Problem/Challenge

The challenge was to convert an existing slideshow and lecture based Architectural History course to an on-line format that supports multiple learning styles and allows asynchronous access to the study materials. The course in question was a core course for undergraduate students at the North Carolina State University School (now College) of Design in the 1990s. The course was intense due to the high-speed presentation of large numbers of slides and drawings in a lecture room setting. Students and faculty were seeking a way to offer the material for review and study outside the restrictions of the class presentation. There was also a desire to offer the materials in a manner that addressed alternate learning styles among the student body.

Alternatives Considered

Among the solutions considered were:

1. Multi-media authoring tools to create a CD-ROM based course module

2. Developing a hybrid course where only the image materials could be accessed on-line.

3. Building a course support package based on the then emerging WWW/HTTP (Web) standard for course delivery.

Comparison of Alternatives

Using a Multi-Media authoring tool and delivering the course content via CD-ROM was a well know technique at the time of the research (early 1990’s). While the participants involved in this project had some history of success with this approach, CD-ROM was a limiting technology. The costs for CD-ROM curriculum development and distribution were considerable, and the development did not advance the potential for network distribution of the content on-demand. For these reasons, this approach was rejected.

Hybrid course presentation offered the potential to provide on-demand content to aspects of the material using network protocols and resources, but did not fully integrate the course material in one package. Separation of the image material from the lecture component and lack of interactive and active learning were also seen as drawbacks to this approach. The hybrid approach was rejected as too timid and limiting after due consideration.

Using the emerging WWW/HTTP technologies offered the potential to provide most of all of the technical capacity offered by the CD-ROM approach, but at a lower cost and with wider distribution potential. The primary problem was the relative immaturity of the technology. At the time (early 1990’s) the Common Gateway Interface (CGI) modules to allow interactive programs and database access via a web browser were newly released. The researchers were working with the National Supercomputer Center (NCSA) to acquire a version of the MOSAIC Web browser that allowed forms to be used. The supporting technical providers were still resolving issues like sound and video playback. Even with these risks, it was clear that the potential of the Web as a supporting technology made this approach the clearly superior choice if the technical issues were solved.

Alternative Selected

The approach finally selected was to attempt to construct a set of tools based on the emerging Web standards to store and present the material in a number of multi-media formats – video style streams, slides, written materials and interactive learning modules – all using the Web as a delivery vehicle. This approach carried risks that the demands of the material might not be met by current technology, but it offered the greatest promise for future growth and support of all needed technical systems. The delivery method was also pervasive, asynchronous and cost effective.

Performance Experience

While the scope of the project did not allow for the development of all aspects of the proposed curriculum support materials, the performance and reception of the modules that could be developed was very good. The personal choice and intimate presentation provided by the Web as a delivery mechanism was outstanding, and well received by faculty and students. Asynchronous access by many students at once of the slide materials alone made the project worthwhile. The attempts to offer alternate paths to the material in support of multiple learning styles was also well appreciated by both instructors and students. The lack of more active learning support modules was a drawback, but future modules could clearly address this shortcoming.

Even with limited technical capability the project was considered very successful. It uncovered the potential of the Web as the preferred curriculum delivery vehicle for extending learning past the classroom. Issues like the need for web video and audio standards were raised. Issues of rights management and fair use were explored, and the policy development process was set in motion. The capacity to address multiple learning styles with web based learning support materials was clearly demonstrated and a pattern of development for future projects was established.