Dear Subscriber,

The July edition of ultiBASE has been fortunate to have the services of guest editor Gloria Latham to assist in the production of this special edition devoted to issues of pedagogy and online learning. Gloria's editorial below describes the range of this edition.

Once again this edition would not have appeared without the efforts of Marita Mueller in liaising with contributors and reviewers, as well as marking up the papers for web distribution. Marita will be attending the Electronic Publishing 2000 conference in Kalingrad, Russia in August. Should any subscribers be attending, please make yourself known to Marita.

Mark Laidler

Editorial

This timely issue of ultiBASE is devoted to the theme of pedagogy and online learning. The authors address issues surrounding the co-construction of learning, the design, delivery and evaluation of subjects, accommodating for the diversity of learner needs, and the acquisition of knowledge, skills and understandings in a virtual environment.

Readers are certain to gain valuable insights from the contributions of these teacher / researchers who span a wide range of disciplines and contexts and work to dismantle the crust of conventionalised teaching Dewey spoke about so long ago. They are critically reflecting upon and reconceptualising the very nature of their teaching in dynamic learning environments. Information once stored in the head is now held in computers and how knowledge is acquired, what counts as knowledge, and who holds that knowledge are under intense scrutiny.

The starred papers by Saltmarsh and Benfield, illuminate the challenges faced by educators as they plunge into the virtually unexamined world of information technology. Saltmarsh shares the processes undertaken to conceptualise the move from face to face delivery to online and highlights the necessity for strong educational design. Benfield's paper raises the importance of collegial support while moving to a 'radically different tempo' and the struggle to manage the silence when students fail to respond.

Opening up the larger debate, Robyn Lines' paper, Teaching with technology: The space between strategy and outcomes' examines some of the enigmas in marrying a university's strategic vision with its implementation. Lines' describes a research study designed to explore how five universities across Australia are implementing change in teaching and learning and details two case studies in particular, that integrate technologies in all academic units within the universities.

Carol Reid's paper, 'What happens to democratic space when it is cyber?', examines the vital processes involved in developing inclusive language and the pedagogy of voice. Reid discusses the ethical issues surrounding cultural diversity and asks the reader to consider what is meant by the notion of freedom of speech in an online environment and what notion of democracy is at work?

Processes are also the focus of Mary O'Sullivan and David Miron's paper 'Building a learning community online in a second year computer science unit. The authors encourage educators to shift focus from the content learned to how the content is learned. Utilising a multidisciplinary team, the O'Sullivan and Miron describe how a community of learners can be fostered and maintained.

Leonie Rowan and Donald McMurray & Marinka Dunlap's papers round out the July edition of UltiBASE. Their papers address the complexities involved with an increasingly diverse student population, multi-campus complexes and distance learning. Rowan's paper, 'The application of videoconference technology in tertiary teaching', details the application of videoconferencing in a first year education unit and the factors shaping its design. As well, Rowan provides an overview of the use of video conferencing in multiple campuses throughout Queensland. While McMurray and Dunlap's paper, 'The collaborative aspects of online learning: A pilot study', highlights a 'collaborative and dynamic approach' to the design of online materials for distance learners. Issues of academic freedom and the social context of learning are amplified.

There is a wealth of ideas for readers to feast upon in this issue of UltiBASE.
Enjoy!

Gloria Latham <gloria@rmit.edu.au>

Abstracts
Peer Reviewed:

Teaching with Technology: The Space between Strategy and Outcomes - Associate Professor Robyn Lines, RMIT University

http://ultibase.rmit.edu.au/Articles/online/lines1.htm

Abstract:

System wide structural change, resource reductions, increasing competition and requirements for accountability have accompanied a fourfold increase in the number of students in the Australian university system over the last fifteen years. Greater student numbers and diversity has been reflected in a stronger focus on the provision of high quality teaching and learning that is flexible and responsive to the needs of students. In their vision papers and strategic plans, many universities are looking towards the enabling power of advanced information technologies to provide such flexible, student centred teaching and learning environments. The passage from strategic vision to university wide teaching change is, however, a complex and largely uncharted one. This paper draws upon research in the Australian Technology Network universities to provide case studies of implementation issues that arise from changes in the higher education sector and approaches that have been developed to extend and embed the use of technologies for teaching.

The Collaborative Aspects of Online Learning: A Pilot Study - Dr Donald McMurray & Marinka Dunlop, Southern Cross University

http://ultibase.rmit.edu.au/Articles/online/mcmurry1.htm

Abstract:

This paper contributes to the emerging body of literature on online learning. There are already promising indications that the Web is a viable means to increase access to education. Evidence is not as forthcoming when the Web is used as a tool for learning, as opposed to a medium for delivering. Accordingly, this paper describes a pilot program involving the design, delivery and evaluation phases of a suite of courses within an undergraduate program at Southern Cross University. A central research question was to what extent do these newer collaborative technologies improve the quality of the overall learning of distance education students studying completely online?

