Learn More
Visual images are increasingly appearing in learning and teaching resources, delivered across a range of media in a variety of formats: digitally in Web-based materials and multimedia as well as in print and as transparencies. The proliferation of image-rich resources is due in part to the wide availability of digital images and access to the technology and(More)
BACKGROUND Traditional campus-based models of education are unsuitable to many, particularly if in full-time employment supporting families, whereas the Internet now permits new models of education. Following an iterative process of development and evaluation in 2001, the University of Bristol launched a masters programme covering reproduction and(More)
The University of Bristol’s Learning Technology Support Service (LTSS) created the ‘Anorak Rating System’ in March 2001. The original purpose was to provide a simple method for rating articles and reports in the LTSS newsletter, Interact, for readability and interest levels. However, what started out as a simple rating system, soon developed into an(More)
Information technology supporting training in medicine is unstructured and critical evaluation of its use is lacking. The objective of the paper was the evaluation of an Internet-delivered postgraduate training course in medicine. The work took place in the Division of Obstetrics and Gynaecology and Institute for Learning and Research Technology, University(More)
40.0% agreed that the simulations were realistic. A further 30.0% of respondents were undecided about the realistic quality of the scenarios and 10.0% of individuals disagreed, believing that the simulations were not realistic. The Communication Assessment Tool is currently in the validation process. The goal is to show that global health can be approached(More)
The information presented in this article must be interpreted with caution. Ideally the trial should have lasted longer because five of the seven participating dentists said they felt constrained from taking in more cases because access to TeleDent advice would cease before completion of all but the shortest of treatments. Second, the number of(More)
This paper asks how computer-based learning materials can be designed to maximise cognitive engagement on the part of the learner. Computer-based materials are often based around self-assessment questions. How can we ensure that these will stimulate thinking rather than random button pressing? The paper argues that a key issue is that of how feedback is(More)
This paper is presented in two sections. The first will discuss the development of learning technology within UK higher education over the past ten years. It will outline the influences and expectations that contributed to these changes and the differing ways in which institutions dealt with them. The second section will outline how a traditional,(More)
  • 1