Books. Designing Computer-based Learning Materials

Citation

(2002), "Books. Designing Computer-based Learning Materials", Education + Training, Vol. 44 No. 1. https://doi.org/10.1108/et.2002.00444aad.003

Books. Designing Computer-based Learning Materials

Designing Computer-based Learning Materials

Alan ClarkeGower£452001ISBN 0 566 08320 5

Such is the current fascination with "e-learning" that I was intrigued Gower had chosen to publish a book entitled Designing Computer-based Learning Materials. Teaching to a group of part-time students recently I detected a certain perplexity in my use of CBT to discuss issues and practice in relation to the application of new technologies to learning; for some CBT clearly smacked of old technology. However, Clarke is absolutely right to use the notion of CBL as a generic term embracing any learning that relies on the computer for its delivery – whether an old type floppy disc or access to materials on the Web. His organising theme – the quality of the learning design is critical – is also highly apposite. Far too much technology-based training fails to engage the learner adequately because levels of interaction are minimal or non-existent.

Clarke proceeds to do a sound job in his coverage of the different aspects of good CBL design. There is a detailed examination, for example, of ways of generating interactivity, whether simply to enhance the learning process or as part of an assessment strategy. There are also chapters devoted to use of text, colour and graphics. Particular attention is also paid to the range of different media that when combined together constitutes computer-based "multimedia" learning. On-line learning is not ignored; the key point here, as indicated above, is that the basis of good design applies as much to something being delivered on-line as via a CD-ROM.

The book is described as "not a how to book" but rather one seeking to help understanding of the different elements which go into computer-based learning. I remain somewhat puzzled by this description. It is the case that Clarke raises some useful, critical, points about the new technology learning bandwagon. I wholeheartedly agree when he questions whether the level of technological sophistication seen in some CBL materials can be justified in terms of the impact upon learning and the effectiveness of learning outcomes. This said, however, in the main the book does not seek to explore "issues" in relation to CBL in any real depth. Clarke claims, for example, that CBL can be geared to different learning styles but there is very limited discussion to support this point. One reference in the whole book is testimony, I would suggest, to a lack of critical debate on the many remaining questions and uncertainties surrounding the deployment, effectiveness and impact of CBL.

The book provides a useful and comprehensive introduction to the key features of design within the field of CBL. It is likely to be of most use to those whose organisations are committed to delivering at least part of their training/education effort through distance learning. Despite the contrary claims it does sit most comfortably in a "how to" category.