The Web: interactive and multimedia education - upv.es Web Interactive and... · This paper presents examples of several techniques in evidence in UK higher education which demonstrate

Computer Networks and ISDN Systems 30 (1998) 1717–1727

The Web: interactive and multimedia education

Robert Allen Ł

Netskills, University Computing Services, University of Newcastle upon Tyne, Newcastle upon Tyne NE1 7RU, UK

Abstract

The World Wide Web is becoming increasingly important in the provision of education, as recognised by severalhigh profile UK government reports. Improved tools for developing Web-based teaching and learning materials, togetherwith focused training by individuals, institutions and national programmes, have led to a greater confidence in networktechnologies by educators at many levels. Higher education institutions have been leading players in the UK in thedevelopment of innovative ideas for exploiting the educational potential of the Web. This paper presents examples ofseveral techniques in evidence in UK higher education which demonstrate some of the key innovations in teaching andlearning, focusing on the themes of multimedia and interactivity. Some of the pedagogic and technology issues associatedwith these techniques are identified, and the way in which integration into the curriculum can be achieved is explored.This integration takes many aspects of the learning process into account, from the delivery of information and references,through demonstration, example and practice, to learning by reflection and assessment. In particular, the way in which theWeb encourages the trend away from directed teaching and towards self-paced and distance learning is investigated. TheWeb is shown as supporting the learning process in many more ways than its traditional information delivery role. Threemain areas explored are: (1) Virtual environments, where real-life scenarios are reconstructed to bridge the gap betweentheory and practice; (2) interactive simulations, which allow the investigation of changing experimental conditions withoutthe cost and effort of laboratory equipment; and (3) assessment, which can provide valuable feedback to teachers andlearners alike, exploiting both interactive and multimedia elements to give added value to online educational materials. 1998 Elsevier Science B.V. All rights reserved.

Keywords: World Wide Web; Education; Multimedia; Interaction; Virtual environments; Assessment

1. Introduction

The World Wide Web offers educators a newmedium to deliver teaching and learning material– one which can bring new and exciting ways oflearning, and an alternative to traditional teachingtechniques. These new techniques can provide so-lutions to the demands of a changing environment,allowing flexibility for learning from home or work,

Ł Tel.: C44-191-222-5002; Fax: C44-191-222-5001; E-mail [email protected].

and the ability to cope with a widening variety ofbackgrounds and qualifications. The difficulty comesin finding ways to apply the new technologies to alearning process with proven educational benefit.

It is only within the last few years that universitylecturers have received the training and skills neededto exploit the Web, and they have found it approach-able and less technical than expected in general.However, as with most skills learnt, it is the success-ful application of the skills which reap the rewards,and not the skills themselves. People from all cornersof the community now have the ability to create Web

0169-7552/98/$ – see front matter 1998 Elsevier Science B.V. All rights reserved.PII: S 0 1 6 9 - 7 5 5 2 ( 9 8 ) 0 0 2 0 0 - 1

1718 R. Allen / Computer Networks and ISDN Systems 30 (1998) 1717–1727

pages and make them available to the world. Whilethe benefits of Web-based lecture notes being madeavailable can be clearly stated – single source, nodistribution costs, wide and flexible accessibility toname a few – the disadvantages of this simple use ofthe Web are becoming apparent. A direct transfer oftextual-based notes into a multimedia environmentleaves students less than enthralled, and a lack ofintegration with other aspects of the learning processlead to a fragmented approach. It is difficult to en-courage the use of new technology when computerresources are restricted by financial constraints, andthe pay off in using these new facilities is low com-pared to traditional paper-based approaches. Lecturenotes for example may be of more use to the studentas well formatted printed handouts, giving them theflexibility to take them into lectures, make notes onthem, and take them home to study at their leisure.

Using the Web to provide lecture material can beconsidered as fulfilling one of the first stages of thelearning process – that of information delivery. Thisstage itself can be enhanced, with the use of ‘live’external references accessed through hypertext links,taking advantage of existing material produced else-where. However, it is the subsequent stages of thelearning process that offer an exciting opportunityfor the use of Internet tools and facilities (focusingmainly on the World Wide Web which now sub-sumes a variety of other Internet facilities). Whilenot a study of educational theory, this paper aims toidentify and demonstrate uses of the Web at differentstages of learning. These stages include: the use ofdemonstration and example to illustrate theoreticalconcepts; practical sessions allowing the develop-ment of understanding of the theory through personalexperience; reflection and discussion to consider theimplications of scenarios and share ideas and prob-lems with other students; assessment which can beachieved in a variety of ways to determine the effec-tiveness of learning and the success of the teaching.

