The vast majority of university teachers, see the web as a foreign technology and treat it with scepticism, as it challenges more traditional teaching processes. They find themselves swamped by a range of teaching innovations which they don't understand and don't know how to incorporate into their teaching. Much of the reluctance of academics in getting involved in technology is because the teaching technology has not been "proved effective". Evaluation surrounding the development of new technology examines the quality of the product rather than the learning outcomes it may achieve. However, it's not the technology per se that matters, but how it's used to communicate the message (Erhmann 1995 [HREF2]) . QUT have set aside funding for 1996 from Quality money to address this issue.
Webworkers is one such group, made up of 53 individuals from 27 different schools and service areas in the university. Their common interest: teaching on the web. Participants range from inexperienced webworkers who are keen to learn from others and find out how to utilise the web in their teaching, to experienced webworkers who have or are designing entire courses on the web. We also have representatives from service units like Open Learning, Computer Based Education, the Library, Computing Services, and Audio Visual Services.
The group is still in it's infancy but so far we aim to:
The web has the potential to be a learner centred environment. We need to create an awareness and understanding of how to use the web for effective teaching. Laurillard (1993) has provided a very thorough analysis of the effectiveness of a variety of teaching technologies. These have been previously noted by Alexander (1995 [HREF3]) . Both recognise that teaching material cannot be simply transcribed into hypertext. Web-based teaching needs to be strategically integrated into the subject matter, teaching processes and learning experiences of a course.
Four main components of effective teaching technology are structure, interactivity, feedback and reflection (Laurillard 1993).
These can be interpreted in the context of web-based teaching.
Structure: Learners need to be presented with a learning objective and then guided along their learning path. One of the advantages of the web is that learners can set their own pace. The structure must be explicit so that learners can adapt it to their way of thinking. This can be very motivating and empowering to a learner. Hypertext/ hypermedia links provide a sequence for learners to follow in their own individual ways.
Interactivity: Students needs to be actively learning and problem solving. Hypertext is not adaptive nor reflective. It merely provides a substitute for reading through a text book (Laurillard 1993). Students therefore need to engage in some form of activity in which they integrate the information they have received, analyse, interpret and articulate it. This can be done by a variety of means for example, using multiple choice questions, assignments and tutorials, simulations etc. It depends on what is most appropriate for your learning objective.
Feedback: Teachers can then provide students with feedback on their tasks, correcting any inconsistencies or misunderstanding in the learners conceptions. This needn't be limited to teacher-student feedback but can take the form of student- student feedback. This provides an opportunity for collaborative learning and continuous improvement. e.g. essays can receive comments and be resubmitted, computer based tutorials can tell the difference between right and wrong answers and provide students with the a correct answer and explanation.
Reflection: Learners need the opportunity to reflect on their learning and adapt their learning and conceptions in the light of that reflection. Providing opportunities for learners to attach their own commentaries to the web and make them available to others for comment and guidance, will aid in both reflection and feedback as students will be able to communicate what they've learnt. Examples include on-line journals, student homepages, newsgroups, mailing lists.
We need to be aware that the web is not necessarily the most appropriate technology in every instance. But it does have the advantage of being able to combine a variety of different teaching technologies in a common user interface. It will depend on the learning objectives and strategies of a course as to whether it would be an effective means of delivery or a useful resources.
As can be expected, many webworkers are primarily using the web as an information resource. Some of this is in an informal capacity. Students are being encouraged to explore the web in addition to other information resources i.e. electronic journals, CDROMs etc. As students develop information literacy so they will seek to transfer those skills to other problems and areas.
To expedite dissemination of information and offer an alternative means of accessing information, teachers have "put up" their units on the web so that students can access course notes, find out about assignments and get answers to assignments. This really does no more than provide on-line access to material and "save" the teacher producing a paper version. It is not leaner centred, interactive or adaptive. However it does mean that off-campus students can quickly gain access to information and that students can access that information any time of the day or night.
Some teachers teach students how to use the web effectively in their courses. Those with homepages often have pointers to relevant web sites for students to explore and make discussion papers available for perusal. This provides a good structure for the learner to follow and can guide them through the maze of information.
Others integrate the web more formally into course assignments. For example in the School of Visual Arts, one unit will ask students to survey the curriculum vitae of artists, studying their web pages and design. They will then, as a team, examine good practice producing an internal guide to good practice for web page design. E-mail and listserv discussion groups will provide a means of continual evaluation and monitoring of the project . Student are therefore provided with a learning objective and structure, an active means of learning, feedback and will then collaborate to produce their own personal reflection of the task.
