Learning Objects:
Defining Learning Objects:
Extract from Beck, R.J. (n.d.) Learning Objects: An Introduction Retrieved January 11, 2007, from http://www.uwm.edu/Dept/CIE/AOP/learningobjects.html
“Three Prominent Characterizations 1. "modular digital resources, uniquely identified and metatagged, that can be used to support learning" National Learning Infrastructure Initiative
2."any digital resource that can be reused to support learning" David A. Wiley, "Connecting Learning Objects to Instructional Design Theory"
"The main idea of 'learning objects' is to break educational content down into small chunks that can be reused in various learning environments, in the spirit of object-oriented programming"
3. "[A]ny entity, digital or non-digital, that may be used for learning, education or training" IEEE 1484.12.1-2002, 15 July 2002, Draft Standard for Learning Object Metadata, IEEE Learning Technology Standards Committee (LTSC)
One Slightly Lengthier Characterization
Adapted from the Wisconsin Online Resource Center (WORC):
Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes.
Are self-contained – each learning object can be taken independently
Are reusable – a single learning object may be used in multiple contexts for multiple purposes
Can be aggregated – learning objects can be grouped into larger collections of content, including traditional course structures
Are tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search
The criteria for finding a learning object was:
That is was re-useable and easy to access by the student, small units of practical interactive learning tools, which is self-contained and can be easily integrated into the pharmacy management module to aid meeting the learning objectives of the pharmacy management module.
The following is a list of repositories visited in search of the ideal learning object. The search strategy used to identify learning objects was through use of search engines such as Google and Yahoo, searching medline for online Pharmacy Management modules, searching the University online learning course resources, particularly from the School of Management and through links from the open software tools for e-learning and links within these. Most of the websites mentioned in the learning object repositories were visited on: http://www.uwm.edu/Dept/CIE/AOP/LO_collections.html. Found some useful resources to use in my other courses but unfortunately it didn’t have much for my current course.
Tips for searching is ensuring that you keep a log of sites visited and website addresses visited through links. It is easy to get carried away and loose track of it is you are searching. Finding resources is time consuming so ensure that you are able to afford the time and use the networks with the faculty. You can easily tap into what people are currently using, especially those who currently deliver online courses.
The Chosen Learning object:
The learning object will help my students to achieve the objectives of developing a business plan with a step by step guide to the development of a business plan. The website is www.biz.org.nz and run by the Business Information Organisation.
Terms and Conditions of Use of Website
In order to use the learning object, the students will need to register into the site. However, once this is done it appears to be relatively easy to work through the templates and the descriptions of each to develop a business plan. The online training modules are free to access and take about one hour to complete. You are welcome to link your site to biz.org.nz, noting the following:
· When someone clicks on the link they must see the biz.org.nz site full screen and not in a frame, since framing violates copyright
· Your site must not misrepresent its relationship with biz.org.nz. Do not refer to this site as a Partner site unless you have been given express permission to do so.
Requesting a link from biz.org.nz to your website
The majority of links on this site are to government sites and to government business services via the e-government Metalogue.
If you fit these criteria and want biz.org.nz to link to your site then email and include:
· A sentence describing your site
· The relevancy of the information to biz.org.nz
· The URL of your site
· The URL of the biz.org.nz webpage where you want a link.
Your request will then be considered
How Does it Meet Criteria of Learning Object
It meets my criteria of being useable, easy to find, easily integrated into the pharmacy management module, and helps meet the objectives of Module 4: Business Planning. It provides a template for the students to develop their business plan consistent the New Zealand Primary Healthcare strategy. (Please note that this is an amendment to the CDD and this module replaces the Business Marketing Module).
The learning object will be integrated into Module 4 where students will need to apply there knowledge and the information online module on Business planning to develop a business plan. The Online module offered by the website on business planning can be used as is with no alterations.