There has clearly been a gap between what theWeb is capable of and its use in day to day teachingand learning. While the use of the Web for pure in-formation delivery is a commendable first step in theuse of new technology, it should only be viewed asa transitional step towards a more holistic approachto education using new technology. The rest of thispaper demonstrates examples of innovative use of

the Web in the wider learning process, exploiting thefull potential of the technology. Of course this intro-duces new demands on computer resources and theskills required by students, and these issues will beaddressed in context. Three areas will be considered,which fulfil the requirements of different stages ofthe learning process – virtual environments, interac-tive simulations and assessment.

2. Virtual environments

Virtual environments aim to imitate aspects of reallife situations, in order that students can more fullyappreciate how the theory they have learnt fits in withthe practice. In other words, it is a chance to practicethe application of theories in a realistic environment.In traditional teaching methods, this may have beenachieved by role playing, or by a limited exposure toactual scenarios in real life. Using the Web, elementsof multimedia and interaction can be used to addrealism to a simulated situation. One example wherethis technique has been used is in the teaching ofSocial Work, a new development in the Clyde VirtualUniversity – a Scottish Universities initiative [1].

Teaching students to deal with difficult socialsituations is clearly tricky to achieve in practice,and in developing a Web-based virtual community,Clydetown, there was a recognition of the gap be-tween theory and practice. There was a need forexperience to be gained in realistic scenarios beforestudents were exposed to these scenarios in a realcommunity – in situations which could be delicate,critical and at times potentially dangerous to all in-volved. Clydetown was developed with the aim ofproviding a more complete set of information thancould be included in case notes and background in-formation. A town map is used to put communitiesof varying social conditions in geographical context(Fig. 1). This map is also interactive, in that differentareas can be selected to bring up more detail on thatparticular community. This detail begins with streetscenes, provided by real photographs, indicating theconditions of the housing, streets, people and facili-ties (Fig. 2). These images can be viewed as a ‘slideshow’ to give a glimpse of life in that community.

After the general context is demonstrated, stu-dents are exposed to a virtual family with particular

R. Allen / Computer Networks and ISDN Systems 30 (1998) 1717–1727 1719

Fig. 1. Clydetown map.

Fig. 2. Street scene.

social problems. Background information is pro-vided using text and photographs (Fig. 3), but one ofthe key features is a video clip by different membersof the family, giving their views on the situation(Fig. 4). This illustrates the different perspectives onthe same scenario, for example the perspective of theyoung unemployed single mother who feels trappedby her situation and wants to be out having fun withher friends. An alternative perspective is given byher mother, who feels that she is having to bring upanother generation of children because her daughteris too lazy and irresponsible.

Fig. 3. Case history.

Fig. 4. Video clips.

These simulated scenarios and alternative per-spectives are of course a stimulus for inviting pro-posals from the students on possible ways of dealingwith the situation. However, it is not expected thatone student develops their solution in isolation. Adiscussion forum is available, again through the Web,which allows the students to comment on the sce-nario and the perspectives. This discussion supportsa further stage of the learning process – that of re-flective learning, whereby the students are promptedinto questioning their own and others’ interpretationof the scenario. Through this discussion, alternativesolutions are proposed and debated.


Fig. 5. Virtual reality office.

The technical constraints for this type of materialare relatively low, requiring browser plugins to viewthe audio and video clips. Once downloaded, theclips can be played, paused, rewound and replayed,allowing a close inspection of the content. However,these multimedia files can be quite large, leading todelays in downloading the files. Normally, this couldcause considerable problems, particularly if homestudy is expected through a modem. The ClydeVirtual University initiative, however, has been de-veloped in order to make use the Scottish MANwhich offers high bandwidth to all the connectedinstitutions. If students are allowed or expected towork from home then there could be implicationson the level of flexibility of study possible withoutimpairing the learning experience.

