Page 49 - Introduction & Preamble

Students, in general, are not interested in the technology

per se, but rather in how it is used. Allied to this is the view
that what is important, both to the student and the lecturer

is not so much what happens at the time when the student

is using the technology, but rather how those uses engender

deep learning in the student's education (Ehrmann, 2005).
The objective for the lecturer is therefore, to have students

direct their own learning by formulating and re-formulating

questions and taking responsibility for their study.

Interactive materials add to the quality of the learning
experience and allow a deeper contextualisation to be

achieved through the use of movies, animation, self-

assessment, chat rooms, group support etc. In turn this
depth of pedagogic materials and delivery platform allows

type A questions to be used more effectively.

The Solution

Case studies have no definitive solution. “…. solutions should

be viewed as a process, or a systematic, contextualised,
approach to problem solving. This does not, however, mean

that systematizing solution generation will provide good

solutions rather, it will allow the materials presented in the case

to be listed, prioritised, and analysed in conjunction with the
individual’s and group’s experiential knowledge as a basis for

rational decision making.” (Gallagher 2006).