The Development of the
On-line Educational Institute

Table of Contents

1. Formative Elements of the On-line Institute
2. The Psychology of Learning
3. Instruction in a Learning Environment
4. The Technology of Learning
5. The Complete Learning Environment
6. The On-line Institute - A Model
7. Conclusions
8. References

Abstract

• Acknowledgements
• The Dissertation Outline

The development of an open learning environment which can deliver education and training anytime, anywhere, is now not only feasible but achievable. Using current and emerging information and communication technologies it is now possible to build the fully on-line institute.

This dissertation describes both technological solutions and an organisational culture capable of supporting such an educational institute to embrace change and proliferate in an information age.

A combination of technology advancements and the post-modern, fully informed student are fuelling growth in on-line education. The implications for existing educational systems and institutions, threatened by this trend towards autonomous learning, are discussed and investigated.

As teaching without learning is a wasteful and expensive exercise for all involved, the relationship between Learning Theory and Instructional Design centred around the new technologies is investigated. The conclusion that a learner-centred and societal-based system should be the core of any future educational system is underlined as a central tenet for the technology design capable of supporting such a system.

Investigating this learner-centred on-line institute further highlights the importance of issues such as:

• the inappropriateness of current computing solutions;

• the need for better means of describing, ordering, storing and navigating knowledge;

• the magnitude of cultural and social change still required to accommodate the possibilities of the digital revolution.

The first two issues are confronted by describing the make-up of emerging technologies such as Knowledge Sharing Languages and Distributed Objects used for describing and distributing information.

For the latter cultural issues, descriptions of core requirements are offered for the fully digital, network centric organisation. Both the cultural and technological needs of the School, Vocational Education and Training (VET), and Higher Education sectors are described.

Finally, given the above issues, a practical, core design for a fully automated, Interactive Learning System is given which could find immediate use in a number of educational environments. The design features and issues are emphasised by following a student through a typical session with the tutorial generator, showing its internal operations as well as its interaction with typical external functions and systems such as student administration etc.

The current and future technologies capable of supporting the implementation of such an engine for an on-line institute are described and discussed in detail.

The issues surrounding the on-line administration, delivery of instruction and autonomous learning are here now. This dissertation both confronts and offers practical solutions for their understanding and utilisation in current and future educational institutes.

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Acknowledgements

I would like to express my thanks to a number of people for their support throughout the writing of this dissertation.

• Dr. Allan Ellis, my supervisor, for his patience and insightful critiques as well as his encouragement.
• Annabel Southcombe, Nelson and Paris McKey for their understanding and support by providing the relaxed 'work' environment.

The Dissertation Outline

• Chapter one reviews the social and cultural foundations of current educational institutions and suggests both overt and covert threats to their existing geographical dominance and academic superiority.
• Chapter two reviews the psychology of learning. What are the ingredients of the ultimate `classroom' in which learning should occur in the most efficient manner? The answer to this question lies at the end of different rainbows for different people. Is it dependent on the way we learn or the way we teach or the educational technology we use? Will the emphasis in our on-line institute be teaching or learning? How can we learn from cognitive science or other disciplines and when is technology seen as helping or hindering the learning process?
• Chapter three examines the evolution of the education system and proposes systemic changes required for the future. Also the production of instructional materials is discussed and how they shape, and are shaped by, the system and its politics. Features of a learner-centred educational institute are given.
• Chapter four reviews the technology of learning which is driving this educational revolution. Educational technology has been around for a long time though much has been used poorly, entrenching current practices instead of developing new. The three eras of computing are examined and the migration from the personal computer to the network computer is traced. Advances in information representation and navigation are given and future knowledge sharing languages discussed.
• Chapter five puts forward the argument for building the on-line institute in each of the educational sectors; school, VET, and higher education. Answers are given to questions such as what are the core elements required of an on-line institute and how are on-line services phased in to current systems. Cultural as well as technical needs are considered.
• Chapter six proposes the core design, or engine, of an Interactive Learning System. Its primary and secondary functions and interactions are identified and the issues of storing information in the appropriate format and the degree of automation are investigated.
• Chapter seven contains Conclusions.

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Table of Contents | Ch 1 | Ch 2 | Ch 3 | Ch 4 | Ch 5 | Ch 6 | Conclusions | References

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© 1997 Paul McKey