Knowledge and experiences of students ie millenials who are used to using the web to augment their assignments will find it easy to use this Learning object and may use it later as Pharmacy managers or in developing their businesses further.
http://www.jisc.ac.uk/whatwedo.aspx Digital repositories, found through searching google.
http://www.vcgame.co.nz/ Venture capital game found through the Trade and Enterprise website.
http://www.tsbc.co.nz/pages/products/OnlineTraining.asp The small business company which has useful interactive training modules for small business management. Found through links from the www.biz.org.nz
http://www.score.org/template_gallery.html
http://www.seraph.net.nz/html/sitlead.html
http://www.excelerator.co.nz/page/excelerator_8.php
http://www.nbnz.co.nz/business/banking/information/guides.htm
http://www.mbda.gov/?script=application_teaser
http://www.consumeraffairs.govt.nz/education/pdfs/s6/02-s6-influencing-the-market.pdf
http://www.hitl.washington.edu/news/
http://www.score.org/small_biz_power_links.html
http://www.escalator.co.nz/display.aspx?cid=1112
http://www.col.org/colweb/site
http://www.ashphighlights.com/ashp_anual_2001/index.htm
Beck, R.J. (n.d.) Learning Objects: An Introduction Retrieved January 11, 2007, from http://www.uwm.edu/Dept/CIE/AOP/learningobjects.html
Friday, June 8, 2007
Thursday, June 7, 2007
Reflection on Assessment
Reflection of Assessment
1. The form of assessment I have chosen for each learning activity is consistent with its learning objectives, and is integrated into the learning activity.
The assessments incorporated in the course reflects the learning objectives and is integrated into the learning activity. The learning activities are designed to highlight gaps and incorporate an understanding of the key skills and knowledge required to apply these skills. Quality online learning provides many opportunities for assessment and a number of tools outlined by Anderson (2004) will be utilised to assess the students. These include simulation exercises with automated responses, rubrics for students to assess their own work, and collaborative working environment where students can give each other feedback as they work on the assessment problem. Perhaps an area that is not exploited is that of peer feedback and peer assessment and this will need to be addressed.
The assessment problem based assessment will require students to address and resolve a context specific scenario. However, on reflection it appears that further work will be required to achieve a broad problem or one that incorporates a range of skills in different situation similar to a series of queries in small changed in the scenario. This is based on research undertaken by Swanson et al., (1987) discussed by Van Der Vleuten (2000) where research showed that once a score was derived on a particular case, that score turned out to be hardly predictive for a score on another case. “Apparently, problem solving was not a generic skill, but highly dependent on the clinical context. Even small changes in the context had a substantial influence on performance. Content specificity turned out not to be limited to problem solving, but was found in virtually all entities of competence assessment”. Further research into ensuring that completion of the scenarios will demonstrate competence will need to be undertaken.
2. Students will have opportunities to undertake self-assessment and peer critique as well as receiving instructor feedback.
Students will have opportunities to undertake self-assessment and test their new found skills in each module through a series of exercises and quizzes will enable students to use the resources to complete the tasks and measure there own ability to appreciate gaps in their knowledge and address this by either posing queries to the tutor or to colleagues. The quizzes will have embedded comments and answers through using Flash media. On completion of the self-assessment activities students will be provided with general feedback. Biggs (1998) in Rushton (2005) argues that the effectiveness of formative assessment is dependent upon the student’s accurate perceptions of the gap, as well as their motivation to address it. This is also consistent with Chickerings principle of self-directed learning (Chickering, 2006). This argument is facilitated from a constructivist perspective that views the student’s involvement in the process as essential, and therefore advocates the use of strategies such as self assessment (Ruston, 2005). An activity at the end of each module draws on the key learnings and reflection on the process of resolving the assessable scenario. On reflection perhaps more opportunities for feedback from students should be incorporated in the modules.
3. The strategy underlying the assessment approaches I have chosen reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into assessment and e-learning.
Ruston (2005) suggests that leaner assessments can be facilitated by the constructivist perspective on student involvement in the process as essential, and therefore advocates the use of strategies such as self assessment. The module allows self-directed learning however, taking into account that certain competencies prescribed by the Pharmacy Council need to be attained before completion. It is not sufficient to have a teaching perspective based on nurturing as it is not enough to merely have a go and put effort. Students need to meet the target to be deemed competence. Gaps between student understanding of competence and that which is prescribed will also need to the addressed.
Anderson, T. (2004). Toward a theory of online learning. In Anderson, T., & Falloumi, F. (Eds.), Theory and practice of online learning (pp. 33-60). Athabasca (AB): Athabasca University.
Rushton, A. (2005). Formative assessment: a key to deep learning? [Electronic version]. Medical Teacher 27(6),509-513.
