The Knowledge Medium: Designing Effective Computer‐Based Learning Environments

Citation

du Preez, M. (2004), "The Knowledge Medium: Designing Effective Computer‐Based Learning Environments", The Electronic Library, Vol. 22 No. 1, pp. 79-79. https://doi.org/10.1108/02640470410520140

Gary Berg worked for three years putting training programs for film and television directors together as well as arranging demonstrations and tours of multimedia production facilities. When he started to work as an administrator in broader educational subject matter and became involved in developing CD‐ and Web‐based courses, he realised that distance‐learning courses offered by videotape, online and computer still use the conventional classroom language and methods. Berg remembered his training experiences and realised that a convergence of various educational approaches utilised in film training programs, computer‐aided instruction and computer‐based instruction could bring about a real world learning experience.

The Knowledge Medium is about that experience. It is also an attempt to spark a discussion that will lead to answers to the question of what the most effective techniques are for the design of computer learning environments. It offers some theories to elevate thinking about computers in education and suggests that an understanding of computers as a medium could be a key to re‐envisioning educational technology.

The book is divided into two main parts where the first part focuses on computer‐based learning theories and practices. This part is descriptive rather than theoretical. It briefly analyses the history of educational technology and relevant learning theory, discusses specific methods and issues connected to the tutorial methods, investigates group learning methods, and examines literature on human‐computer interaction as well as issues of interactivity and navigation in educational environments. This part ends with a look at teaching issues uncovered by two surveys on distance learning pedagogical practices in higher education.

The second part looks at the issues connected with computers as an educational medium and is therefore of a more theoretical nature. It looks at designing educational software through the lens of film criticism, examines issues such as phenomenology and ideology of films, considers dramatic structures in terms of specific issues such as genre, conventions and editing, addresses psychoanalytic topics, including subjectivity, point of view, and dreaming, and, examines the recent narrative psychology movement on computer environments.

The concluding appendices present some of the original research data collected from the two previously mentioned surveys on distance learning pedagogical practices reviewed in the book. These include the quantitative and qualitative measuring instruments, e‐mail surveys, letter to subjects, consent forms and a list of participating institutions. Berg believes that with the help of the data from these surveys, readers will have a better understanding of pedagogical practices in distance learning from both an administration and a student perspective.

This interdisciplinary volume is a very timely and useful publication since it draws on a broad range of disciplines such as psychology, educational theory, film criticism, and computer science. The implementation of these ideas could result in a most enriching learning experience for all – not only those involved with distance learning institutions.