Another quite different example of virtual envi-ronments is also developed within the Clyde Vir-tual University initiative [1]. This example is in thesubject of Human Resource Management, and usesVRML (Virtual Reality Modelling Language) to cre-ate a three dimensional office space through whichstudents can interact with objects they would nor-mally expect to find in an office (Fig. 5). Documentsand files can be found on the desk, which studentscan open and examine using the VRML viewercontrols, which operate within the Web browser.Documents may include memos and reports, andmay refer to information in other documents. Thusthe students are required to follow an investigative

Fig. 6. Manoeuvering around office objects.

approach, to discover and analyse information inorder to make decisions. The three dimensional vir-tual office through which they can manoeuvre isnot intended to be completely life like, but insteadintroduces the types of setting and objects whichthey may encounter in a real scenario, and allowsthem to interact with the objects following a sim-ilar routine that they would have to in real life(Fig. 6).

Although the use of three dimensional objects inVRML may give the impression of being technicallydifficult to develop, in fact VRML is relatively easyto write, with simple constructs defining the structureof the objects, and the actions which can be carriedout on them. The information held within the object,such as the text of a report, is then presented as asimple Web page (Fig. 7).

A VRML viewer is required to make use ofsuch a virtual environment, usually obtained as aplugin for the Web browser, in the same way as aplugin for an audio or video clip would be required.Of course complex 3 dimensional scenarios maycomprise large files, which again can cause delaysin downloading. Once started though, the VRMLsimulation allows instant interaction.

Stretching the analogy to static ‘virtual objects’,Oxford Universities Humanities Computing Unithave made good use of the Web in the VirtualSeminars for Teaching Literature project (funded byJTAP) [2]. A range of experiments in the use of


Fig. 7. Viewing an object.

Fig. 8. Comparing digitised manuscripts.

multimedia have led to the production of digitisedmedia to support teaching in the humanities. Oneexample is the use of scanned original manuscripts,offering students a rare opportunity to examine dif-ferent versions of manuscripts and analyse their dif-ferent content and presentation. Pairs of manuscriptscan be compared using a frames-based Web page,in which combinations of 4 digitised manuscriptsare analysed (Fig. 8). Students are asked to choosea base manuscript which they consider ‘most rep-resentative of authorial intention’. This choice isbased on a number of factors such as ordering ofcorrections. Using this base manuscript, a new edi-tion can be created and e-mailed back to the user,

investigating editorial practices and the study ofmanuscripts.

3. Interactive simulations

Whereas virtual environments create a scenariointended to imitate aspects of real life, interactivesimulations in this context refer to more specific andfocused subjects, usually investigated through exper-imental laboratory work. Clearly the sciences andengineering are best suited to this technique, and itis this area which is demonstrated here, although hu-manities are not excluded. Most experimental workinvolves a great deal of time, effort, and cost in termsof equipment and facilities. Students are required toattend special, supervised sessions in a controlled en-vironment and are exposed sometimes to potentiallyhazardous situations. In addition, while the labora-tory process is often important and students do learnthrough their mistakes, laboratory experiments oftenproduce results with a high degree of uncertaintyand rely on many complex factors within the envi-ronment. Web-based simulations can provide a safe,cheap and reproducible environment which offers analternative in some circumstances.

Edinburgh Chemical Engineering Department’sVirtual Control Laboratory [3] uses Java to embedengineering simulations within course notes describ-ing the theory and process of the experiment. Havingprepared the context, students can interact with sim-ulations which produce graphs of the experimentalconditions (Fig. 9).

The interaction is in the form of adjusting param-eters to achieve immediate feedback with the graphredrawn using the new parameters. In this manner, arange of experimental conditions can be investigatedquickly and easily to determine boundary conditions,optimum environmental factors, or to establish atrend. Using Java, while the page may take longerto download initially, once available, the interactionis almost instantaneous and requires no further net-work traffic or reloading of pages. Potentially thiscould allow offline or remote working without majortechnical problems. There are occasionally problemswith the use of Java between different browsers, al-though this is not a great problem at present andhopefully should improve in the future.


Fig. 9. Java engineering simulation.

Fig. 10. INTERACT Unix simulations.

