ABSTRACT

Educational software design is informed by a variety of instructional theories ranging from early behaviourist (Bloom, 1956; Merrill et al, 1991) to contemporary constructivist (Wilson et al, 1997). While the pedagogy of the discipline and educational level of a product will determine the most appropriate theoretical basis, all approaches share the common objective of maximizing learning (Somekh, 1996), and most learning environments include a mix of mastery and constructive learning. Contemporary theories for university learning relevant to the work described in all four chapters in this section emphasize active, constructive and situated learning. These are variously described as Rich Environments for Active Learning (REALs) by Grabinger and Dunlap (1995), constructivist learning opportunities by Jonassen (1998) and authentic contexts for situated learning by Herrington and Oliver (2000). Activation of learning through engagement with authentic environments is discussed in some detail by both Keppell and Baird (see Chapters 5 and 6 in this book). While the VSM is not designed around problem solving activity such as that described by Keppell,

the underlying principle applies equally to the analytical decision making model on which it is based. Students have ‘signposted’ access to a knowledge domain which represents an ill-structured view of an authentic scenario they must investigate, reach and support decisions about. The VSM scenarios also reflect the ‘real life complexity’ that is often missing in simulated environments. In Baird’s chapter this complexity is provided through access to real teachers in real life situations with examples of both good and bad practice in teaching situations. While these attributes can be promoted in any learning environment, the ease of access as well as the sensory and interactive potential of Web-based multimedia provides far greater opportunities for the achievement of these ‘higher level’ pedagogical aims.