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Auscultation of heart sounds is an important veterinary skill requiring an understanding of anatomy, physiology, pathophysiology and pattern recognition. This cross-sectional study was developed to evaluate a targeted, audio-visual training resource for veterinary students to improve their understanding and auscultation of common heart conditions in horses. Fourth- and fifth-year 2021 and 2022 Bachelor of Veterinary Science students at the University of Queensland (UQ) were provided the learning resource and surveyed via online pre- and post-intervention surveys. Results were quantitatively analyzed using descriptive statistics and Mann–Whitney U tests. Open-ended survey questions were qualitatively analyzed by thematic analysis and Leximancer™ Version 4 program software analysis. Over the two-year period, 231 fourth-year and 222 fifth-year veterinary students had access to the resource; 89 completed the pre-intervention survey and 57 completed the post-intervention survey. Quantitative results showed the resource helped students prepare for practicals and their perception of competency and confidence when auscultating equine cardiac sounds improved (p < 0.05). Compared to fifth-year students, fourth-year students felt less competent at identifying murmurs and arrythmias prior to accessing the learning resource (p < 0.05). Fourth-year and fifth-year students’ familiarity with detection of murmurs improved after completing the learning resource (p < 0.001). Qualitative analysis demonstrated a limited number of opportunities to practice equine cardiac auscultation throughout the veterinary degree, especially during the COVID-19 pandemic, and that integrated audio-visual resources are an effective means of teaching auscultation.

This paper presents how Q-learning algorithm can be applied as a general-purpose selfimproving controller for use in industrial automation as a substitute for conventional PI controller implemented without proper tuning. Traditional Q-learning approach is redefined to better fit the applications in practical control loops, including new definition of the goal state by the closed loop reference trajectory and discretization of state space and accessible actions (manipulating variables). Properties of Q-learning algorithm are investigated in terms of practical applicability with a special emphasis on initializing of Q-matrix based only on preliminary PI tunings to ensure bumpless switching between existing controller and replacing Q-learning algorithm. A general approach for design of Q-matrix and learning policy is suggested and the concept is systematically validated by simulation in the application to control two examples of processes exhibiting first order dynamics and oscillatory second order dynamics. Results show that online learning using interaction with controlled process is possible and it ensures significant improvement in control performance compared to arbitrarily tuned PI controller.

We present a processing-in-memory (PIM)-based hardware platform, referred to as MONETA, for on-chip acceleration of inference and learning in hybrid convolutional spiking neural network. MONETAuses 8T static random-access memory (SRAM)-based PIM cores for vector matrix multiplication (VMM) augmented with spike-time-dependent-plasticity (STDP) based weight update. The spiking neural network (SNN)-focused data flow is presented to minimize data movement in MONETAwhile ensuring learning accuracy. MONETAsupports on-line and on-chip training on PIM architecture. The STDP-trained convolutional neural network within SNN (ConvSNN) with the proposed data flow, 4-bit input precision, and 8-bit weight precision shows only 1.63% lower accuracy in CIFAR-10 compared to the STDP accuracy implemented by the software. Further, the proposed architecture is used to accelerate a hybrid SNN architecture that couples off-chip supervised (back propagation through time) and on-chip unsupervised (STDP) training. We also evaluate the hybrid network architecture with the proposed data flow. The accuracy of this hybrid network is 10.84% higher than STDP trained accuracy result and 1.4% higher compared to the backpropagated training-based ConvSNN result with the CIFAR-10 dataset. Physical design of MONETAin 65 nm complementary metal-oxide-semiconductor (CMOS) shows 18.69 tera operation per second (TOPS)/W, 7.25 TOPS/W and 10.41 TOPS/W power efficiencies for the inference mode, learning mode, and hybrid learning mode, respectively.

Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, precipitating steep learning and psychological well-being curves for university teachers and students. This has impacted dramatically on the conditions under which higher education has had to function in regard to research and what is now referred to as ‘emergency online education’. As staff face unprecedented challenges, so too do students. Given that the consequences of these times are likely to be felt well into the future, it is important to capture what is happening now. We therefore present this perspective piece comprising 13 musings co-authored by students and educators regarding our experiences of two lockdowns within Aotearoa New Zealand in 2020 representative of the disrupted university in its adjustment to learning and teaching. In contributing to calls to develop a post-pandemic pedagogy for higher education, and better support staff and student well-being, we draw on methods that would multiply questions and invoke possibilities, as an impetus for reimagining higher education. Making use of a cogenerative dialoguing process, these musings enable multiple voices to be heard and considered. A non-representational lens enables us to explore the what and how of Covid-19 creating disruption and uncertainty for students’ and educators, influencing their psychological well-being and higher education pedagogy and practices, and becoming a contextually relevant taonga (treasure) of experiences that might inform future educational activities.

Purpose To provide a rationale for the design and implementation of a Professional Development Program for academics and present reflections on the process and outcomes provided by the program facilitators and participants. Methods The program methodology centres on a collaborative approach to professional development. However, the focus is on student-centred rather than teacher-centred learning approaches in a manner consistent with the ideals of practice/problem-based learning philosophy and methodology. Results Reflective pieces provided at the conclusion of the program demonstrated that participants satisfied the criteria for leaner-managed learning outcomes. Conclusion The context and culture of the academic environment has continuously changed over the last three decades mainly given developments in technology. However, in contexts reliant on technology enhanced learning and teaching, successful on-line learning events still need to reflect a student-centred approach. In most instances professional development opportunities should allow academics the freedom to pursue answers to their own development needs.

Listening and appreciating the views of the academic staff and students is critical in a learning period characterised by abrupt changes in the mode of classroom delivery where the traditional classroom teaching and learning is replaced by virtual classes. This study explored the “carrots” and “sticks” of on-line learning experienced by both academic staff and students at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving in-depth interviews for academic staff and focus groups with selected university students from three academic Faculties. The study results showed that both students and academic staff found on-line learning beneficial in terms of incurring reduced transport expenses and chances of getting infected with Covid-19 due to reduced physical mobility. Due to increased use of technologies, the participants became more innovative and conscious in time use during the teaching-learning process. However, the effectiveness of on-line learning was limited by the challenges of limited data, unreliable internet connection, failure to record lectures, few zoom links at Faculty level, limited class control, and unstable attendance by students. Results further revealed the challenges of time constraint for computational subjects, assessment challenge, limited skills and knowledge in using , limited consultations, and speedy lecturers. The results provide valuable information on the progress in adjusting to the demands of the “new normal” in higher education teaching and learning. Concerted efforts of institutional leadership, academic staff and students should be the norm especially in acquiring and using ICT Infrastructure to enable academic staff and students’ transit to the “new normal”.

The paper highlights the importance of monitoring students’ knowledge in the educational process organized on the basis of IT. The monitoring procedure in training enhances students’ knowledge. The results of this study show that the modernization of the monitoring in the educational process requires the use of modern computer equipment and means of communication. Electronic monitoring of students’ knowledge is the basis for obtaining an objective independent assessment of the level of students’ academic achievements (knowledge, intellectual and practical skills). The paper also presents the list of online services for creating broad-based tests, which include Google Forms, LEARNINGAPPS.ORG, PROPROFS, ClassMarker. Careful analysis of the learning forms allows us to present a way of organizing students’ training with the help of the Google platform, including the Google Classroom service (Learning Management System), which is essential for online learning and effective control of students’ knowledge of the subjects of their major. Unlike its predecessors, the Google Classroom as a separate learning management system allows teachers to use the integrated tools of the Google Apps package, such as Google Drive and Gmail. The main possibilities of using Google Classroom for the organization of Smart learning and monitoring of students’ knowledge are identified. The paper also presents detailed information on the possibilities for Google Classroom users (teachers, students, mentors, parents, administrators). The use of the Smart course, developed by means of the interactive services combined with the traditional methods of teaching information technologies, has made it possible to move the communication of students and teachers up to a new level – it is not limited only to a classroom. In the Google Classroom the educators can post tasks, send announcements, start discussions, and students can share materials, add comments on the course, communicate via e-mail. The information on the work done is constantly updated, which allows the educators to check the tasks quickly and monitor students’ knowledge. The article proves the effectiveness of using the Smart course on the basis of Google Classroom for the formation of information skills of students majoring in “Information and Software Processing Operator”.

