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Filv 4 T MR WO X L D BANK 4K ADVISORYSERVICE for Display Only Please Do Not Remove Espdiscussion Paper Series Public Disclosure Authorized 1C552 16vFJ%r%f1%-filv 4 T MR WO x L D BANK 4K ADVISORYSERVICE For Display Only Please do not remove ESPDiscussion Paper Series Public Disclosure Authorized 1C552 Interactive Educational Technologies in Public Disclosure Authorized Higher Education Bojnna Boh Ocober 1994 Public Disclosure Authorized Education and Social Policy Department Public Disclosure Authorized Human Resources Development and Operations Policy The World Bank ESP Discussion Papers reflect work in progress. They are intended to make lessons emerging from the current work program available to operational staff quickly and easily, as well as to stimulate discussion and comment. They also serve as the building blocks for subsequent policy and best practice papers. The views expressed here are those of the authors and should not be attributed to the World Bank or its Board of Executive Directors or the countries thev represent. Abstract This paper, one in a series of studieson scienceand technology,discusses the status of interactivetechnologies in highereducation programs and provides recommendationsfor their use in both on-campus and distance learning courses. Two main types of educational technologies are reviewed: (1) computer-mediatedinstructional technologies which are individual, self-standingunits, and of which multimediatechnologiy is the fastest growing example, and (2) technologies based on telecommunicationnetworks. These provide asynchronous communication(e.g. electronic mail, computer bulletin boards, computer conferencing) or synchronous real-time instruction (audioconferencing, audiographics, interactive one-way televisionwith audio return, and interactive two-way and multi-point television). Possibleuses of these technologiesare illustratedby example, and include those which improve the effectiveness of education, increase efficiency through lower-cost alternatives to conventionalinstruction, extend access to geographically, economically or socially isolated learners, as well as technologieswhich produce graduates with heightened capacityto adapt to technologicalchange and innovation. Potentialproblems and obstacles to implementationare also identified,including those which stem from inadequatetechnological, educational,economic, administrativeand cultural environments. Finally, suggestions and recommendationsare given for a successfulimplementation and a long-term sustainabilityof interactive technologicalsystems at universitiesand colleges in industrial and developing countries. l ; FOREWORD The current exponentialexpansion of internationalnetworks for scientific, educationaland technologicalcommunication merit increasedattention. At present, high-incomecountries are the prime developersand users of interactiveeducational technologies. With the advancementof basic infrastructureand tele-comnmunications, however,increasing number of nationsare realizingthe potentialof this new technologyto development. The World Bankrecognizes that the use of interactivetechnology in research and trainingcould significantlycontribute to improvededucational effectiveness, higher qualityof programsand help institutionsto strengthentheir global partnerships. This paper examinesvarious uses of interactivetechnology in both developedand developingcountries, illustrating how it has been implementedin different educational settings. It has a specialfocus on the relevanceof this new technologyfor developing countries,discusses the advantages,oppornmities and obstcles of its implementation and provides a numberof recommendationsfor furtherexpansion. The paper draws on comprehensivereviews of scientificresearch and literature, on originalresearch and personalcommunications as well as visits to educationalinstitutions. When reading the paper, it is importantto recognizeits multi-layerstucture. Variousaudiences are addressed,by makinguse of big and smallfonts, the latter of which provides details of technologies,specific applications in selectededucational institutions, and their costs and effectiveness. This paper was preparedto serve as a source of informationto both World Bank staff and their colleagueswith interestin interactivetechnology. Lauritz Holm-Nielsen Educationand SocialPolicy Department World Bank Acknowledgments First, I would liketo thank Lauritz Holm-Nielsenfor the opportunityto work in a challenging field of interactiveeducational technologies. I am thankfulto him and to Thomas Eisemon for valuable advice, interesting discussions,thoughtful reading of the drafts, and for several suggestionsbased on their rich experienceswith academicand WorldBank programs. I would also like to thanklMichael Crawford for the organizationof site visits, for fiuitful interviewsand discussions,and