Van Der Vleuten, C.P.M., Dolmans, D.H.J.M., & Scherpbier, A.J.J.A. (2000). The need for evidence in education [Electronic version]. Medical Teacher, 22(3), 246-250.
1. The form of assessment I have chosen for each learning activity is consistent with its learning objectives, and is integrated into the learning activity.
The assessments incorporated in the course reflects the learning objectives and is integrated into the learning activity. The learning activities are designed to highlight gaps and incorporate an understanding of the key skills and knowledge required to apply these skills. Quality online learning provides many opportunities for assessment and a number of tools outlined by Anderson (2004) will be utilised to assess the students. These include simulation exercises with automated responses, rubrics for students to assess their own work, and collaborative working environment where students can give each other feedback as they work on the assessment problem. Perhaps an area that is not exploited is that of peer feedback and peer assessment and this will need to be addressed.
The assessment problem based assessment will require students to address and resolve a context specific scenario. However, on reflection it appears that further work will be required to achieve a broad problem or one that incorporates a range of skills in different situation similar to a series of queries in small changed in the scenario. This is based on research undertaken by Swanson et al., (1987) discussed by Van Der Vleuten (2000) where research showed that once a score was derived on a particular case, that score turned out to be hardly predictive for a score on another case. “Apparently, problem solving was not a generic skill, but highly dependent on the clinical context. Even small changes in the context had a substantial influence on performance. Content specificity turned out not to be limited to problem solving, but was found in virtually all entities of competence assessment”. Further research into ensuring that completion of the scenarios will demonstrate competence will need to be undertaken.
2. Students will have opportunities to undertake self-assessment and peer critique as well as receiving instructor feedback.
Students will have opportunities to undertake self-assessment and test their new found skills in each module through a series of exercises and quizzes will enable students to use the resources to complete the tasks and measure there own ability to appreciate gaps in their knowledge and address this by either posing queries to the tutor or to colleagues. The quizzes will have embedded comments and answers through using Flash media. On completion of the self-assessment activities students will be provided with general feedback. Biggs (1998) in Rushton (2005) argues that the effectiveness of formative assessment is dependent upon the student’s accurate perceptions of the gap, as well as their motivation to address it. This is also consistent with Chickerings principle of self-directed learning (Chickering, 2006). This argument is facilitated from a constructivist perspective that views the student’s involvement in the process as essential, and therefore advocates the use of strategies such as self assessment (Ruston, 2005). An activity at the end of each module draws on the key learnings and reflection on the process of resolving the assessable scenario. On reflection perhaps more opportunities for feedback from students should be incorporated in the modules.
3. The strategy underlying the assessment approaches I have chosen reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into assessment and e-learning.
Ruston (2005) suggests that leaner assessments can be facilitated by the constructivist perspective on student involvement in the process as essential, and therefore advocates the use of strategies such as self assessment. The module allows self-directed learning however, taking into account that certain competencies prescribed by the Pharmacy Council need to be attained before completion. It is not sufficient to have a teaching perspective based on nurturing as it is not enough to merely have a go and put effort. Students need to meet the target to be deemed competence. Gaps between student understanding of competence and that which is prescribed will also need to the addressed.
Anderson, T. (2004). Toward a theory of online learning. In Anderson, T., & Falloumi, F. (Eds.), Theory and practice of online learning (pp. 33-60). Athabasca (AB): Athabasca University.
Rushton, A. (2005). Formative assessment: a key to deep learning? [Electronic version]. Medical Teacher 27(6),509-513.
Van Der Vleuten, C.P.M., Dolmans, D.H.J.M., & Scherpbier, A.J.J.A. (2000). The need for evidence in education [Electronic version]. Medical Teacher, 22(3), 246-250.
Module 5 Role of Teacher Reflections
Module 5 Teaching Role Reflections
1. The teaching presence I intend to enact to enable my students to achieve the learning outcomes specified in the Needs Analysis Document will acknowledge the importance of my students' prior knowledge, and encourage them to take ownership of their own learning.