A new online multi-class learning algorithm is proposed with three main characteristics. First, in order to make the feature pool fitter for the pattern pool, the adaptive feature pool is proposed to dynamically combine the three general features, Haar-like, Histogram of Oriented Gradient (HOG), and Local Binary Patterns (LBP). Second, the external model is integrated into the proposed model without re-training to enhance the efficacy of the model. Third, a new multi-class learning and updating mechanism are proposed that help to find unsuitable decisions and adjust them automatically. The performance of the proposed model is validated with multi-class detection and online learning system. The proposed model achieves a better score than other non-deep learning algorithms used in public pedestrian and multi-class databases. The multi-class databases contain data for pedestrians, faces, vehicles, motorcycles, bicycles, and aircraft.

One of the mandates of the International Union of Immunological Societies (IUIS) is to promote immunological education to young scientists across the globe, including a large focus on those from low and low-to-middle income countries (LIC and LMIC). It strives to achieve this goal through the Education Committee (EDU), which is one of ten committees of the IUIS. To this end, EDU organizes three to four one-week courses per year in close cooperation with regional immunological societies and local organizers. Initially, the focus has been on Africa, addressing the most relevant topics and health issues facing specific countries or regions in the continent. The idea was then extended to Latin America and now also includes courses in Asia. The faculty of all courses is a blend of international and local/regional experts also known for their teaching expertise. The courses are highly interactive, and include “meet-the-speakers” sessions, poster walks, and sessions on grant or PhD project writing, and on practical aspects of becoming a successful scientist. Importantly, all the IUIS-EDU courses use a combination of pre- and during-course on-line learning followed by consolidation of knowledge in a collegial setting. This “flipped” classroom approach ensures that participants have acquired the basic knowledge needed to optimize their participation in the course. Immunopaedia is the IUIS-endorsed immunology learning site used for this purpose. All faculty members are requested to contribute material related to their specific topic while students must learn the on-line material before coming in person to the course. All course participants have free access to all Immunopaedia material indefinitely. The implementation of regional immunology courses targeted to local health issues in areas of the world where PhD students, post-doctoral, and early career scientists often do not have access to open on-line resources and contact with renowned experts in the field has proven to be highly successful. The long-term impact of this structured educational program is already visible through the large number of young scientists who are now connected via Immunopaedia and who are forming networks in regions where there had been very little contact before and building new Immunological Societies.

Embedded, continual learning for autonomous and adaptive behavior is a key application of neuromorphic hardware. However, neuromorphic implementations of embedded learning at large scales that are both flexible and efficient have been hindered by a lack of a suitable algorithmic framework. As a result, most neuromorphic hardware are trained off-line on large clusters of dedicated processors or GPUs and transferred post hoc to the device. We address this by introducing the neural and synaptic array transceiver (NSAT), a neuromorphic computational framework facilitating flexible and efficient embedded learning by matching algorithmic requirements and neural and synaptic dynamics. NSAT supports event-driven supervised, unsupervised and reinforcement learning algorithms including deep learning. We demonstrate the NSAT in a wide range of tasks, including the simulation of Mihalas-Niebur neuron, dynamic neural fields, event-driven random back-propagation for event-based deep learning, event-based contrastive divergence for unsupervised learning, and voltage-based learning rules for sequence learning. We anticipate that this contribution will establish the foundation for a new generation of devices enabling adaptive mobile systems, wearable devices, and robots with data-driven autonomy.

The initiatives on MOOCs promoted in the United States by prestigious universities, such as Stanford, Harvard, MIT, and by private bodies such as Udacity, aroused great interest worldwide; however the teaching and learning models proposed with MOOCs do not appear to rely on solid theoretical bases and, therefore, on valuable psycho-pedagogical models. The aim of this paper is to analyze some pedagogical aspects related to video communication models in order to highlight the strong and weak points of the educational framework of these initiatives. The teaching models adopted by the International Telematic University UNINETTUNO for its video lessons, the distance assessment systems, the teacher/tutor and student distance interaction models reached such a quality level that it allows us to generalize this model and trigger teaching and learning processes of high quality and to lower the dropouts rates of the students enrolled in MOOCs.