Teaching material for a postgraduate course in the School of Life Sciences has been put on the web [HREF4] - limited access. All the lecture materials are edited in such a way that it can be used for self study. Furthermore it has been enhanced by adding self testing questions and links to websites essential for the understanding of the topic, with particular questions which only can be answered by making use of the provided links. All the references used for this unit are on the web site. Tutorials where students from this unit can ask questions concerning the course and/or follow up particular aspects of the course have now replaced lectures. Assessment has been changed so that it incorporates web-based teaching material. E-mail also forms an integral part of the course enabling students to receive feedback form their teacher. The opportunity for reflection is provided by the tutorials.
In the Faculty of Education, open learning students in some course units are supported in their studies through the establishment of a computer network that provides them with access to the internet [HREF5] .
Students are able to access the university library and the web. Text and notes for the course are provided electronically. Students can privately create, retrieve and comment on the notes and put their papers and comments on the web for discussion. Staff-student and student-student interaction is facilitated through the use of e-mail.
In addition staff are trained in the operation of the network and the underlying educational principles the software which are used.
A number of teachers are utilising the web as an additional learning approach to substitute current teaching.
In the School of Mechanical and Manufacturing Engineering, a first year subject is currently in development, (to be put on the web with internal access only), so students can follow their own learning methods to explore the subject more fully in addition to lecturers and tutorials. This involves structured and linked course notes accessed by a set of multiple choice questions linked under appropriate subject groupings. Through this, students will have access to a complete range of textual, graphic and numerical information. The project will be evaluated at a number of different stages and modified according with student feedback.
In the School of Journalism, student publications are put onto the web in the form of an on-line newspaper [HREF6] . Student are also taught how to interview sources on-line as well as research on-line material.
Computer animations of scientific procedures are being developed in a number of course units in the Science Faculty (School of Life Science and School of Chemistry). It is intended that these be put on the web to supplement the current resources available to students.
Internet based resources are being utilised in skills training and practical problem solving in Environmental Hazard Education (School of Humanities). Students will be given assignments involving search , retrieval and application of identified internet resources to geographical problems. These will then be presented as class demonstrations.
In a course unit on Studies in Human Rights, students are set assignments and encouraged to utilise the web as a means of gathering information. E-mail provides direct access between students and teacher so feedback is immediate. A newsgroup for the specific discussion of topics relating to the course has been set up enabling discussion and reflection between students and the lecturer [HREF7] .
It is evident from these descriptions that the web definitely has the potential to be an effective means of teaching and learning. How then can a group such as webworkers support teaching on the web at QUT.
The first most obvious step we took was to set up a webworkers mailing list. This provides a forum for discussion and advice. Webworkers with skills and expertise can offer help to their colleagues as well as discuss strategies and plans of action for effective teaching on the web. However although the mailing list is useful for keeping people up to date and informed about the groups goings on, face to face sessions have proved the most productive.
These are held in our Educational Media Facility and are usually made up of only a small portion of the group. Outcomes from the meetings are immediately sent out on the mailing list so that the entire can group participate in discussion and collaboration.
The Educational Media Facility is available to all staff, not just web-workers to try out new technologies and develop "hands on" experience in various educational hardware and software.
As the group has only really just got off the ground, it was decided that before we could effectively work towards a common goal we needed to discuss the issues facing us as webworkers at QUT. This will enable us to put together a set of recommendations to the university. We have planned a series of seminars which will cater to all levels of experience. Each seminar will have an aim and will focus on a particular aspect of web teaching. A short presentation will be given by a member of the group, followed by discussion.
Seminars will include:
Resource lists on specific web-teaching issues are available and will be continually updated by group members. Thus current research materials will be available to the participants.
We hope to design a proforma for evaluating the effectiveness of web courses, testing it by reviewing current courses on the web providing and examples of best practice. We also hope to provide teachers with a checklist for developing courses on the web.
In 1996, all QUT students were provided with an e-mail address and access to internet. Access can be obtained from Computing Services laboratories and faculty/school based laboratories. Staff development in this area will therefore be crucial.
Although much support has been geared to helping those interested and learning new technologies, little is provided to communicate and understand those who are less comfortable with these new innovations. At QUT, support services are often stretched so that services are focused towards technology users not just to problems of general academics.
Universities will be faced with issues such as:
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AusWeb96 The Second Australian WorldWideWeb Conference ausweb96@scu.edu.au