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Flow of Ideas: articles - Delivering E-Learning

A Capital Friendly Culture for Further EducationA Capital Friendly Culture for Further Education
Academy ChainsAcademy Chains
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Ambassadors of Capital in SchoolsAmbassadors of Capital in Schools
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Ayers Rocked In His Own UniverseAyers Rocked In His Own Universe
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Brown PFI MonsterBrown PFI Monster
Business Sponsorship of SchoolsBusiness Sponsorship of Schools
Business Takeover of Further EducationBusiness Takeover of Further Education
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Caught in the Storm of CapitalCaught in the Storm of Capital
Co-payment in Hospitals and SchoolsCo-payment in Hospitals and Schools
Cold Hands and Quarter MoonCold Hands and Quarter Moon
Communitarianism for SchoolsCommunitarianism for Schools
Compulsory Consumption and Uni-NannyCompulsory Consumption and Uni-Nanny
Conforming Schools Conforming KidsConforming Schools Conforming Kids
Copy/South DossierCopy/South Dossier
Creating MonstersCreating Monsters
Creeping Privatisation in Higher EducationCreeping Privatisation in Higher Education
Critical MassCritical Mass
Critical Pedagogy and CapitalismCritical Pedagogy and Capitalism
Critical Space in EducationCritical Space in Education
Delivering E-LearningDelivering E-Learning
Digital Rights ManagementDigital Rights Management
DistillationDistillation
Dorothy L. SayersDorothy L. Sayers
Douglas Kennedy: best-selling novelistDouglas Kennedy: best-selling novelist
E-learning for Free at the BBCE-learning for Free at the BBC
Edison Schools in the UKEdison Schools in the UK
Education and Inspections Bill (2006)Education and Inspections Bill (2006)
Education As Culture MachineEducation As Culture Machine
Education FireworksEducation Fireworks
Education for DebtEducation for Debt
Education IncorporatedEducation Incorporated
Education Markets and Missing ProductsEducation Markets and Missing Products
Education RepetitionEducation Repetition
Education the HSBC WayEducation the HSBC Way
Education White PaperEducation White Paper
Education, Globalisation and the Learning SocietyEducation, Globalisation and the Learning Society
Employers and School LeaversEmployers and School Leavers
Evaluating Different Teaching MethodsEvaluating Different Teaching Methods
Everything Louder Than Everything ElseEverything Louder Than Everything Else
Finance and FearFinance and Fear
Five Endings of DesiresFive Endings of Desires
Foibles, Frolics and PhantasmsFoibles, Frolics and Phantasms
FreedomFreedom
FreewillFreewill
French New Wave CinemaFrench New Wave Cinema
Full Report Ruth Rikowski[a]s Book Launch for Globalisation, Information and LibrariesFull Report Ruth Rikowski's Book Launch for Globalisation, Information and Libraries
Gender and Spokesperson in Group Work IssuesGender and Spokesperson in Group Work Issues
Global TradingGlobal Trading
Globalisation and Education RevisitedGlobalisation and Education Revisited
Habituation of the NationHabituation of the Nation
Higher Education and Confused Employer SyndromeHigher Education and Confused Employer Syndrome
Hitchcock: classic auteurHitchcock: classic auteur
Human capital, the knowledge economy and businessHuman capital, the knowledge economy and business
In Retro GlideIn Retro Glide
In the Dentist[a]s ChairIn the Dentist's Chair
Kids in the Land of No DreamsKids in the Land of No Dreams
KM CritiqueKM Critique
Lazy Brit KidsLazy Brit Kids
Learning in the Earthworks of CapitalLearning in the Earthworks of Capital
Learning InvestmentsLearning Investments
Learning to the MaxLearning to the Max
Librarianship and Human RightsLibrarianship and Human Rights
Lifelong Learning and the Political Economy of ContainmentLifelong Learning and the Political Economy of Containment
LSBU StrategyLSBU Strategy
Marketisation of the Schools System in EnglandMarketisation of the Schools System in England
Marx and Education RevisitedMarx and Education Revisited
Marx and the Future of the HumanMarx and the Future of the Human
Marxism and Education RevisitedMarxism and Education Revisited
Marxist Educational Theory UnpluggedMarxist Educational Theory Unplugged
Maturity and FreedomMaturity and Freedom
McDonaldization and EducationMcDonaldization and Education
Michael JacksonMichael Jackson
Michele RobertsMichele Roberts
Miss Allison and Novel WritingMiss Allison and Novel Writing
Moneythought in Higher EducationMoneythought in Higher Education
Mrs Thatcher and Holes in the Kitchen FloorMrs Thatcher and Holes in the Kitchen Floor