Bidirectional brain-machine interfaces (BMIs) establish a two-way direct communication link4 between the brain and the external world. A decoder translates recorded neural activity into motor5 commands and an encoder delivers sensory information collected from the environment directly6 to the brain creating a closed-loop system. These two modules are typically integrated in bulky7 external devices. However, the clinical support of patients with severe motor and sensory deficits8 requires compact, low-power, and fully implantable systems that can decode neural signals to9 control external devices. As a first step toward this goal, we developed a modular bidirectional BMI10 setup that uses a compact neuromorphic processor as a decoder. On this chip we implemented11 a network of spiking neurons built using its ultra-low-power mixed-signal analog/digital circuits.12 On-chip on-line spike-timing-dependent plasticity synapse circuits enabled the network to learn13 to decode neural signals recorded from the brain into motor outputs controlling the movements14 of an external device. The modularity of the BMI allowed us to tune the individual components15 of the setup without modifying the whole system. In this paper we present the features of16 this modular BMI, and describe how we configured the network of spiking neuron circuits to17 implement the decoder and to coordinate it with the encoder in an experimental BMI paradigm18 that connects bidirectionally the brain of an anesthetized rat with an external object. We show that19 the chip learned the decoding task correctly, allowing the interfaced brain to control the object’s20 trajectories robustly. Based on our demonstration, we propose that neuromorphic technology is21 mature enough for the development of BMI modules that are sufficiently low-power and compact,22 while being highly computationally powerful and adaptive.

The field of digital pathology has rapidly expanded within the last few years with increasing adoption and growth in popularity. As digital pathology matures, it is apparent that we need well-trained individuals to manage our whole-slide imaging systems. This editorial introduces the joint National Society for Histotechnology and Digital Pathology Association online self-paced digital pathology certificate program which was launched in May 2018 that was established to meet this demand. An overview of how this program was developed, the content of the educational modules, and the way that this program is being offered is discussed.

We introduce a modeling framework for the investigation of on-line machine learning processes in non-stationary environments. We exemplify the approach in terms of two specific model situations: In the first, we consider the learning of a classification scheme from clustered data by means of prototype-based Learning Vector Quantization (LVQ). In the second, we study the training of layered neural networks with sigmoidal activations for the purpose of regression. In both cases, the target, i.e., the classification or regression scheme, is considered to change continuously while the system is trained from a stream of labeled data. We extend and apply methods borrowed from statistical physics which have been used frequently for the exact description of training dynamics in stationary environments. Extensions of the approach allow for the computation of typical learning curves in the presence of concept drift in a variety of model situations. First results are presented and discussed for stochastic drift processes in classification and regression problems. They indicate that LVQ is capable of tracking a classification scheme under drift to a non-trivial extent. Furthermore, we show that concept drift can cause the persistence of sub-optimal plateau states in gradient based training of layered neural networks for regression.

Summary: On-line tecnological Innovation on education using Web Content Management System Platforms has involved a teaching-learning process advance in students. The wide variety of software platforms requires a comprehensive analysis allowing to locate the appropriate Learning Management System (LMS), which combines organization's needs with hardware and software requirements for the system to be deployed. Additionally, it is crucial the fact of bearing in mind other demands , such as rewriting, adapting contents or interchange educative materials or information with other organizations. Along these lines LMS platform must be adjusted to international standards and specifications like SCOMR or IMS. In this sense, LMS Atutor provides accesibility, adaptability, and installation and configuration facilities required for contents and on-line utilities to be put into production in a open source environment. This platform can contribute to teaching work in Language and Literature subject courses development and even offer comunication facilities to student related to information access and online self-study.Resumen: La innovación tecnológica en la educación on-line a través de Plataformas Web de Gestión de Contenidos ha supuesto un avance en el proceso de enseñanza-aprendizaje del estudiante. La gran variedad de plataformas software precisa de un análisis pormenorizado que permita localizar el apropiado Sistema de Administración de la Enseñanza (LMS) que compagine las necesidades de la organización con los requisitos hardware y software del sistema a implantar. Además, es crucial tener en cuenta otras demandas, como reescribir, adaptar contenidos o intercambiar materiales educativos o información con otras organizaciones; por ello la plataforma LMS debe adecuarse a estándares o especificaciones internacionales como SCORM o IMS. En este sentido, el LMS Atutor proporciona la accesibilidad, adaptabilidad y facilidad en instalación y configuración requeridas para la puesta en producción de contenidos y utilidades online en un entorno de software libre. Plataforma que puede contribuir a la labor docente en la elaboración de cursos de la disciplina de Lengua y Literatura además de proveer al estudiante de facilidades para la comunicación, acceso a la información, y autoaprendizaje online.