As people encounter new experiences, they construct representations of those experiences that are structured by their previous knowledge and beliefs. (Pratt, Arseneau & Collins, 2001). Most good learning behaviours rely on metacognition (Fetherston, 2001). If the design of courses allows individual exploration coupled with reflection and the comparison of a student’s views with others, as well as the encouragement of good learning behaviours, then metacognition can be enhanced and good learning can result (Featherston, 2001). Allowing students to review and map their plans for learning a task with number of examples and to engage in a range of interactive quizzes and self assessable tests to test their knowledge of the material before embarking on a collaborative effort in resolving a problem. The activities in the Pharmacy Management module are designed to expose inconsistencies in the students’ current understandings and their new understandings.
Incorporating tasks in the module that is linked to Schons (1999) view of the reflective practitioner discussed by Salmon (2002) is the first part of the scaffolding in the 5 step model to encourage learning purposeful learning aids to help students to develop self-assessment of learning needs. Allowing the students to identify gaps in their understanding by creating the need for taking the pharmacy management module and inviting the students to take the responsibility for addressing the gaps by testing their understanding encourages a learner centred approach to learning. The modules tries to incorporate Kaufmans (2003) postulation that self-directed learning can be viewed as a goal towards which learners strive so that they become empowered to accept personal responsibility for their own learning, personal autonomy, and individual choice. The information on Financial Management will be presented two different forms recognising the cognitive school of learning recognising the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences (Ally, 2004) hence making the experience of learning more learner centred.
2. The supports (e.g. strategies, templates, announcements) I intend to build into the course materials and contribute during the course will model critical thinking and reflection appropriate to clinical practice.
Pedagogical
Each module has been structured using a developmental approach with acquisition of knowledge, the ability to apply and appraise the process of application in the group activity. Learning should relate to understanding and solving real life problems, opportunities and support for practice with self-assessment and feedback, and opportunities to reflect on practice (Kaufman, 2003).
E-moderation and Facilitation
The tutor’s role of facilitator of learning is arguably the most important. Whether it is interaction between student-content, student-student or student-tutor, a tutors ability to facilitate and create of Online learning communities will create the opportunity for critical thinking and reflection. In or as Shrivastava (1999) defines it as “knowledge ecosystems - where groups of people are engaged in collective inquiry to enhance their personal knowledge and application of the knowledge in work situations,” Hutchins (2004) cites Rodriquex, et al (1996) and Gorham (1988), in stating that affective learning mediates the relationship between immediacy and cognitive learning has been shown as to be equally relevant in web-based classes. Focussing on the instructor behaviours that aid learning and develop a community of learning appears as significant as student-content interaction and student-student interaction. Using verbal immediacy techniques to respond and comment on posts by students to increase appreciation, engagement of the task. Verbal immediacy includes the use of humour, frequent use of student humour, frequent use of student name, encouragement of discussion and following up on student-initiated comments, encouraging future contact with students, and sharing of personal examples. (Hutchings, 2004).
Salmon’s 5 stage e-moderation model will be incorporated to ensure effective interaction. Access and motivation, together with opportunities for online socialisation with the option of either using the discussion thread or online chats prior to commencement of the course will be guided initially, before the formal part of the course commences and the final three stages are addressed by the structure of the learning exercises and collaboration in management decisions using Problem based learning exercises. The 5-step model enables purposeful e-learning and aids developmental learning.
Appreciating the limitations of online interactions such as the absence of social context cues and the ability for misunderstandings to arise quickly with the opportunity for resolution not being immediate will be important. Verbal immediacy techniques such as ensuring timely response and comment on posts by students to increase appreciation, and engagement of the task with be utilised to try and bridge the gap in face-to-face interaction and online environments. Verbal immediacy includes the use of humour, frequent use of student humour, frequent use of student name, encouragement of discussion and following up on student-initiated comments, encouraging future contact with students, and sharing of personal examples. (Hutchings, 2004). The use of these techniques together with Chickering and Gamson’s (1987) Seven Principles of effective teaching will aid in facilitating discussion and critical thinking in the participants of the course.
It would be interesting to research into whether certain factors such as cultural background, age, gender influence online collaboration and focus on what aspects other than the technology aided students to achieve as this would be useful in improving facilitation.
3. The strategy underlying the teaching presence I intend to enact reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into the role of the teacher and e-learning.
