Another aspect of interaction with digital content is the considerable scope the learner has to work with individual resources. Unlike images in books, resources in libraries like SCRAN can be extracted and acted upon. Learners can select, narrate, manipulate, reuse, repurpose and personalise the data for their own uses.
For example, it is straightforward to edit a digital image and the licensing terms of some collections, including SCRAN, allow the educational user to manipulate the image in any way they like in the pursuit of learning. For example, a SCRAN user would easily be able to download and compare several different brochs and wheelhouses (Figs 34-39), having the option to slice them in half, juxtapose them in different ways in order to draw out key relationships and make useful connections and critical comparisons.
Select thumbnails to access the relevant SCRAN resource.
|Figure 34: Clickhimin Broch and settlement||Figure 35: Broch (1 of 2) of Dun Carloway, Lewis, Outer Hebrides||Figure 36: Broch at Dun Gearymore, Isle of Skye, Highland|
|Figure 37: Broch and settlement at Wag of Forse, Caithness, Highland||Figure 38: Aerial, Midhowe Broch and cairn, Westness, Rousay, Orkney||Figure 39: Broch at Carn Liath, Sutherland, Highland|
Annotation is another effective learning activity which can be easily carried out with digital resources. It is straightforward for a SCRAN user to print out a large image and scribble in their own comments around it. The process of building up a collection of images as well as written notes as part of a course of study can be an engaging and effective contribution to learning.
Learners can also craft individual resources into structured narratives or case studies. Recent studies have found this kind of authoring to enhance learning (Twining 2001, 106). Indeed, multimedia authoring may soon come to offer an alternative to the traditional essay in higher education.
Last updated: Wed Aug 28 2002
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