Since the origins of psychotherapy, interest has emerged in identifying the best training strategies for professional therapists. Nowadays, in the Knowledge Era, with the availability of new interactive Information and Communication Technologies, new conditions and tools to foster professional knowledge and skills in any domain, included clinical psychology are applied. In addition,, Information Technologies allow assessing effectiveness of psychotherapists' performance in objective ways. The present study weighs the influence of instructional design as a relevant factor in the learning process of 121 students enrolled in a clinical psychology undergraduate course, who participated in a quasi experimental factorial study under four conditions. The group that combined a sound instructional design with an online delivery modality of the course obtained the best learning results

Introducción. La enseñanza de la patología médica a través de imágenes es clave para conseguir habilidad clínica en el diagnóstico. Objetivos. Comparar la eficacia docente de un método de enseñanza basado en imágenes en un ‘entorno no presencial' frente a la enseñanza tradicional en un ‘entorno presencial', y evaluar el grado de satisfacción del alumno sobre este método de innovación docente en la enseñanza de la patología médica. Materiales y métodos. El estudio se realizó durante el curso 2005-2006 entre 62 alumnos de Patología médica, de la Facultad de Medicina de Córdoba. Se compararon los dos métodos de enseñanza: el presencial (en cada seminario se expusieron verbalmente 15 imágenes) y el no presencial (imágenes clínicas expuestas en la página web de la Facultad de Medicina con tutorización a través del correo electrónico). La evaluación consistió en la valoración clínica de 16 imágenes (ocho imágenes de cada modelo de enseñanza). Se comparó la puntuación del examen teórico con la de las imágenes clínicas. Tras el examen fi-nal, el alumno realizó un cuestionario de evaluación. Resultados. La calificación media final de las imágenes (sobre 10 puntos) fue de: 6,8 ± 1,5 y la del test (sobre 10 puntos) fue de 7,3 ± 0,9. La calificación media de las imágenes expuestas en la web (7,4 ± 1,6) fue superior a la del modelo presencial (6,3 ± 1,7) p < 0,0001. Existía una correlación entre la puntuación total de la imagen y la del test (r: 0,584, p Introduction. The teaching of Internal Medicine through images is the key for the achievement of clinical skills in the diagnosis. Aims. To compare the efficiency of a teaching method based on images in a face-to-face learning situation with the traditional teaching methods, and to evaluate the degree of satisfaction amongst the alumni regarding the new teaching method within the Internal Medicine. Materials and methods. The study was carried out throughout the academic year 2005/06 amongst 62 Internal Medicine students in the School of Medicine in Córdoba. Two teaching methods were compared: (i) face-to-face -15 images were exposed in workshops, and (ii) distance- clinical images were exposed at the School of Medicine web site through a tutorial system based on e-mail. The evaluation consisted in a clinical evaluation of 16 images -8 images for each teaching method. The results from the multiple choice exam and the clinical images exam were also compared. Finally, students answered an assessment questionnaire. Results. The final average qualification -out of 10- for the images was: 6.8 ± 1.5 and for the multiple choice exam -out of 10- was 7.3 ± 0.9. The average qualification was higher for the images exposed at the web site than for the face-to-face model: (7.4 ± 1.6) vs (6.3 ± 1.7) p < 0.0001. There was a correlation between the total punctuation for the images and the examination (r: 0.584, p < 0.0001). Moreover, there was also a correlation between the qualification obtained for the images in the face-to-face method and the images exposed on-line (r: 0.697, p < 0.0001). Conclusions. Qualifications for the cases displayed on the website were higher than those for the cases exposed on the face-to-face workshops. In addition to this, students had a very positive opinion regarding the new teaching method for Internal Medicine based on clinical images.

There has been tremendous growth both in study abroad and intercultural exchange options in the United States and also in on-line learning options in higher education. Reviewing 91 cross-cultural experiences with at least one type of formal on-line component, this paper provides an overview and categorization of these offerings as well as a discussion of trends. It also offers recommendations to help strengthen and shape further offerings and related research.