The tasks in the Pharmacy Management modules draws on utilising the Developmental Teaching Perspective after asking a question, or outlining a task the teachers are active when they listen patiently while waiting for students to think through and to voice their thoughts. Teachers are active when they listen closely to the forms of reasoning that students use as they negotiate understanding through an open discussion. (Pratt, Arseneau & Collins, 2001). The teachers role in most of the exercises will be to encourage and facilitate the students to engage with the material and learn for themselves as well as being motivational by sending announcements and posting pertinent enquiries in the discussion threads so that students can engage with each other on the topic. Creating an environment where the open exchange of ideas can be facilitated (Harden, 2000). My own TPI shows a slight preference for the apprenticeship model of teaching, however the activities in the modules and activities are geared towards more of a development style which is more learner centred and constructionist style of learning.
1. Ally, M. (2004). Foundations of educational theory for online learning. In Anderson, T., & Falloumi, F. (Eds.), Theory and practice of online learning (pp. 3-31). Athabasca (AB): Athabasca University
2. Chickering, A.W & Ehrmann, S.C. (1996-97). Implementing the seven principles: Technology as lever [Electronic version]. AAHE Bulletin, 49(2), 3-6.
3. Fetherston, T. (2001). Pedagogical challenges for the world wide web [Electronic version]. Educational Technology Review (AACE), 9(1), 25-35
4. Hutchins, H.M. (2003). Instructional immediacy and the seven principles: Strategies for facilitating online courses. OJDLA: Online Journal of Distance Learning Administration 6(3).
5. Kaufman, D.M. (2003). Applying educational theory in practice [Electronic version]. BMJ, 326(7382), 213-216.
6. Pratt, D.D., Arseneau, R., Collins, J.B. (2001). Reconsidering "good teaching" across the continuum of medical education. Journal of Continuing Education in the Health Professions 21(2), 70-81.
7. Salmon, G. (2002, April 3-5). Hearts, minds and screens: Taming the future. Paper presented at the EduCAT Summit Innovation in e-Education, Hamilton , New Zealand.
1. The teaching presence I intend to enact to enable my students to achieve the learning outcomes specified in the Needs Analysis Document will acknowledge the importance of my students' prior knowledge, and encourage them to take ownership of their own learning.
As people encounter new experiences, they construct representations of those experiences that are structured by their previous knowledge and beliefs. (Pratt, Arseneau & Collins, 2001). Most good learning behaviours rely on metacognition (Fetherston, 2001). If the design of courses allows individual exploration coupled with reflection and the comparison of a student’s views with others, as well as the encouragement of good learning behaviours, then metacognition can be enhanced and good learning can result (Featherston, 2001). Allowing students to review and map their plans for learning a task with number of examples and to engage in a range of interactive quizzes and self assessable tests to test their knowledge of the material before embarking on a collaborative effort in resolving a problem. The activities in the Pharmacy Management module are designed to expose inconsistencies in the students’ current understandings and their new understandings.
Incorporating tasks in the module that is linked to Schons (1999) view of the reflective practitioner discussed by Salmon (2002) is the first part of the scaffolding in the 5 step model to encourage learning purposeful learning aids to help students to develop self-assessment of learning needs. Allowing the students to identify gaps in their understanding by creating the need for taking the pharmacy management module and inviting the students to take the responsibility for addressing the gaps by testing their understanding encourages a learner centred approach to learning. The modules tries to incorporate Kaufmans (2003) postulation that self-directed learning can be viewed as a goal towards which learners strive so that they become empowered to accept personal responsibility for their own learning, personal autonomy, and individual choice. The information on Financial Management will be presented two different forms recognising the cognitive school of learning recognising the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences (Ally, 2004) hence making the experience of learning more learner centred.
2. The supports (e.g. strategies, templates, announcements) I intend to build into the course materials and contribute during the course will model critical thinking and reflection appropriate to clinical practice.
Pedagogical
Each module has been structured using a developmental approach with acquisition of knowledge, the ability to apply and appraise the process of application in the group activity. Learning should relate to understanding and solving real life problems, opportunities and support for practice with self-assessment and feedback, and opportunities to reflect on practice (Kaufman, 2003).