Another example of engineering simulations inwhich accessibility is a major issue is with theINTERACT Simulations for Education [4]. Here,a platform-dependent approach has been adopted,whereby downloadable simulations are providedto run purely on the UNIX workstation platform(Fig. 10). Clearly this excludes PC users, but the ad-vantage is that much more sophisticated simulationscan be developed, tailored to that particular plat-form and making use of locally installed softwareto enhance the simulation. While the simulationscannot be run directly from the Web, downloadingthem is easy, and much supporting documentationis provided, including screenshots from the running

simulation to illustrate its operation, and productsheets with technical information.

The INTERACT work has led to further simu-lations development under the JTAP project Multi-verse [5], using Java and allowing group collaborationthrough multiple users accessing the same simulation.

4. Assessment

Assessment, understandably, is an area of greatinterest to the education community. Without assess-ment, there is no quantitative measure of studentperformance or the effectiveness of teaching. As faras the Web is concerned, the main problem has beenthat while self-assessment (largely formative) hasbeen quite widely and successfully used, summativeassessment has proved very difficult to implement.As the main body of assessment techniques focus onself-assessment, this section will demonstrate someof these examples, before investigating the issue ofsummative assessment.

The most successful Web-based tutorials havebeen the ones which include elements of self-assess-ment. These allow the students to test their ownknowledge of the subject covered – relating directlyto the content of the tutorial and, if used appropri-ately, positioned at intervals to coincide with specifictopics and subjects. A good example of a varietyof self-assessment techniques is the Anatomy of theKnee Tutorial [6] from Newcastle University. Thistutorial has a number of self-test sections whichadopt a wide range of relatively simple interactivetechniques. For simple text-based multiple choicequestions, HTML forms using selection boxes (radiobuttons) allow selection of an answer, and feedbackto be delivered. Using similar technology, pull-downmenus add variety where short answers are appropri-ate (Fig. 11).

Larger textual answers can be entered into a textarea box (again using forms), and the feedback deliv-ers the model answer along with the submitted an-swer. These questions are enhanced by the use ofimages to illustrate a concept. Images are used in amore sophisticated manner in some sections, by theuse of image maps (Fig. 12). This technique allowsdifferent areas of an image to be associated with adifferent action – namely the delivery of a different


Fig. 11. Using menus for self assessment.

Fig. 12. Using image maps.

Web page. For example, given an medical scan of aknee, the user is asked to identify a particular liga-ment. Clicking with the mouse on the visible parts ofthe knee delivers feedback according to the positionof the mouse. Only when the correct area is selected isthe next question posed. The use of fairly simple Webpage technology means that the technical demandsare low, while the results are quite effective.

A much more sophisticated approach is taken bythe TRIADS application [7] – part of the Assessmentof Learning Outcomes project at the Universities ofDerby, Liverpool and the Open University (fundedby HEFCE under the Fund for the Development ofTeaching and Learning Initiative). This uses Shock-wave for Authorware to start up an independentassessment application on the user’s machine. Com-plex interactive techniques can be used to manipulate

Fig. 13. Drag and drop text answers.

Fig. 14. Selecting image sections.

words and images, including the dragging and drop-ping of single word answers into sentences, matchingpictures with descriptions and selecting from multi-ple images (Figs. 13–17).

This enables a much more sophisticated interac-tion, and thus a potentially more complex assessment.As with previous examples, technical demands arequite high, sometimes leading to delays in download-ing and initialising the application. However, the ap-plication is being made available to install at evalua-tion sites. The Shockwave application, developed us-ing Macromedia software, requires access to the harddisk to save status information which is passed backto the server. While reducing network traffic and lead-ing to quicker execution locally, some users may beunhappy about this for security reasons. The user is of


Fig. 15. Image maps with feedback.

Fig. 16. Labeling images.

course able to disallow access and stop the execution.With most of the examples using multimedia,

there is a trade off between equipment requirementsand the complexity and sophistication of the appli-cation. This is definitely one example for which theadded value is more than sufficient to justify theequipment. Other features of the assessment systeminclude bringing up additional information in theWeb browser for feedback and background informa-tion, a tutor-configurable menu, and comprehensiveresults processing, based on individual and cumula-tive scores with weightings, complete with timings.

