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From Tomb Raider to Tome Reader: Computer-Mediated Learning, Mobile Learning, and Widening Access in PRS
Gary Bunt
Is computer-mediated Open and Distance Learning (ODL) a means to widen access in PRS for under-represented groups and individuals? Much has been said of the advantages of new technologies in assisting learning processes for those seeking to participate in higher education. There is also substantial discussion on the potential seamless transition for students, from adult education through further education to higher education, primarily through on-line and computer-mediated learning. Such ODL opportunities may hold particular advantages for those seeking to return to study, whilst balancing other commitments, especially those from under-represented sectors in higher education - including people from an ethno-cultural minority background, and those for whom 'conventional' educational channels are restricted.
In theory, student choice is extended, and if an individual wishes to study a specific religious or philosophical perspective, ODL should allow greater choice of tutor, course content, and methodological style. This is particularly important for individuals wishing to study aspects of their own cultural or religious backgrounds, who do not feel that these interests are served locally (there may only be one 'appropriate' institution or lecturer for some perspectives). With computer-mediated learning, it is not necessary to be physically located adjacent to an institution in order to study there. A student can log onto course materials, discuss and interact with peers via chat rooms, and view lectures in real time or via recordings; selected materials may also be made available electronically off-line, for example through especially created CD-ROMs. These multimedia resources may complement or supersede traditional printed ODL course content.
The need to have a personal computer has up until now been a pre-requisite for those wishing to undertake on-line study. However, technological researchers are now considering the potential for using other interfaces in order to facilitate the transmission of learning materials. This is seen as being particularly relevant for getting disaffected and marginalized individuals into learning, and especially for widening access to those who may not own computers, but have access to other technology. The term Mobile Learning (M-Learning) has been introduced to describe these potential educational frameworks and interfaces.
The Further Education Development Agency (FEDA) is seeking to research "the educational potential of mobile technologies especially in the context of young people currently disconnected from education and training." The remit for such feasibility studies in the adult education sector is broad, but a prominent aspect is to determine how the new generations of PlayStations and Dreamcast games players could be utilised in the application of open and distance learning materials. This may be through accessing on-line courses and resources, and/or using CD-ROMs and other learning tools.
This research would be particularly relevant for all institutions seeking to widen access to PRS courses. It could also change the way on-line materials are designed, whilst introducing a new generation of potential students who might survive the transition from the demands on Lara Croft in Tomb Raider, to studying the tracts and tomes in PRS disciplines using the same technological interface. This has design implications for those preparing on-line learning materials specifically for computer interfaces, as a level of 'conversion' may be required in order that a PlayStation can read a course designed for personal computer use (related issues arise in approaching e-learning via other technology, including via personal organisers and WAP phones). It is not suggested here that on-line PRS materials should incorporate gallery-style computer game technology, although the concept has potential.
There is also a serious side to M-learning research, and PRS departments can acquire a great deal from the experiences and ideas from other educational sectors, which have considerable experience of ODL delivery via on-line and computer-mediated learning, and a highly-developed special remit relating to widening access. This familiarity includes a pragmatic element, in that technology is not seen as the complete solution to contemporary learning requirements. Dr Alan Clarke of the National Organisation for Adult Continuing Education (NIACE) noted in a presentation for FEDA that, in the context of adult education, there is difficult to determine whether there is any hard evidence of successful on-line learning.1 ODL as a whole may have advantages, for example in widening female participation in education or introducing educational resources to new audiences, but in many institutions it also has a relatively high dropout rate. Awareness of such factors is relevant for those PRS departments seeking to develop strategies to widen access via computer-mediated learning and ODL.
Clarke suggests that high levels of support for newcomers to on-line learning is essential for institutional success in the field, and that sophisticated safety nets need to be put in place for students, in order that high dropout rates are avoided. This support is not just technological, but also the placing of real people to discuss in real time issues and problems associated with on-line courses.
This would seem to back up the pedagogy considerations developed by Heidi Schweizer2, which emphasise the different demands and skills required by on-line educators, including the amount of time required in supporting learners. These demands need to be addressed, especially in budgets, but also in preparing PRS tutors choosing to go on-line for the extra time such facilitation requires.
It may be refreshing, especially for PRS technophobes, to learn from the experts that "content is king" in on-line learning contexts. Students may be unimpressed by flashy learning sites, or technological gimmicks. Course content should, however, be matched by user-friendly, intuitive interfaces which go beyond simply placing lecture notes onto the web. Such considerations will enhance the opportunities for widening-access, although development and research in computer-mediated learning requires special skills. Clarke notes that learning technologists, not content providers or experts in computer-mediated pedagogy, develop the majority of open learning materials in adult education and this has had a considerable impact on the type of learning experiences available.
FEDA's development advisor Kevin Donovan indicated that finding appropriately skilled course developers is difficult for institutions, as the high salaries of big companies tempt the majority of Information Technology professionals, rather than the relatively low salaries offered by educational institutions.3 This led to a deficit of support and safety nets for computer-mediated learning, and (in some cases) poorly designed on-line learning experiences.
ODL can provide students with a positive learning experience, but assumptions should not be made that those undertaking on-line courses possess the special study skills required to undertake a PRS course via computer-mediated learning. Those promoting widening access in PRS might take note of the need to train their students, perhaps in basic computer skills such as using the Internet and e-mail, as well as developing time-management and autonomous learning skills. Training packages in generic skills may be centrally available, whilst other skills may be specific to PRS-related disciplines, and will be discussed elsewhere in these pages.
Training in computer-mediated learning skills might also be extended to tutors. In the Adult Education sector, Clarke believes they are suffering high degrees of technology related stress, which was particularly apparent for those using the medium of video conferencing, where - as I discuss elsewhere in the PRS Subject Centre pages - new skills are necessary. Effective training, initiated by higher education institutions with a computer-mediated learning and ODL remit, may solve some of these problems. Learndirect have commissioned an ODL package in "how to become an on-line tutor", which may be relevant in higher education contexts, although this is not yet available.
PRS practitioners may already be familiar with such forms of stress. The experiences of other educational sectors highlight the need for training, for example in the facilitation and moderation of learning experiences, and the special mechanisms of support that are required when seeking to widen opportunities to education for under-represented sectors through the medium of computer-mediated learning. The future potential for rapid technological changes and new interfaces for mobile learning mean that barriers to higher education in PRS are being broken down, and that new opportunities are being created for institutions to develop materials for those unable to access 'conventional' learning contexts. Through anticipating and reacting to such developments, PRS departments in the U.K. will be well placed to offer substantial and appropriate computer-mediated content in the higher education marketplace.
Readers wishing to discuss any aspect of this article are welcome to e-mail Gary Bunt. It would be particularly useful to discover whether any institutions are currently integrating computer-mediated learning packages into their educational programmes, especially those seeking to widen educational opportunities for under-represented groups. It is proposed to initiate a wider discussion on related topics via PRS Subject Centre in the future.
Notes
1Alan Clarke - 'Information and learning technology and adult education', FEDA Conference, Adult and Learning Technologies, 15 November 2000, Hammersmith, West London
2Heidi Schweizer - Designing and Teaching an On-line Course, (Massachusetts: Allyn and Bacon, 1999)
3Kevin Donovan - 'The wider context: national and international developments in ILT affecting adult education', FEDA Conference, Adult and Learning Technologies, 15 November 2000, Hammersmith, West London
This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.
