Audiographics as a tutoring instrument and learning environment at the Open University of the Netherlands

What is audiographics Field studies for three law courses Example of a session Results Conclusions and future perspectives Download demo programmes Abstract An audiographics facility was used as a support provision for the design of an innovative form of tutoring/support at a distance. Through a computer network connection, mediated by an audiographics package (Farsite, Databeam Inc.) individual students or student groups could exchange and process workbooks. This interaction was enriched by an audio conference system, based on analogical phone links. Field tests in which audiographics is applied, have been set up for three law courses: Goederenrecht (Law of Goods), Rechtsgeschiedenis (History of Law), and Volkenrecht 1 & 2 (International Law 1 & 2). The three research set-ups were different as to their structure:An audiographics facility was used as a support provision for the design of an innovative form of tutoring/support at a distance. Through a computer network connection, mediated by an audiographics package (Farsite, Databeam Inc.) individual students or student groups could exchange and process workbooks. This interaction was enriched by an audio conference system, based on analogical phone links. Field tests in which audiographics is applied, have been set up for three law courses: Goederenrecht (Law of Goods), Rechtsgeschiedenis (History of Law), and Volkenrecht 1 & 2 (International Law 1 & 2). The three research set-ups were different as to their structure: group use versus individual use; type of course (declarative versus problem-based course designs); approach and preparation of the session; type of conference chairman; learning objectives of the sessions. Based on student inquiry forms, administered after each session, research data have been collected. The results of the research indicate the positive impact of audiographics as a tutoring/support tool. But these results also clearly indicate that the positive impact depends on the level of integration in the course design. In the third research (Volkenrecht [International Law]) the provision was completely integrated and affected the course design. As a consequence the student opinions, reactions and statements were much more positive. The research also revealed the importance to attach to certain variables to promote a successful use: The use of audiographics within education must be designed and planned (e.g., based on a storybook/script). Reliable facilities (computers, adequate software and connections) are essential. Work stations must be installed especially for this purpose (at the study centres). Audiographics is not to be used to give presentations or to lecture at a distance. However, it is adequate to support interaction based learning strategies such as discussions, case studies, role play, ... The results from the research show that large groups must be dealt with in a careful way. Participants are almost automatically placed in a passive and receptive role because of large group sizes. When larger groups cannot be avoided, a computer display, a keyboard and a mouse should actually be made available to every two participants in order to provide sufficient interaction facilities. The use of audiographics can be easily combined with the use of Internet techology in the form of e-mail, discussion groups, or face to face meetings. As a result of the three researches concrete plans have been elaborated to adopt audiographics as a support tool at a larger scale at the Dutch open University. This project has been executed within a co-operation between the Open University and the Dutch PTT Telecom. What is audiographics European Journal of Open, Distance and E-Learning http://www.eurodl.org/?article=13