TONIC-NG developed jointly by Netskills andDESIRE [8] adds a number of new features to thepopular TONIC tutorial, including a user databaseand quiz engine (Figs. 18 and 19). Authoring tools

Fig. 17. Complex feedback.

Fig. 18. Tutorial with embedded quiz.

Fig. 19. TONIC-NG quiz questions.


are available for the quiz engine, allowing non-tech-nical authors to develop their own quiz questionsand answers. The flexibility allows images and hy-perlinks to be included, supporting the concept ofcomplex feedback to correct or incorrect answers.For example, different responses can be supplied foreach answer, which could link back to pages in thetutorial, or to external information sources. Of coursethe feedback may or may not contain the correct an-swer, depending on whether the student is expectedto go back and try again.

The underlying database not only tracks theprogress of the user through the tutorial – which sec-tions have been accessed and when, but also maintainsa record of quiz results. The database is organised sothat this information could be used in a group sce-nario, to monitor multiple users and produce averagemarks to the individual user or the group tutor.

The concept of assessment embedded within a tu-torial can be extended to the integration of differentaspects of a Web-based learning environment, fromcourse material, through discussion forums, notice-boards and assignments. The Principles of ProteinStructure online course [9] developed by BirkbeckCollege, with international collaborators, adopts suchan integrated approach. Multiple contributors areused to provide course material and self-assessmentquizzes developed by experts from all over the world(Fig. 20).

Fig. 20. Integrated assessment.

Fig. 21. Assignment using database.

Fig. 22. Analysing database results.

In addition, access though a Web interface to aprotein database at Brookhaven allows the investiga-tion of protein characteristics, in a similar way to atraditional research-type assignment where studentsmight be expected to visit the library and look at ref-erence books or journals (Fig. 21). A Web interfaceto the Procheck software installed at Birkbeck al-lows the investigation of the geometry of the chosenstructure (Fig. 22).

This type of assignment supports a more forma-tive assessment approach, encouraging investigativework. In terms of more complex assignments, otherthan MCQs or single answer questions, the coursesupports the use of remote tutors and project work.


A list of project topics is provided, with e-mail con-tacts for the project tutors from different countries.Project work and longer assignments can be submit-ted to tutors through the use of file upload (FTP) tothe Web server. While the Web is not itself providingthe summative assessment in this example, it is pro-viding the supporting environment which allows theassignments to be completed remotely and submittedto tutors.

5. Conclusions

A variety of techniques can be seen to be inuse, incorporating both multimedia and interactivity.Many of these techniques might have been thoughtto be more appropriate to science or technical sub-jects. In fact this is not the case, and innovative ideashave led to very useful applications in different sub-ject areas, including humanities. The way in whichmultimedia is incorporated into different subjects isvery diverse, from Virtual Reality offices for Hu-man Resource Management, digitised manuscriptsfor literature, to a comprehensive virtual social envi-ronment for Social Work studies. The use of multi-media can offer a new perspective on an otherwisestatic representation of information, but the problemsintroduced such as the additional technical require-ments and the increased delays in downloading filescan lead to a mixed experience from users.

Interaction using simulations was demonstratedfor engineering, but in fact this can again be ex-ploited in different ways for different subjects. Otherexamples include virtual fly mating where inheri-tance of genetic features can be simulated. The useof such simulations allow the quick and easy ex-ploration of methods and techniques, but may havea tendency to skip over elements of procedure andpractical issues. Other interactions which allow as-sessment are generating great interest. Self-assess-ment is a rapidly expanding area in which a widerange of technology can be used to achieve vary-ing levels of sophistication. Computer processing ofcomplex assignments is possible in some circum-stances, but may not be the most appropriate useof Web technology. The Web, while providing arange of facilities to support the learning process atvarious stages, must be seen in context with other

teaching and learning methods, and is unlikely tobe a replacement for traditional methods. Rather, itis a complement, which may address some limita-tions of traditional methods, but will introduce someproblems of its own.

