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Learning can take place in a variety of different contexts. Two important categories of learning event are those which are "contrived" and those which are "serendipitous." If they are to be optimally successful, the first of these types of event requires a level of planning that is commensurate with the outcomes that are to be achieved. Planning involves deciding upon what resources are to be used and how to embed "hallmarks of quality" within the learning product that is finally created. Invariably, a number of models and/or methodologies are used to guide the creative processes that are involved in producing a learning event or product. This paper provides a historical perspective and reflection on a model of learning design that we have developed and which we have used successfully for creating interactive learning products for use in a variety of different contexts. (Contains 3 figures, 1 table, and 2 notes.)

This paper outlines the principles and theory of performance support (in general) and of electronic performance support (in particular). It explains why the design and creation of electronic performance support systems are so important as a mechanism for providing scaffolding environments for use in improving the learning experience for new (and established) students within a university environment. It goes on to explain and demonstrate our methodology by means of a case study involving the design of an electronic performance support system--called "Epsilon"--which was built to support students' use of an academic library. (Contains 3 figures and 3 tables.)

It is often claimed that techniques such as "multimedia" and the use of blended learning environments can be used to achieve powerful interactive pedagogies. Indeed, the advent of easy-to-use multimedia technologies has meant that a plethora of digital learning products is now becoming available. Despite the relative ease-of-use of these new technologies, managing large-scale multimedia courseware development projects is still very problematic. This paper discusses some of the issues involved and outlines an emerging methodology for managing such projects. (Contains 2 tables and 1 figure.)

A prototype virtual university server in Lebanon (VUSIL) has been designed and implemented. The server is to be used as a basis for the creation of a digital campus facility in Lebanon. An important aspect of the server has been its use as a tool for attempting to assess potential students' attitudes to this approach to learning. This paper briefly describes the VUSIL system and then reports on an evaluation study within the framework of the Technology Acceptance Model (Davis, 1993). Levels of system acceptance of the VUSIL system were high and a range of subjects was identified that students would like to study using the system. Perceived usefulness was a mediator of the effect of perceived ease-of-use on intention-to-use VUSIL and the factor perceived ease of use was identified as a prerequisite for achieving high levels of system use, thereby confirming previous research.

Compared to our ancestors, we live in an era of unprecedented change. This change brings with it opportunities both for success and for disaster. If individuals, organisations and nations are to court success and avoid disaster, it is imperative that we identify useful mechanisms that will enable us to amplify the possibility of one while nullifying the onset of the other. The fundamental tenet of this paper is that effective knowledge management within the context of ongoing educational processes can lead both to the successful development of "growth economies" and the creation of more stable societies based on the principle of dynamic knowledge sharing.

Dialogue is arguably one of the most important components of any learning process. However, as student numbers increase and more emphasis is given to electronic delivery of courses, opportunities for effective dialogue may be missed. The technology to support e-learning dialogue is readily available, but design of the dialogue structures and understanding of learners' online communication behaviour requires further research. This paper reports on a study of the use of asynchronous discussion forums to support online dialogue in undergraduate learning and teaching in two groups of students. Initial empirical evidence, obtained from online communication behaviour data and assessment results, is presented to support a positive association between students' participation in e-learning dialogues and learning outcomes. Other factors that could influence effective exploitation of e-learning dialogues such as tutor intervention, students' perceptions, dialogue quality and learning outcomes are discussed, along with implications for the design of such systems.

Focuses on the use of multimedia delivery technologies and their effect on distance education at the Community College of Southern Nevada. Discusses the creation, delivery, and evaluation of an online version of an existing campus-based module; compares the two versions; and discusses results in terms of examination performance and student attrition. (Author/LRW)

Introduces and discusses a model of teaching and learning that can be used as a basis for building new types of educational infrastructure based upon the use of Web-based resources, peer group interaction and online tutoring. Discusses the special role that e-tutoring plays within online courses and outlines some of the implications of this activity for staff development. (AEF)

Discussion of electronic performance support systems (EPSS) focuses on an application within the domain of quantitative research methods as taught in a university psychology course. Describes the design and implementation of the system and outlines results of an evaluative study of the EPSS. (Author/LRW)