In an earlier paper, Bopry (2005) suggests a simple organizer for the development of effective learning experiences. The basic assumption is that to be effective the experience will need to engage the learner in an activity which generates phenomena that encourage an active understanding of the way 'things work' in the world and are not simply…

In this paper we propose that Interaction Analysis studies, which focus on the process-product relationship between types of teacher--student interactions and learning outcomes, present only part of the learning picture. Clearly, not all teacher?student interaction patterns are equally effective for students at different ages and stages of…

In September 1996 NRICH (www.nrich.maths.org.uk) was born as a mathematics 'networkshop' offering pupils of all ages who enjoy the challenges of mathematics, the opportunity to participate, either with friends in a school mathematics club or individually (via school or home), in a virtual meeting place where they could share ideas and collaborate.…

Educators have used online technology in the past as information presentation tools and information storage tools to support learning. Researchers identify online technologies with large capacities and capabilities to enhance human learning in an interactive fashion. Online learning technology should move away from the use of computer technology…

3-dimensional online learning environments can provide a means for users with limited connectivity to the Internet to participate as fully as their broadband-enabled peers in collaborative experiences, information sharing and feedback. Nearly 90% of the universities in the USA that support distributed learning programmes use web-based course…

The authors of this article discuss three pedagogical approaches, learning community, community of practice and community learning, and analyse their significance for knowledge acquisition and construction in higher education. The authors also explore the roles of technology in creating adequate environments for educators to implement teaching…

Chronicles the development of the educational film in Germany from 1919 through the 1970s, moving from silent to sound films and introducing the influence of television on the medium. The single concept film, the influence of curriculum development and research, and the role of video are also discussed. (RAO)

Explores the development of audiovisual instruction in the United States as an outgrowth of the industrial revolution and the development of more sophisticated communications technology in the mid twentieth century. (RAO)

Discusses the development of audiovisual instruction in Belgium and the need for standardizing within this context. (RAO)

The postwar history of the development of audiovisual aids in Britain is discussed in relation to national priorities during this period of rebuilding. (Author)