Distance learning programs have rapidly increased during the past few decades. In fall 2000 the University of Joensuu started to offer distance Computer Science (CS) studies to the high school students in surrounding rural areas of Joensuu. In this program high school students study the first year's university level CS studies over the web simultaneously with their regular high school studies. We describe the creation process of our virtual curriculum which is based the so-called Candle scheme. The Candle scheme search the most essential principles needed in on-line course design, supporting a student locally in her authentic learning needs via electronic tools in a light way. With the Candle scheme we have successfully focused in our design process on the most essential parts of the virtual study process. Our experiences of the Candle scheme in the creation process of the on-line CS program during years 2000-2002 indicate that the scheme is the functional one and expandable to other contexts as well.

Este artigo é uma provocação. Ele focaliza a sociedade da aprendizagem, sua substância e retórica. Os protagonistas da sociedade da aprendizagem defendem a idéia de que a escolaridade está morrendo e que a educação deveria passar por uma reengenharia. Propõe uma nova infra-estrutura em torno do conceito de aprendizagem em linha. Entretanto, essa visão da sociedade da aprendizagem padece de, pelo menos, três defeitos. Primeiro, ela pressupõe que se pode transmitir tudo o que se pode imaginar; segundo, que fazer alguma coisa funcionar é tão simples como conceber uma infra-estrutura; e, finalmente, que a sociedade da aprendizagem pode se libertar das relações de poder que marcaram seus predecessores.This article is a provocation. It focuses on the learning society, its substance and rhetoric. Protagonists of the learning society advance the idea that schooling is dying, and that education should undergo re-engineering. A new infrastructure is proposed around the concept of on-line learning. This vision of the learning society suffers, however, from at least three defects. First, it assumes that what can be imagined can be delivered; secondly, that making something work is as simple as designing an infrastructure; and finally, that the learning society can escape from the power relations that also marked its predecessors.

The Doctoral Community Network (DC) is a learner driven, scholarly community designed to help online doctoral learners successfully complete their dissertation and program of study. While digital natives grew up in an environment immersed in technology, digital immigrants adapted to this environment through their ability to learn and adjust to new technologies. With several thousand Doctoral Community Network users, it was not known to what extent digital immigrants had embraced the technology. A study of 988 users determined that digital immigrants used the Doctoral Community Network more often and for a larger variety of purposes than digital natives did. Specifically, digital immigrants log-on more frequently, view leadership content at higher rates, read more blogs, use more doctoral community network research resources, and send and receive more peer messages than digital natives do. This research supports existing literature that found that digital immigrants possess higher levels of social reliance than digital natives while contradicting other literature that found that digital natives tend to use the internet for social networking and blog diaries at higher rates.

Blended learning is a hybrid of classroom and on-line learning that includes some of the conveniences of on-line courses without the complete loss of face-to-face tact. Purpose: The purpose of this study was to evaluate student achievement and satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general health course. Method: Surveys were distributed to randomly selected classes during the fall 2007 semester: three blended and one traditional sections participated (n=251). Results: Total satisfaction scores between blended (54.986) and traditional (49.788) classes were significantly different (p< 0.01). Achievement by students of blended and traditional sections brought mixed findings, yet blended students’ overall grades were significantly higher (p=0.048). Conclusion: Results indicated that a blended course delivery is preferred over a traditional lecture format, and promising data emerged to challenge teachers’ traditional approach to teaching general health courses at the university level.

Abstract Background The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

Increasing numbers of on-line venues for learning are emerging as virtual communities become more accessible and commonplace. This paper looks at one particular virtual community, an on-line degree programme at the University of Illinois, Urbana-Champaign, which offers an M.S. in Library and Information Science (called LEEP). It draws on a framework presented by Mynatt, et al. (1998), which provides a lens for talking about on-line community as a set of affordances. This framework is applied to illustrate the interactions, artefacts, and expectations that shape this community.

This paper explores the growing interest in professional development through asynchronous electronic discussion. It presents an excerpt from within a recent forum on telematic learning and analyses ways of initiating discussion; styles of messages and learning through on line discussion. The paper suggests that electronic forums have huge potential for developing professional knowledge but points out some of the complexities and paradoxes involved.