Multiculturalism and Faith SchoolsMulticulturalism and Faith Schools
My Tony BlairMy Tony Blair
New Ideas in Ruth Rikowski[a]s Book - Part 1New Ideas in Ruth Rikowski's Book - Part 1
New Ideas in Ruth Rikowski[a]s Book - Part 2New Ideas in Ruth Rikowski's Book - Part 2
New Labour Policy for SchoolsNew Labour Policy for Schools
Nietzsche[a]s SchoolNietzsche's School
Nihilism and Educational ValuesNihilism and Educational Values
No Learner Left UnhassledNo Learner Left Unhassled
Notes on the Confessions of John DenhamNotes on the Confessions of John Denham
On Education for Its Own SakeOn Education for Its Own Sake
On Education StudiesOn Education Studies
On the Capitalisation of Schools in EnglandOn the Capitalisation of Schools in England
On Transhumanism and EducationOn Transhumanism and Education
Open AccessOpen Access
Outsourcing Public ServicesOutsourcing Public Services
Peter Wilby on School PrivatisationPeter Wilby on School Privatisation
Planet of the CapitorgPlanet of the Capitorg
PlatoPlato
Playgound Risks and Handcuffed KidsPlaygound Risks and Handcuffed Kids
Poems by Gregory RikowskiPoems by Gregory Rikowski
Poems by Victor RikowskiPoems by Victor Rikowski
Post-Fordism and SchoolsPost-Fordism and Schools
Post-Fordism in Primary SchoolsPost-Fordism in Primary Schools
Postmodern Dereliction in the Face of Neoliberal Education PolicyPostmodern Dereliction in the Face of Neoliberal Education Policy
PowerPointlessness in Higher EducationPowerPointlessness in Higher Education
Private Schools as CharitiesPrivate Schools as Charities
Privatisation of Schools in EnglandPrivatisation of Schools in England
Privatisation of Student DebtPrivatisation of Student Debt
Races in the Imperial WarRaces in the Imperial War
Readings for Teaching CourseReadings for Teaching Course
Recruitment and Labour PowerRecruitment and Labour Power
Revealed Recruitment Criteria through the Use-value Aspect of Labour-powerRevealed Recruitment Criteria through the Use-value Aspect of Labour-power
Robotic EthicsRobotic Ethics
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
School Fees and the 1944 Education ActSchool Fees and the 1944 Education Act
Schools: Building for BusinessSchools: Building for Business
Science Fiction Films and HorrorScience Fiction Films and Horror
Second Time as FarceSecond Time as Farce
Snowballs and Risk in SchoolsSnowballs and Risk in Schools
Social Contract Theory and Political ObligationsSocial Contract Theory and Political Obligations
Socialism is not DeadSocialism is not Dead
Speed of Life - Part OneSpeed of Life - Part One
Speed of Life - Part TwoSpeed of Life - Part Two
Stroppy Individuals and Oppositional Cultures in SchoolsStroppy Individuals and Oppositional Cultures in Schools
Sustainability Policy at London South Bank UniversitySustainability Policy at London South Bank University
Ten Points on Marx, Class and EducationTen Points on Marx, Class and Education
The Business of Becoming a Business for AcademiesThe Business of Becoming a Business for Academies
The Capitalisation of Schools - Federations and AcademiesThe Capitalisation of Schools - Federations and Academies
The CBI and the Business Takeover of SchoolsThe CBI and the Business Takeover of Schools
The Commodification of EducationThe Commodification of Education
The Education White Paper and the Marketisation of SchoolsThe Education White Paper and the Marketisation of Schools
The Evolution of Federations of SchoolsThe Evolution of Federations of Schools
The Last Parents EveningThe Last Parents Evening
The New Japanisation of SchoolsThe New Japanisation of Schools
The Profit Virus - The Business Takeover of SchoolsThe Profit Virus - The Business Takeover of Schools
The Standards Language-game for Schools in EnglandThe Standards Language-game for Schools in England
The Which Blair ProjectThe Which Blair Project
Three Types of Apprenticeship - Three Forms of MasteryThree Types of Apprenticeship - Three Forms of Mastery
Tony and Caroline BennTony and Caroline Benn
Tony Benn: Letters to GrandchildrenTony Benn: Letters to Grandchildren
TransportTransport
Turney[a]s and PPUTurney's and PPU
Uninspiring TowersUninspiring Towers
Universe of Capital and My SpaceUniverse of Capital and My Space
Universities in a Neoliberal WorldUniversities in a Neoliberal World
Utopia and EducationUtopia and Education
What Can Nietzsche Teach YaWhat Can Nietzsche Teach Ya
When Bullies Roam the SchoolWhen Bullies Roam the School
When the Bowers BreakWhen the Bowers Break
Why Employers Can[a]t Ever Get What They WantWhy Employers Can't Ever Get What They Want
Will Hutton and His E-FossWill Hutton and His E-Foss
Wolf on Marx Without SparksWolf on Marx Without Sparks
Women in World WarsWomen in World Wars