E-moderation and Facilitation
The tutor’s role of facilitator of learning is arguably the most important. Whether it is interaction between student-content, student-student or student-tutor, a tutors ability to facilitate and create of Online learning communities will create the opportunity for critical thinking and reflection. In or as Shrivastava (1999) defines it as “knowledge ecosystems - where groups of people are engaged in collective inquiry to enhance their personal knowledge and application of the knowledge in work situations,” Hutchins (2004) cites Rodriquex, et al (1996) and Gorham (1988), in stating that affective learning mediates the relationship between immediacy and cognitive learning has been shown as to be equally relevant in web-based classes. Focussing on the instructor behaviours that aid learning and develop a community of learning appears as significant as student-content interaction and student-student interaction. Using verbal immediacy techniques to respond and comment on posts by students to increase appreciation, engagement of the task. Verbal immediacy includes the use of humour, frequent use of student humour, frequent use of student name, encouragement of discussion and following up on student-initiated comments, encouraging future contact with students, and sharing of personal examples. (Hutchings, 2004).
Salmon’s 5 stage e-moderation model will be incorporated to ensure effective interaction. Access and motivation, together with opportunities for online socialisation with the option of either using the discussion thread or online chats prior to commencement of the course will be guided initially, before the formal part of the course commences and the final three stages are addressed by the structure of the learning exercises and collaboration in management decisions using Problem based learning exercises. The 5-step model enables purposeful e-learning and aids developmental learning.
Appreciating the limitations of online interactions such as the absence of social context cues and the ability for misunderstandings to arise quickly with the opportunity for resolution not being immediate will be important. Verbal immediacy techniques such as ensuring timely response and comment on posts by students to increase appreciation, and engagement of the task with be utilised to try and bridge the gap in face-to-face interaction and online environments. Verbal immediacy includes the use of humour, frequent use of student humour, frequent use of student name, encouragement of discussion and following up on student-initiated comments, encouraging future contact with students, and sharing of personal examples. (Hutchings, 2004). The use of these techniques together with Chickering and Gamson’s (1987) Seven Principles of effective teaching will aid in facilitating discussion and critical thinking in the participants of the course.
It would be interesting to research into whether certain factors such as cultural background, age, gender influence online collaboration and focus on what aspects other than the technology aided students to achieve as this would be useful in improving facilitation.
3. The strategy underlying the teaching presence I intend to enact reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into the role of the teacher and e-learning.
The tasks in the Pharmacy Management modules draws on utilising the Developmental Teaching Perspective after asking a question, or outlining a task the teachers are active when they listen patiently while waiting for students to think through and to voice their thoughts. Teachers are active when they listen closely to the forms of reasoning that students use as they negotiate understanding through an open discussion. (Pratt, Arseneau & Collins, 2001). The teachers role in most of the exercises will be to encourage and facilitate the students to engage with the material and learn for themselves as well as being motivational by sending announcements and posting pertinent enquiries in the discussion threads so that students can engage with each other on the topic. Creating an environment where the open exchange of ideas can be facilitated (Harden, 2000). My own TPI shows a slight preference for the apprenticeship model of teaching, however the activities in the modules and activities are geared towards more of a development style which is more learner centred and constructionist style of learning.
1. Ally, M. (2004). Foundations of educational theory for online learning. In Anderson, T., & Falloumi, F. (Eds.), Theory and practice of online learning (pp. 3-31). Athabasca (AB): Athabasca University
2. Chickering, A.W & Ehrmann, S.C. (1996-97). Implementing the seven principles: Technology as lever [Electronic version]. AAHE Bulletin, 49(2), 3-6.
3. Fetherston, T. (2001). Pedagogical challenges for the world wide web [Electronic version]. Educational Technology Review (AACE), 9(1), 25-35
4. Hutchins, H.M. (2003). Instructional immediacy and the seven principles: Strategies for facilitating online courses. OJDLA: Online Journal of Distance Learning Administration 6(3).
5. Kaufman, D.M. (2003). Applying educational theory in practice [Electronic version]. BMJ, 326(7382), 213-216.
6. Pratt, D.D., Arseneau, R., Collins, J.B. (2001). Reconsidering "good teaching" across the continuum of medical education. Journal of Continuing Education in the Health Professions 21(2), 70-81.
7. Salmon, G. (2002, April 3-5). Hearts, minds and screens: Taming the future. Paper presented at the EduCAT Summit Innovation in e-Education, Hamilton , New Zealand.
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