Appendix F

Potential of Interactive TV as a tracking system for learning

Nolan (1) has identified a key issue for open and distance learning is the ability to track – record and monitor the learning of individuals. He considers that educationalists have at their disposal many tools to delivery learning resources to the remote learner. But methods of tracking a learner from their first interest in learning through registration, enrolment, study, assessment, accreditation and completion is often expensive, time consuming and inflexible.

Nolan considers that interactive TV systems are being developed to:

• Cope with large numbers of subscribers.
• Provide conditional access.
• Track the users’ actions.
• Allow two-way communication between broadcasters and users.
• Allow two-way communication amongst users.

But he found from a survey of key UK players involved in interactive TV that very few interviewees had considered the use of these sophisticated tracking systems in educational services.

For that matter it is very unlikely that many educationalists or trainers have considered such systems as most learning courses deal in much smaller numbers and often have assessment characteristics unique to a particular subject area. However there could be some good reasons for exploring the tracking techniques of the web and interactive TV as a means of identifying whether those with basic skills needs have acquired new skills when utilising the learning resources available.

References

1. Nolan, S (1999) “Interactive TV: Planned Educational Uses vs Real Educational Needs” P21-22 Oyster Partners, London, UK