Chandos Book Publishing 		Delivering E-learning for Information Services in Higher Education
by Paul Catherall
Chandos Publishing: Oxford, 2004
ISBN 1 84334 088 7 (pbk); 1 84334 095 X (hdbk)
Delivering E-Learning for Information Services in Higher Education

A review article by Ruth Rikowski

This book provides a wealth of very valuable information in regard to the delivery of e-learning for Information Services in the Higher Education sector.

Catherall begins by considering exactly what e-learning is, and defining our terms is always a very good place to start, in my view. Catherall says that, basically, e-learning is “…a computer-based form of learning experience.” (p.1) Whilst a wider definition encompasses any technology that allows “...for the delivery of learning resources or communication between tutor and students…” (pp.1-2). This broader definition also includes the use of audio, visual and other media. Finally, e-learning can also be considered within a wider educational and pedagogical approach. This wider definition clearly has far-reaching implications.

As Catherall says:

E-learning and related systems used to support learning and teaching are quickly becoming an important feature of the rapidly changing climate in HE provision. (p. 10)

He notes the fact that more people than ever are going to university today, but many students now have to face financial difficulties, as well as feeling compelled to gain more marketable skills. All this has led to a demand for more core study skills and

…flexible approaches to support course delivery in a low-contact study context. (p.75)

So e-learning has a very valuable role to play in society today, and the importance of e-learning is likely to rise still further in the future, especially as more people undertake part-time study and seek alternative methods of study. Within this, though, the importance of face-to-face teaching should also not be forgotten, in my view.

Catherall argues that one of the most important characteristics of e-learning lies in the fact that many systems endeavour to provide an interface that is both intuitive and usable. Thus, the human-computer interaction side of this technology is very important and is likely to continue to be developed in the future. This extends to usability for those with disabilities.

Catherall’s book includes chapters on topics such as Virtual Learning Environments (VLEs), Training and User Support, Accessibility and Legal Issues, Other Online Learning Tools and Quality Assurance and Monitoring.

In the opening chapter Catherall makes the point that careful thought needs to be given to the selection and deployment of an e-learning system. Due consideration needs to be given to factors such as the requirements for technical expertise to build a server for running e-learning software; finance, including the cost of staffing, software purchase and licenses and various hardware requirements, in order to provide an e-learning system as a network service.

Virtual Learning Environments are examined in chapters 2 and 3, and as Catherall says:

The VLE or virtual learning environment is a phrase used to define systems comprising a range of e-learning characteristics and features. (p. 21)

As he notes, the VLE has two main functions – effective interaction between tutors and students and content distribution. The book also includes research undertaken by Catherall on VLEs across a number of different UK He institutions. Other sections include choosing a VLE, managing the VLE, managing users of the VLE and various VLE courses.

