Seeing through the form to the content

Ross Vermeer
The Open University of Hong Kong
Hong Kong SAR, China

In this paper, I want to ask some fundamental questions: when it comes to enhancing learning through technology, how important is the form in which we package our content? That is, now that the educational applications of a number of technologies -- have matured in recent years, is it possible too much attention is being paid to the choice of technology i.e. the form -- and not enough to the content those forms carry?

In the past 10-20 years, it's often been assumed that designing courses via 'innovative approaches' will by definition involve the use of new and emerging technologies. But what technological approaches do our students really want? Which technologies do they find most helpful to their studies, and in particular, which technologies are suited to the variety of learning tasks with which students are faced? Which technologies provide the best returns on investment, and are easiest to present and maintain at a high quality level?

I will draw on the outcomes of two research projects undertaken at the Open University of Hong Kong (OUHK). The first project investigated the effectiveness and efficiency of the process for developing and delivering multimedia materials on CD-ROMs to OUHK students. The second project had the overall aim of trying to determine how online learning can be integrated with other modes of teaching (print-based, audio-visual, face-to-face, CD-ROM multimedia) to ensure a mix of technologies that encourage appropriate amounts of interaction and independence.

This research showed that striking the right balance may require us to think back to the basics: students need to interact with their teachers and each other, and they need to engage solid teaching material. Learning technologies can aid in both of these aims. But the resources devoted to promoting new technologies may not always be sound investments: good content can shine through many forms, not always the mostly costly one.