Generic Tools To Support Electronic Learning

In order to make learning and training with computer-based systems as effective and efficient as is possible, a range of different types of 'support tool' is needed. These support tools may be of two basic types: application- oriented and generic. The first of these types of tool will depend heavily upon the nature of the subject domain with which the courseware deals. The second type of tool is of a more general-purpose nature; tools in this

category can be used in almost any learning/training situation. This paper is only concerned with generic tools. Six basic types of tool are considered - tools to support retrieval, coaching, visualisation, discussion and debate, assessment and personal learning activities. Some consideration is also given to integrated toolsets similar to those that are encountered in performance support systems [Banerji, 1995; Barker, 1995b; 1995c].

2.1 Retrieval Tools

Increasingly, computer-based learning resources are being organised and made available to users by means of some form of 'digital electronic library' facility. Libraries of this sort are usually made up of various types of document that are 'published' in one or other of two basic ways. First, as relatively static publications on a medium such as compact disc. Second, as dynamic ('living') publications that are accessed through a computer communications network such as the Internet. No matter which type of publication medium is used, it is important to make available appropriately designed search facilities to enable potential users of learning resources to retrieve and use them and/or browse through the materials in a serendipitous way.

2.2 Coaching Tools

In order to reinforce basic skill acquisition suitably designed 'coaching software' often has to be employed. Such software facilitates skill improvement through the use of appropriately designed coaching tools. These tools can be used to enhance both mental and physical performance. In many cases the tools that are used for coaching embed models of 'expert' behaviour; these are used to guide the instructional activity. In many ways they are therefore similar to intelligent tutoring systems. Coaching tools can be incorporated into an electronic learning environment in two basic ways: either as a stand-alone item or as an embedded facility within some other courseware item or software product. In the latter case, some form of built-in intelligence (such as an 'intelligent agent') can be used to monitor how a product is being used and the levels of performance that are being achieved. The coaching facility can then be automatically invoked when performance levels fall below those which are expected.

2.3 Visualisation Tools

A visualisation tool is essentially a facility that enables students and trainees to obtain particular perspectives on and views of a collection of stored data or of a dynamic, ongoing process. Such tools are usually highly interactive since they allow their users to have both fine-grained and coarse-grained control over the view or system perspective that is presented. Visualisation tools vary quite considerably in their power and potential - depending upon who they are intended for and what they are intended to do. An important aspect of visualisation tools is their ability to use the available display and interaction technologies (sonic, visual and tactile) to maximum effect in order to enable their users to develop appropriate models of what is happening within hidden or difficult to perceive processes. These processes may be as simple as text editing or as complex as bridge building or non-invasive surgery (possibly undertaken remotely using telemedicine techniques). The design of visualisation tools will usually involve the use of graphical user interfaces, pictorial interface systems and interactive multimedia techniques.

2.4 Discussion and Debate

An important aspect of learning is the ability to talk with other people (either formally or informally) about the material and concepts that are to be learned. Learners may wish to discuss and debate various topics and issues both with fellow students and with staff tutors. In order to meet this requirement within an electronic learning environment it is necessary to provide a range of interactive communication tools to support both individual and group communication processes. The most common types of tool in current use are electronic mail, bulletin boards and various forms of computer conferencing software. Electronic bulletin boards provide a 'one-way' communication facility that enables an individual to make information available to others - either publicly or in a closed group. On the other hand, electronic mail provides two-way communication between individuals or an individual and a group. Computer conferencing facilities enable various sorts of 'forum' to be created in which participants can exchange views and ideas on various topics.

2.5 Assessment Tools

One of the most attractive features of computer-based approaches to teaching and learning is the potential it offers for providing monitoring and feedback. Monitoring processes are used for three basic purposes: first, to enable courseware to adapt its behaviour to the needs of specific individuals and situations; second, to provide a source of assessment data which can be used to derive performance indicators for students and trainees; and third, to provide a basis for the generation of feedback information. Monitoring and assessment techniques can be embedded within courseware packages or they can be made available as stand-alone assessment tools for use in a formal or informal way by students.

2.6 Personal Tools

The use of computer-based, interactive workstations to facilitate learning and training processes is becoming increasingly popular in a wide variety of different contexts. Obviously, in order to facilitate effective and efficient instruction, the workstations that are used must provide access to a wide range of different kinds of support tool for personal use. These support tools must enable students and trainees to use the available instructional resources in ways that are appropriate to each individual's needs and situation. The personal tools that are usually made available in a workstation environment fall into two basic categories: general purpose and application specific. Typical examples of general purpose tools are items such as a calculator, a timer, a notepad, dictionaries of various sorts, personalised spell-checkers, and so on. Some examples of application oriented tools include pronunciation packages (to support language teaching courseware) and subject-specific databases to facilitate the retrieval of information within particular learning domains.

2.7 Integrated Toolsets

Electronic problem solving tools form an important part of an interactive learning environment. These tools can be integrated and packaged in various ways in order to meet the needs of particular applications. The basic rationale underlying our own use of integrated toolsets within a workstation environment stems from the research that we have been undertaking within the area of electronic performance support [Barker, 1995b; 1995c; Banerji, 1995]. In this work we have defined a four-layer model for the creation of workstation services. The four levels deal with: the end-user interface; the selection and creation of generic tools; the selection and creation of application specific tools; and the application itself. Obviously, toolset design has to accommodate two different perspectives: the needs of the user and the requirements of the target application domain. The issues dealt with in the application layer relate to the way in which the target domain has to be restructured and reorganised in order to accommodate the introduction of electronic performance techniques.

Within the four-layered framework described above, end-user interface design has two critical roles to play. First, it must ensure that the interfaces used within the different toolsets are consistent and compatible with each other. Second, it must integrate the various toolsets together in the most appropriate way possible - so that end- users are exposed to a single uniform set of end-user interface standards. Some of the more important aspects of interface design needed to realise these goals are discussed in the following section.