computers available for CAL?
Are these computers powerful enough? *
Finances  Is your department financially able to buy new computers?
Is your department able to purchase courseware?
Is your department able to pay for you to write material (e.g. by relieving you of contact hours or paying a research assistant for three months' work)?
Networks and accessibility  Is your department connected to the campus network or networked internally? You will need this if you are going to deliver your material over the network.
If you want to run your material on a local network in your department, can you provide a large enough training area?
If you have to book public workstations instead, would you be deterred from using CAL?
If you want to run your material on your departmental network, do you know how to set up your material or can you ask someone to do it for you?
If you want to use the campus network, do you know how to put your courseware up on the server?
If you want to use the campus network, have you checked the rooms available for students accessing your material?
If you use the campus network, have you checked availability of rooms for disabled student access?
If you use the campus network, does your computing services department support the software you plan to use? If not, what software do they support?
Colleagues  Do you know how your colleagues feel about CAL?

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Workshops for Semester 2 1997

Workshops this semester from Academic Staff Development and the Interactive Learning Centre focus on: research and teaching and learning. These workshops are in small groups, held at locations within and external to the University using tutors both internal and external to the University. 

If there is any workshop you would like us to offer, then please contact me and I will do my best to sort something out.

Workshop list 

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Teaching & Learning Technology Support Network

The Teaching and Learning Support Network operates from 9 university centres across the UK:

Bangor, Nottingham, Kent, Leicester, Heriot Watt, Glasgow, Derby, Southampton, Queens, Belfast.

The support network is available to other universities who wish to exploit their know- how in the use of IT in Higher Education.

You can approach any member of the support network if you want a private consultation or an institution wide day event on the use of technology. 

If you would someone from the University of Southampton to come and visit you, then please contact either:

Su White email: saw@ecs.soton.ac.uk or telephone: 01703 594471 

Pat Maier email: pjm@ecs.soton.ac.uk or telephone; 01703 593314 

Our fax is: 01703 59 2651

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Faculty Links

The Interactive Learning Centre has now teamed up with Academic Staff Development within Teaching Support and Media Services. Under core funding, members of staff have been allocated responsibility towards particular faculties: 

	Faculty Responsibility	Email	Telephone
Pat Maier	Social Science	pjm@ecs.soton.ac.uk	01703 59 3314
Liz Barnett	Law and Education	e.m.barnett@uk.ac.soton	01703 59 3784
Adam Warren	Engineering	a.j.warren@soton.ac.uk	01703 59 4486
Su White	Medical Faculty	saw@ecs.soton.ac.uk	01703 59 4471
Ravinda Basra	Mathematics		01703 59 4472
Peter Phillips	Arts	pptsms@soton.ac.uk	01703 79 6830
Carolyn Jacobs	sharing Arts
Paul Riddy	Science

We can offer: 

• special departmental workshops 
• help with preparation for TQA 
• a set number of hours on multimedia production 

Social Science Faculty

Professor John Clarke and all heads of departments within the faculty have been contacted, listing the kind of support we are able to give.
Please contact me if you wish to discuss how we can help you.

Below is a list of useful sites for Social Scientists :

Higher Education Resources 

• HEFCE Quality Assessment Reports 
• Research Assessment Exercise: index to papers
  
• Databank University League Tables
  
• JISC Submission to the Dearing Committee
  
• Superhighways for Education: consultation paper on broadband communications 

General Resources for Social Scientists 

• The Internet for Social Sientist 
• The Centre for Computing in the Social Sciences 
• CTI SocInfo Centre 
• The Social Science Gateway (SOSIG) 
• BIDS (check with Library staff if you do not have a login password) 
• Mailbases: online discussions with subject specialists.

DEPARTMENTS 

Accounting and Management Science 

• Accounting and Management Science homepage
• CTI Centre for Accounting and Finance Management 
• Business Education on the Internet 
• Ethics Online:ethics and managerial choices for a post graduate course (one credit)

Economics 

• Economics Department homepage
• Computers in Higher Education Economics Review (CHEER) 
• Electronic Working Papers in Economics (WoPEc) 
• WinEcon (information on a Toolbook computer aided package for Economists)

Politics 

• Statewatch Database: the state and civil liberties in UK and Europe 
• Case teaching materials (a series of case studies) 

Psychology 

• Pschology Department homepage
• CTI Psychology 
• Psych Web (a page for teachers and students of Psychology) 
• Quiz yourself in Psychology 

Social Work 

• Social Work Department homepage
• National Institute for Social Work 

Sociology 

• Kinship and Social Organisation: an interactive tutorial 

I WOULD BE GRATEFUL FOR ANY OTHER GOOD WEB REFERENCES TO MAKE THIS SECTION MORE COMPLETE!

Faculty activities

• We have organised a technology event for the English Department inviting speakers from Oxford University's CTI Centre for Textual Studies Unit. 
• We have given a half day technology seminar to staff at the Law Department with the help of a member of staff 
• We are currently working with Accounting and Mangement Department on a seminar and technology event with the Accounting CTI centre.
  
  

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Links to educational sites

Under construction

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Microcosm

Microcosm as a hypermedia resource management tool 

Microcosm is essentially a document management system. Any documents produced in a Windows environment (from simple text to computer-assisted learning programs) can be registered with Microcosm and then linked to form a hypermedia environment. These documents, your resources, are not embedded in Microcosm: they are simply registered there. This group of documents becomes known as an application, illustrated in Figure below:.

For more information on designing learning environments for Microcosm see the following article:

• A design model for a resource based learning environment

Microcosm Training

We offer a range of courses for those interested in using Microcosm. Please contact me to discuss your requirements.

Discovering Microcosm

Microcosm is a piece of software that allows you to cross link a specified group of documents. Documents can range from primary material such as simple text, pictures, video and sound clips right through to World Wide Web documents and complete computer aided learning packages. It is an ideal environment for resource-based learning giving students access to pedagogically crafted material as well as primary learning sources. Participants will gain an overview of the philosophy of Microcosm as well as some hands-on experience as a user. Microcosm won first prize at the British Computer Society awards 1996. This course is essentially for those wishing to find out about Microcosm. 

Duration: One day (9.30 - 3.30pm) 

Location: Interactive Learning Centre (tel: 01703 59 3314)

Working with Microcosm

This is a two day course taking participants from reader to author. It is suitable for participants who already have a copy of Microcosm and what to learn how to use it effectively. Participants will discuss issues concerned with designing resource bases and produce a mini application themselves. This is predominantly a hands on course with one computer per participant. 

Duration: 2 days 

Location: Interactive Learning Centre

Please contact me for more details if you are interested: (email: pjm@ecs.soton.ac.uk)

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Present Interests

Under construction

Return to Interactive Learning Centre homepage 

This page is was last updated 27 January 1997 by Pat Maier