Appendix E: Impact and Practice of CAL Tools

Appendix E: Impact and Practice of  CAL Tools
Type	Tools	Characteristics	Impact on practice
Manipulate	Word processor, Spreadsheet, Database	Provide a means of manipulating both textual and numerical data.	Word used ubiquitously Changing roles. Shift from administrator to practitioner for creation of routine documents Changing the way we create knowledge; shift from production of linear ‘near’ perfect versions of text to documents built up iteratively through extensive use of facilities like cutting and pasting In-built facilities (such as spell checkers) means knowledge is distributed between person and software Enables building on previous work and encourages reuse Offers new forms of joint authoring through shared annotation Enables software to do routine calculations Easy to produce complex and glossy materials and represent information in different ways to emphasis particular points
Present	PowerPoint, The Web, interactive whiteboards, audio or video players	Focus on presentation of materials. More interactive examples include electronic whiteboards which enable group communication and engagement. These can help learners focus and collaborate on certain ideas or processes.	Also transformed the way we create and present knowledge Ability to build on and adapt previous materials In-built wizards provide guidance The web provides easy access to resources and information Issues about new e-literacy skills needed for searching, evaluating and handling information Ownership control possible with software like Adobe PDF format where you can read but not alter text
Analyse	SPSS, NVIVO, Nudist	Software to manage and manipulate complex data sets, allows classification and modelling of both numerical and textual data	Enabling researchers to focus less on routine calculation and more on the analysis of statistical outputs Facilitates management of data sets from large-scale projects, from coding through to sophisticated analysis and modelling Management of  large quantities of text, enabling coding, sorting and presentation of  text in multiple ways, allowing richer interpretations of  data than might have been possible when sorting through piles of paper text May result in a more superficial and less critical take on the data complex operations available are not often fully understood by users
Search	Google, library search facilities	Facilities to query in particular large data sets against specific search criteria	help to make sense of the vast amount of information available over the Internet by provided tailored views or access to sources of information Now used routinely to support all aspects of practice, from finding a colleague’s email address or web site to locating resources or reference materials Shifted from a mentality of browsing for materials and use of indexes and tables of content predominant in searching paper-based information, to use of metadata as a means of locating relevant information Search tools are becoming more sophisticated, for example by incorporating advanced filtering facilities and using intelligent and adaptive approaches Criticism is that they are indiscriminate, returning a mix of unrelated items Effective use requires criticality on the part of the user and understanding of the context within which the search is undertaken.
Manage	Bibliographic software Microsoft exchange, PDAs Microsoft Project	Provide a means of storing and managing information. A specialised example is reference management software which provides an effective mechanism for finding, managing and annotating references.	Facilitates powerful searching and managing of data Integrated tools are fundamentally changing practice and the way practitioners manage their time and activities Potential for sharing for example enabling group appointments Dependent on a critical mass of users with a common understanding of how to use them and the perceived benefits. Increasingly being synchronised with hand held devices, such as mobile phones and Personal Digital Assistants (PDAs), extending the range of desktop function on the move Project management become more prevalent in HE More structured approach to setting up and managing of projects
Communicate	Email, discussion boards, chat Asynchronous – email, instant messaging and discussion boards Synchronous – chat, video conferencing, access grid, Blogs, Wikis	Supporting a variety of real time and asynchronous communications through text, audio and video	Focusing on supporting different forms of communication and can be used for a range of functions: brainstorming and questioning, presenting clarifications and explanations, role-play,  private one-to-one mentoring or collection of immediate responses to an idea Asynchronous communication tools can be used to promote reflective learning. The major benefit of asynchronous tools is that they allow students to contribute to discussions over a period of time and enables small group work and collaboration. Discussion boards in particular enable the developed of a collaborative discussion around a series of themes and provide the option of archiving of group discussions. The benefit of synchronous tools is the immediacy of the communication. Instant messaging and chat for example are quicker than email and can be useful as a means of one, two or three people communicating quickly about something specific. Requires a critical mass of users Email now routinely supports all aspects of an institution’s business Provide a means of extending face-to-face discussions and encourage reflective thinking, provide opportunities for small group work and collaboration Video conferencing and in particular use of Access Grid technologies enable real-time multi-site video conferencing and inclusion of multiple communication channels including data sources and images & sound.
Visualise	Digital image manipulation software, mind mapping software	Systems which can manipulate and alter images and provide different means of visualisation	Provides opportunity to create and manipulate images Using these to develop ideas and prepare materials, and also, directly with students, to take forward and discuss issues and ideas.
Support	Wizards, toolkits, templates	Systems which provide support and guidance either through online tutorials or step by step instructions and semi-automated tasks	Most software now comes with some form of in-built help system, causing a shift in practice from use of reference manuals to access to help on a contextualised and needs basis Easy to use, but may be restrictive in terms of the type and variety of potential outputs or ways in which the user can interact with the tool
Evaluate	CAA tools, VLEs	Systems which can be used to assess students achievement or monitor and track activities	Enable new means of monitoring users online and more specifically tracking and assessing of student activities Benefits of CAA include the reduction in marking of assignments by tutors and the ability to reuse developed items Many VLEs have in-built tracking facilities which record which pages students have visited and for how long, there are some concerns in terms of the research issues of what information can be gleaned by analysis of the content alone There are concerns about how these tracking devices might be used for other purposes (such as surveillance) or by other agents CAA tools can be used for a variety of purposes such as carrying out surveys or polls or supporting student centred formative or summative assessment. A major benefit is that it is possible to provide immediate feedback on student responses.
Adaptive	Virtual worlds Models	Systems which provide some form of simulation – the environment adapts to the users interactions	An important characteristic here is that they align with the particular culture and activities of the subject domain and to the conceptual approaches and epistemologies