Knowledge Medium: Designing Effective Computer-Based Learning Environments, The

Enterprise Networks & Servers, Nov 2003 by Berg, Gary A

Gary A. Berg, Ph.D., is author of Why Distance Learning? and over 20 articles on higher education. He is currently director of Extended Education and Distance Learning for California State University, Channel Islands. Dr. Berg has developed many distance learning format courses and programs, been interviewed for numerous national publications, and consulted for educational and government organizations on the use of distance learning. The Idea Group conducted an interview with him regarding the use of technology in education.

IG: How are computers now being used for educational purposes?

GAB: In higher education, computers are generally used to automate traditional teaching methods. Since the lecture is still the dominant form of teaching, the computer is thus far primarily used to present lecture material by way of text, PowerPoint, video talking heads, or audio. Given this unimaginative approach, distance learning can never be more than a pale imitation of face-to-face education.

We need to move beyond thinking about computers to automate and consider the strengths of the medium (which are many) and construct learning environments that take advantage of those abilities. One clear strategy that is being discovered is the advantage of increasing communication among students and with the faculty members through Internet-based learning. When Internet-based courses were first developed, many approached their design emphasizing a great deal of content, much of it media rich with images, video and sound. Now, many educators have come to realize that this posting of content isn't as important as structuring courses as opportunities to communicate. So teaching in these courses is often more about facilitating communication that posting content.

IG: What advantage is there to understanding the computer as a medium?

GAB: Seeing the computer as a medium makes educators aware of both the power of its use in education and the danger of misuse. Rather than being just a tool, as it is commonly described, the computer is in fact a very powerful new medium. Computers borrow from many other media such as film, television, still photography and books. When computer users view moving images on a screen they bring with them their interpretative experience of viewing movies and television programs. Those that design computer software need to be aware of this and take advantage of these conventions. On the other hand, users and learners should be aware of how they are manipulated. Nevertheless, computers are not just a combination of these media but have unique features such as interactivity, associative linking, in addition to the power of the computer processor in repetition, searching and tracking user behavior.

IG: How are techniques from other media borrowed by designers of educational. programs for computers?

GAB: One example is the use of point-of-view. In simulation or role-playing types of applications, you'll notice the equivalent of first-person camera angles used in film and television. Transitions from one "scene" or location to another with dissolves and fades are directly taken from film. PowerPoint, which is commonly used now for educational presentations, has a selection of transitions as a feature, all of which are borrowed from film and television. Editing techniques, character animation, staging within the frame, and overall dramatic structure are things that are taken from film and television in particular for use in educational computer applications.

IG: What are the dangers of the media properties of computers?

GAB: The danger is two-part, in both software designers and users/learners not being aware of the power of the computer medium. First, designers need to understand that when they use borrowed media they are tapping into the user's expectations and familiarity with this media. Additionally, media, particularly photographs (moving and still), have great power to convince the user of the truthfulness of what they represent. This is why from the early Soviet filmmakers to Nazi propaganda films, many have recognized and used film as a rhetorical tool to manipulate the thinking of the masses. Designers need to responsibly use the collection of media employed in educational software. On the other hand, students need to be taught media literacy so that they can effectively understand and interpret what they encounter on a computer screen.

IG: What is the connection between teaching and storytelling, and how can stories be used in educational computer programs?

GAB: Some claim that the essence of teaching is storytelling, and that students learn best when course material is presented in a narrative context. Psychologists have focused on what has become known as narrative psychology, and Roger Schank in particular has written quite a bit about the use of stories in computer applications. Thus far in the development of educational computer applications, simulations and case studies are clearly one of the most successful ways of teaching/learning. Narrative has proven itself useful as a technique for giving fragmented computer experiences more cohesion for learners. Additionally, narrative structures help with memory, navigation and motivation in very practical ways. The problem with simulations has been the expense often involved in creating them. The other challenge is in thinking how to effectively integrate the narrative approach in a broader way throughout a course, or the curriculum.