horizon line

p. 3

The review of the literature conducted as part of this project has shown that, despite differences in the educational models and stages of development around the world, there are some common effects that technology enhanced, supported or fully delivered off-site programs have on the range of activities that take place in our institutions.

New Learning Technologies (NLT) as subset of Information and Communication Technologies (ICT)

Stats on growth of internet usage in Australian businesses and households between 1997/8 and 1999

p. 4

As the numbers of teachers and the learners increase who find the benefits of the NLTs in the virtual and experimental programs, it is a natural expectation that these same people will want to use the same tools in their ‘traditional’ teaching and learning environments (Morgan, 2000; Schoomer, 2000). Termed ‘hybrid’ or ‘blended’ learning programs, the edges are blurring between what is done ‘at a distance’ with technology as the means, and what is done and when it is done in a classroom (or library or learning centre or workplace) with the same technologies (Gilbert and Grayum, 2000).

This reverse effect on the traditional is impacting how people are looking at the educational experience. The traditional is being deconstructed into its component parts and reconstructed into different combinations of learning activities, information, materials, tools and demonstration of skills/knowledge attainment (Jilk, 2001). It is as if the technologies have become the catalyst for a renaissance in education, with new explorers, new approaches, and new outcomes. These explorations are bound to put pressure on the physical environments that we currently use and those designed for the future.

p. 8

Accessibility: Designs should provide for high levels of accessiblity for a range of types of people and their capabilities. Entry points, furniture heights, placement of powerpoints are some physical design aspects of accessibility. In another sense, facilities must be accessible at appropriate times to meet learner needs. This might include providing multipurpose facilities, such as open computer labs, as well as specific use spaces such as computer equipped classrooms.

Flexiblity as a design consideration will assist with better facility use. Designs should optimise flexibilty to allow for different programs and teaching methods. Is there space for bringing in books and writing materials as well as the computer stations on the desktops? Can teachrs easily move around in the space? Is there a place for small group work as well as large group activities and still have access to support hardware and software?