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Experiences from IT supported learning
- client competence to support requirements formulation is often low (both on IT and methodological issues),
- actively involve end users in the requirements phase from the start of the project and onwards. Though be aware that non-linear thinking required for hypermedia design as well as knowledge on the influences of new IT-tools on learning methods usually are under developed (use learning by doing and best practice dissemination),
- follow up costs is often underestimated (e.g. new skills needed, change of working methods and organization structures, server maintenance, long term course material and student documents storage),
- strive for client computer platform independence (Mac, PC and Unix). Today possible through use of WWW and Java Virtual Machines,
- it may be necessary to differentiate between video (ISDN) and shared workspace (TCP/IP) physical communication channels . TCP/IP best handles only sound and still images today,
- be aware of the very different requirements posed by learning context, pedagogical methods and knowledge content,
- create four user levels for the learning environment - students, teachers, course administrator, system,
- course material typically supports self study and assessments, lectures, individual and group exercises, project work, and social contacts,
- teacher HTML knowledge is required for optimal course development performance (high level WYSIWYG HTML editors are not good enough),
- student HTML knowledge is required to make project webs (not enough with copy-paste from good examples on the WWW),
- system administration domains are typically - student personal, student group, teacher, teacher group, department, university internal and university external,
- be open for using English instead of your national language,
- create good user feed-back facilities,
- system availability must be100%.
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