During the six months long development phase staff engaged in a collaborative and dynamic approach to the design of the online materials. Important issues fundamental to the notion of academic freedom arose during this phase. In the delivery phase pitfalls in moving from the design to the implementation stage are put forward. Chief amongst these is the tendency to move students too far too soon in terms of embracing new technology. During the evaluative phase, data showed that while interactivity served the purpose of fulfilling both academic and social needs of a geographically disparate group of adult learners, it became evident that computer-based collaboration rests upon a different set of assumptions about the nature of learning. Outcomes were linked to theories of situated cognition which pay particular attention to the social context within which learning occurs. A number of developmental strategies are suggested.

Building a Learning Community Online in a Second Year Computer Science Unit - Dr Mary O'Sullivan and Dr David Miron, University of New England

http://ultibase.rmit.edu.au/Articles/online/sullivan1.htm

Abstract:

As thousands of universities world wide decide to go virtual, there has been an explosion in the number of courses and course components on the World Wide Web. There are, however, great variations in the way online technologies are used to deliver the courses.. This case study illustrates that in order to exploit more fully the potential of online technologies in educating learners for meaningful and effective participation in the emerging knowledge economy, the university community which includes both teachers and students needs to make major innovations in its teaching and learning approaches respectively. The focus needs to shift from content delivery to the process of learning the content. It means building a learning community online and this is implemented by adopting the collaborative learning model as the underpinning educational framework for the online environment.

What happens to democratic space when it is cyber? - Carol Reid, University of Western Sydney

http://ultibase.rmit.edu.au/Articles/online/reid1.htm

Abstract:

Teaching 'about' cultural diversity to teacher education students involves an unsettling of strongly held presuppositions about society. In the subject discussed in this paper, there was a shift in process to reflecting on the cultural constitution of the 'self' while attempting to integrate the use of technology into teaching and learning experiences. Drawing on a 'thread' from a Discussion Board the paper firstly analyses the ideological discourses that students reproduced in cyberspace. It then critiques pedagogical assumptions underlying discussion based learning or what has become known as 'the pedagogy of voice'. The paper concludes that the transferal of this type of pedagogy into cyberspace reveals the limited democratic nature of web-based discussion boards.

Surfing Electronic Waves: The Application of Videoconference Technology in Tertiary Teaching - Dr Leonie Rowan, Central Queensland University

http://ultibase.rmit.edu.au/Articles/online/rowan1.htm

Abstract:

The context within which university educators now design and deliver their courses has changed dramatically in the past decade. This requires them to identify and respond to a diverse range of pressures in pedagogically effective, culturally inclusive and technologically relevant ways. This paper reviews the adoption and adaption of videoconference technology to deliver a first year education unit to students located on multiple campuses throughout Queensland. It provides an overview of the factors shaping the design choices made by the teaching team and provides detailed recommendations concerning those features which can lead to successful use of videoconference technology for tertiary teaching.

STAR Report

Teaching on the Web: Exploring the Meanings of Silence - Greg Benfield, RMIT University

http://ultibase.rmit.edu.au/Articles/online/benfield1.htm

Abstract:

This report deals with challenges that teachers may face when moving from face-to-face teaching to online delivery. Tried and true 'instincts', honed in years of teaching experience, are not necessarily directly transferable online. There is a radically different tempo of communication and an absence of the visual, audio and tactile cues that we take for granted in our everyday teaching. To a significant extent this puts the teacher is at the behest of her students' actions (or lack of them). Student passivity or 'silence' is difficult to interpret. The meanings of these silences have to be actively sought. The social, non-academic aspects of teaching take on a heightened importance online. Teachers have to work hard to develop a sense of community in their online groups. There is a need to develop an online 'voice' or persona, and to use language thoughtfully. This is critical to establishing a welcoming, 'safe' environment that encourages students to contribute to discussions that are written, and may therefore be invested with more gravity than is the case with speech.

Conceptualising an Online Unit - David Saltmarsh, Macquarie University

http://ultibase.rmit.edu.au/Articles/online/saltmarsh1.htm

Abstract:

When asked if I would convert an existing postgraduate unit so that it could be taught online, I jumped at the suggestion. I remember thinking that it would be an easy task since the unit I intended to convert already ran successfully. And anyway, I had meant to learn something about online technology. This, I thought, would be an ideal opportunity to do both. In hindsight the assumption that the task of conversion would be easy was both arrogant and naive. I did learn something about online technologies though and found the experience of online teaching extremely rewarding. This report outlines some of the lessons learned from this activity and emphasises the importance of educational design in online teaching and learning.

Mark Laidler

(m.laidler@rmit.edu.au)