In Chapter 5 Catherall considers ‘Accessibility and legal issues’, focusing in particular on disability and he notes that:

The rise of electronic systems to facilitate traditional information services has prompted legislation and sector-led recommendations to ensure system accessibility for users with disabilities and other access problems. (p. 87)

Catherall highlights the fact that many students today have disabilities and cites a report by the City University, London (2003) which suggests that 4.6% of HE students in the UK had declared a disability and that this is likely to increase in the future. Common disabilities and access problems include blind or partially sighted; motor, mobility or dexterity; cognitive; colour blindness; epilepsy; deafness/hearing impairment; reading and writing difficulties. Catherall considers some of the wide range of software that exists to facilitate access to web resources for disabled users, such as the fact that Netscape Navigator 7:

…provides a ‘text zoom’ feature to increase text size; fonts and colours may also be set within browser preferences. (p. 98)

Meanwhile, the Microsoft Windows XP operating system provides various accessibility tools for those with disabilities, such as screen magnifiers and ‘sticky keys’ to access Windows features, using key combinations pressed incrementally.

Catherall also highlights the fact that there is a range of legislation today that defines the responsibilities of HE in regard to the provision of accessible services. He considers accessibility and standards issues in general, emphasising that:

…in recent years, the World Wide Web Consortium (or W3C) has strengthened co-operation with software developers, accessibility organisations and other stakeholders to develop industry standards for the Web. (p. 92)

Catherall points out the fact that W3C is the most influential standards-making body for the World Wide Web, whilst another major standard for web resources are the US Section 508 Rehabilitation Act guidelines. Furthermore, e-learning systems can also be assessed or audited for accessibility and Catherall considers some of the tools that are available here, such as W3C HTML Validator and Bobby, which is a system that checks web resources for WCAG (Web Content Accessibility Guidelines) compliance.

Chapter 6 covers some other online learning tools. Clearly, as Catherall points out, Microsoft Office is the most widely used software supporting the delivery of effective e-learning. However, as it is a commercial application, this can limit availability, and, as Catherall says, disabled users might not be able to view some file formats. Other tools covered in the book include scanning and OCR, document authoring, web authoring (HTML based) and web authoring tools, including web editing software for use with VLEs (such as Amaya and Microsoft FrontPage) and web-based multimedia.

There is also a section on Learning Objects and VLEs. These learning objects include web-based educational resources, sequential learning presentations and interactive assessments, and can be viewed via a web browser. As Catherall says:

The central aim of learning objects is to provide a standard for the creation of reusable content, allowing practitioners to develop course materials that are not dependent on any specific VLE system and that may be migrated or reused in other contexts. (p. 126)

There are also various standards for Learning Objects and a number of organisations that contribute to the development of these standards, and these are also considered in the book.

Chapter 7 considers ‘Quality Assurance and Monitoring’, and covers areas such as system selection criteria and fitness for purpose and system management and administration to achieve quality service provision. Such quality services usually also have a mission statement and Catherall discusses this, along with various policies and procedures that need to be adopted. Other areas covered in this chapter include system integrity and reliability, standards compliance, system reports and statistics and external auditing.

In Catherall’s concluding chapter he considers some trends in HE and IT that might shape e-learning in the future. As he points out, in general:

E-learning will play an important role in facilitating low-contact, part-time study necessitated by increasing employee participation in HE… (p. 149)

Thus, e-learning is likely to have an ever-increasingly important part to play in society in the future. ‘Worldwide e-learning’ is one of the trends which is now gathering pace, with organisations such as the Norwegian University NKI and WUN, the Worldwide Universities Network now delivering HE courses online.

The characteristics of this new global educational market are characterised by distance learning, student-led study approaches and use of VLE systems to provide communication, collaboration and content delivery functions. (p. 147)

Furthermore, there is the ‘e-tutor’, whose role encompasses a wide range of activities, such as e-learning management interface to upload course materials, managing user access to online courses and interacting with students via communication features. Other trends Catherall focuses on include ‘Mobile learning’ (m-learning), Ubiquitous e-learning and various other e-learning devices for the future, such as TV- based Internet, games stations, smart phones and multimedia systems.

Catherall concludes by saying that he hopes that his book:

…has provided some insight into the emerging world of e-learning, virtual learning environments and related technology. (p. 155)

Well, in my view, it most undoubtedly does! This is a very valuable, useful and informative book for all those that want to find out more about delivering e-learning for information services in higher education. It is also a very useful reference tool, which the reader can return to as and when the need arises.

The book includes a useful glossary of terms, a bibliography and an index.

© Copyright, Ruth Rikowski London, August 2006

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