This paper describes the library work package of the European Unions Telematics for Teacher Training project, which links the Libraries and Education and Training sectors. Its two major deliverables, a user needs analysis report addressing networked learner support in European partner institutions and development of an online course for librarians, are discussed in terms of professional development opportunities for partnership between academic and information staff.

In 1996 the University of Lincolnshire and Humberside implemented its Effective Learning programme (ELP). This is delivered by a Networked Learning Support Intranet (NLSI). This paper discusses some of the issues raised in linking NLSI to centralised databases and the changing staff roles within Learning Support required to develop, deliver and support ELP and the NLSI.

Educationalists worldwide are seeking to adopt on-line systems to improve their course presentations. This raises a number of issues, about how these on-line systems can best be integrated and also what structures and resources need to be put in place to support such an approach. This paper will discuss how the M205 - STILE project was supported at the Open University in 1995 and discuss the tutors responses about the advantages and disadvantages of the on-line presentation of the course as compared to face to face tutorials.

This paper focuses on what has been learnt through the NetLinkS project about professional development and training needs for NLS, and describes the underpinning rationale and curriculum model for the new on-line course. The research on which the paper draws, which aimed to assess the validity of the CPD concepts initially proposed and to feed into further refinement of the curriculum model, was carried out by means of focus group discussions in nineteen UK institutions of higher education during 1995-6, and is currently being followed up by one-to-one interviews with a range of staff with interests and involvement in NLS.

The aim of the paper is to compare the role of the facilitator with the role of the librarian. Firstly, a list of the role dimensions of the facilitation is described. Secondly, a case study of a facilitation proces is presented. Thirdly, the intermediary functions of the librarian is considered. The comparison shows that the similarities between the two roles concerns the communication, the identification of information needs and the translation of the user formulations into a systematized terminology. Moreover, we cannot exclude that two elements of the librarian's information seeking process; i.e., the searching activity and the evaluation of the results, may exist in the work of the facilitator. Still, the important difference is, that the information seeking process, carried out of the facilitator, may be based not on the information needs of the user but on the predetermined outcome of the communication process. However, a more explicit work with the functions of the librarian; i.e.. both the searching activity and the evaluation of the results, during a networked communication process, may strengthen the group understanding development. In this way, the role of the librarian could develop the role of the facilitator. At the same time, the attention of the facilitator to the needs of the group could bring an important aspect into the role of the librarian.

Various forms of education and training, based on the classical Computer Based Training (CBT), have become well established within companies and in higher education. With regard to the flexibility in terms of time and location, as well as in terms of incurred cost, they are far superior to traditional forms of instruction. A relatively recent development which has not yet gained widespread acceptance is the use of the World Wide Web (WWW) as a basis and platform for distributed computer assisted teaching and learning. In addition to the advantages outlined with regard to classical CBT, the WWW offers the two advantages of world wide availablity as well as ease of promptly updating courses, but also adds many possibilities of collaborative learning. Using the Java programming language and the ever improving means of online presentation it has become possible to realize sophisticated WWW-based teachware packages which are comparable in terms of appearance and functionality to classical CBT applications created with dedicated authoring systems.

The TAPin Project and its implementation at the University of Birmingham is described. Local issues and key features of a hybrid approach to Networked Learner Support are addressed. The methods of NLS adopted included electronic mail and the Internet. The key role in NLS played by subject librarians is stressed. Transfer of skills to learners by means of targeted individual training and a web guide is discussed.

Development of an externally funded groundbreaking course for the Internet environment at the University of Southern Queensland has provided valuable experience. The course was designed by a multidisciplinary team, including librarians. The paper will describe the provision of library services for students and discuss issues for the future.

This paper describes a collaborative project which has defined requirements and a model for holistic networked learner support. Based on these requirements, a working prototype for a Learning Environment has been developed. Technical, organisational and business issues which have arisen are discussed.

In 1995/6 the Open University Business School (OUBS) trained 187 tutors in the UK and Continental Western Europe in Computer Mediated Conferencing (CMC) for management education. The medium chosen for the training was FirstClassTM. In 1996/7 the OUBS trained a further 106 tutors in FirstClassTM using an improved version of the previous years training. The on line training was based on a previously developed model of learning on line. The model was tested both by means of the structure of the training programme and the improvements made. The training programme was evaluated and revised for the second cohort. Comparison was made between the two training programmes.