Most Helpful Customer Reviews
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5.0 out of 5 stars
A Wealth of Information on E-Learning for Information Services in HE, 15 May 2006
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) However, e-learning can also be considered within the wider educational and pedagogical approach.
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'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.
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. Catherall 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. He also emphasises 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)
Indeed, Catherall points out the fact that W3C is the most influential standards-making body for the World Wide Web. 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. He also considers some of the wide range of software that exists to facilitate access to web resources for disabled users. The Microsoft Windows XP operating system, for example, provides various accessibility tools for those with disabilities, such as screen magnifiers and 'sticky keys' to access Windows features, using key combinations pressed incrementally.
Chapter 6 covers some other online learning tools, such as 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, and as Catherall says, learning objects:
"... 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)
Chapter 7 considers 'Quality Assurance and Monitoring', and covers areas such as quality assurance principles, policies and procedures, system integrity and reliability, standard compliance and system reports and statistics.
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 Worldwide Universities Network now delivering HE courses online. As Catherall says:
"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, with portable computer devices such as laptops and PDAs that can be used at any location within the HE institution, 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.
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4.0 out of 5 stars
Delivering E-learning for Information Services, 19 Jan 2006
By A Customer
Paul has managed to write a valuable introductory text to a complex subject in a manner which is both very readable and informative.
I am sure that this book will prove a useful asset, not just to professionals in the field, but also to those requiring a general introduction to a rapidly developing field.
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