The best use of Web-based educational materialis seen in holistic approaches, where the technologyis used both as an integral part of the curriculum,and across the spectrum of elements in the widerlearning process. This spectrum includes the reflec-tive learning demonstrated in the use of discussionforums, as well as student support and administrationthrough e-mail and management services. Elementssuch as these tie in the use of innovative Web-basedmaterial to the educational infrastructure and encour-ages, even requires, the use of new technology in thecurriculum. This is as much of a culture change asa technology one, and while some very sophisticatedexamples have been shown here, some are also tech-nically undemanding, or have very good user supportthrough authoring tools. This accessibility to the enduser means that Web technology becomes easily us-able throughout the education community, startingfrom elementary provision of course material, anddeveloping with the addition of multimedia and in-teraction. The boundaries are no longer defined bytechnical feasibility but by the limits of imaginationand innovation, applying technology which alreadyexists to areas which it was thought could nevermake use of it.

6. Glossary

DESIRE Development of a European Service forInformation on Research and Education

FTP File Transfer ProtocolHEFCE Higher Education Funding Council for

EnglandHTML Hypertext Markup LanguageJISC Joint Information Systems CommitteeJTAP JISC Technology Application ProgrammeMAN Metropolitan Area NetworkMCQ Multiple Choice QuestionTONIC The Online Netskills Interactive CourseTRIADS Tripartite Interactive Assessment Delivery

SystemVRML Virtual Reality Modelling Language


Acknowledgements

Netskills is a quality Internet training servicewhich helps both the public and private sectors de-velop their network skills to make effective use ofboth Internet and Intranet technologies for teachingand learning, research, administration, marketing andother business activities. Netskills is supported by theHigher Education Funding Bodies’ Joint InformationSystems Committee, JISC, and the University ofNewcastle.

References

[1] Clyde Virtual University (accessed 10h May 1998), Collabo-ration between: University of Strathclyde, University of Glas-gow, Glasgow Caledonian University, University of Paisley,Glasgow School of Art, http://www.cvu.strath.ac.uk/.

[2] Virtual seminars for teaching literature, (accessed 10 May1998), http://info.ox.ac.uk/jtap/; Paul Groves, Stuart Lee etal. acknowledged at: Humanities Computing Unit, OxfordUniversity Computing Services, UK, 1996, http://info.ox.ac.uk/jtap/tutorials/acknow.html.

[3] J. Ponton, C. Merrick, The virtual control laboratory (ac-cessed 10 May 1998), Chemical Engineering Department,Edinburgh University, UK, http://www.chemeng.ed.ac.uk/ecosse/control/.

[4] Universities of Cambridge, Heriot-Watt and Strathclyde, In-teract – simulations for education (accessed 10 May 1998),1998, http://www-interact.eng.cam.ac.uk/.

[5] ICBL, Heriot-Watt University, Multiverse – delivering simu-

lation-based education resources on the Internet (accessed 10May 1998), 1998, http://www.ltc.hw.ac.uk/mverse/.

[6] S. Watt et al., Anatomy of the knee (accessed 10 May 1998),http://www.ncl.ac.uk/¾nccc/tutorials/knee/credits.html, TheRadiology Imaging Laboratory, Newcastle University, UK,1995, http://www.ncl.ac.uk/¾nccc/tutorials/knee/.

[7] Tripartite interactive assessment delivery system (accessed10 May 1998), TRIADS is a collaborative project betweenthe University of Liverpool, the University of Derby and theOpen University (TRIpartite Assessment Delivery System).It is funded by HEFCE’s Fund for the Development ofTeaching and Learning (FDTL), 1998, http://www.derby.ac.uk/assess/talk/quicdemo.html

[8] The online Netskills interactive course (accessed 10th May1998), Netskills and DESIRE, University of Newcastle uponTyne, UK, 1998, http://www.netskills.ac.uk/TONIC/.

[9] The principles of protein structure using the Internet (accessed10 May 1998), Birkbeck College, University of London, UK,1996, http://sanda.cryst.bbk.ac.uk/PPS2/.

Robert Allen studied Microelec-tronic Systems Engineering at theUniversity of Manchester Instituteof Science and Technology, under asponsorship by International Comput-ers Ltd. He went on to take his Ph.D.at the University of Newcastle uponTyne in the Computing Science de-partment, carrying out research intoGraphical Software Design for Par-allel Processors. Robert joined Net-skills in November 1996 as a network

trainer and materials developer, later becoming responsible forall Netskills materials and specifically the popular workshopUsing the Internet for Teaching and Learning.