Multimodal Design Considerations for Developing Hybrid Course Materials: An Issue of Literacy
Contributor(s)The Pennsylvania State University CiteSeerX Archives
Full recordShow full item record
AbstractThe University of Southern Queensland is currently moving towards hybrid modes of course delivery across all discipline areas, reconceptualizing many current teaching and learning practices as a consequence. This paper reports on two research projects that highlight the importance of cognitive style, visualisation and multiple representations on future course designs. BACKGROUND The University of Southern Queensland (USQ) teaches and researches as a dualmode university with triple-option teaching styles (students can study on-campus or by ‘traditional ’ distance education or online via the Internet). It offers over 300 accredited awards, consisting of over 1,000 subjects/courses across five Faculties and provides access to educational opportunities to approximately 25,000 students annually. The quality and standing of the University’s teaching and learning activities are widely recognised, having been joint Winner of the Good Universities Guides ʹUniversity of the Year ʹ for 2000-2001 for developing the ʹe-university ʹ where students learn and are supported through the innovative and strategic use of educational web-based technologies. In addition, USQ was judged the best dual mode university in 1999 for its global education initiatives and expertise in providing flexible learning opportunities. Through the years, the University has prospered across the four mainstream generations of distance education development, namely, • the correspondence model (with print), • the multimedia model (print, audiotape, videotape, computer-based learning and interactive video), • the telelearning model (audioconferencing, videoconferencing, audiographic communication, broadcast TV/radio and audioconferencing), • the flexible learning model (interactive multimedia, Internet-based access to WWW resources, and computer-mediated communication). Elements from each of these models are used across all Faculties, where appropriate, in the preparation of teaching materials.