for a friendlyhelp in linguistics. I amnthankful to BobakRezaian for readingand commentingthe draft, for his prompt help in softwaredifficulties, and for the optimizationof computerenvironments, which all made my work easier. I am grateful to specialistsoutside ESP, who kindly provided valuable informationand/or demonstrationsof technologies,particularly to: YassineBelkhodja (ITP ResourceCenter) for multimediademonstrations; TheodoreE. Stone (Coordinator,Teaching Technologies,Computer Science Center, Universityof Maryland,Colege Park) for a fascinating demonstrationof the electronic classroom,and for sharinghis richexperiences and ideas; Diane E. Davies, (AcademicDirector, Technologyand Management, Open Learning Progam, Universityof MarylandUniversity College) for a discussionon technologiesused in undergraduateopen learningprograms; Amy Gimbel (ProgramDirector, AAAS Sub-Saharan Africa program) and her staff for a set of publicationson AAASprojects; Laurent E. Colon (Office of Technologyand InformationServices, Arlington County Government)for his valuable informationon new advancements in computer-related technologies,and for commentson the draft;and to Sectoral Library and lTP Resource Center stafffor their professionalhelp in the acquisition of literature. U9 Contents Abstract I Acknowledgments Table of contents m Executivesummary VII Introduction 1 1. The role of educational technologies 2 The importanceof educationaltechnologies 2 Policies 2 Technologyand education 2 Educationaltechnologies in industrialand developingcountries 3 Efficiencyand effectiveness 3 Educationaltechnologies in distancelearniing 4 The generationsof educationaltechnologies in distancelearning 4 Relevanceand use of educationaltechnologies in distanceleaning 5 2. Educational technologies: main types, characteristics, costs and applications Computers 7 Multimedia 9 Types of multimediatechnologies 9 Videodisksand interactivevideodisks (VD) 10 LLserdisk-ReadOnly Memory(LD-ROM) 10 CompactDisk - Digital Audio(CD-DA) and the Photo CD 11 CD-ROMand CD-ROMXA I1 Digital VideoInteractive (DVI) 13 CDI - Compact Disk Interactive 14 CommodoreDynamic Total Vision(CDTV) and CD32 14 Video InformationSystem (VIS) and 3DOmultiplayers 14 Electronicbooks and personalorganizers 15 m viru reaiy 15 A comparisonof multimediasystems characteristics 15 Analogand digial fonnats 15 Storageforms 16 Compreson 16 Compaison of maindchrceristics 16 Educationaluses of Multimedia 18 Examplesof costsand effectivenessanalysis 24 Educational tecnologies based on telecommunications 28 Telecommunicationand transmissionsystems 28 MicrowaveSystems 28 Fiber optic systems 28 Satellites 29 Packed-radiotechnology 31 Compressedvideo systems 32 An exampleof a sucessfld approachto teleommications 32 A cost comparismof _amiora system 34 Radio broadcastingand InteractiveRadio instruction(RI) 35 Broadcasttelevision 36 Facsimile (Fax) 36 Computer-mediatedtelecommunication technologies for asynchronouscommunication 37 Computernetworks 37 Teletex systems 45 Viewdatasystems (Vidwotx) 45 Electroic mail (e-mil) 45 Computerbulletin boards 48 Computer confeacig 48 Electoic joumals 51 Interactivetelecommunication technologies for synchronouscommunication 52 Audioconferces (audioteleconferences) 52 Audiographics(udiographic confercing) 54 Inteactive one-waytelevision with audio retum 56 IV Interactivetwo-way television systems 56 Examplesof electronicclassrooms 58 Technologicalstructure of university-leveldistance education 60 programs: An example:The post-secondary distance learning programs in the USA - the 1990S 60 3. Discussing interactive technologies Successes 63 Potentil dangers,obstacles and problems 64 Inadequazetechnological environment 65 Inadequte educationalenvionmment 65 Indequate economicenvionment 77 InadequateadministRative, legal, political or cultual environment 77 Possiblesolutions and recommendations 68 Impwvingthe technologicalenvioment 68 Improvingthe educationalenvironment 69 Improvingthe economicenvironmt 71 Improvingthe adminisative envionmt 72 The vision 72 Appendix 1: Differencesbetween developingand industrial countries 73 Appendix 2: Selected bibliography 76 v I List of Tables Table2.1: Multimediamatrix: increasing the complexityof applicationsby adding media (from text towards syntheticimages), and by increasingautomation. Table2.2: A comparisonof multimediasystems Table2.3: Selectedexamples of commie=!y availablemultimedia educational products TableAl: Library collectionsa: instiions of highereducation: selected countries List of Figures Figure 2.1: CD-ROMtitles by subject Figure 2.2: Price ange of DC-ROMand multimediaCD titles in 1993 Figure 2.3: The growthof CD-ROMand multimediatitles Figure 2.4: Transmissioncosts comparedfor various systemsand distances:increase of the first year total costs for two sitesin relationto the distancebetween
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