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FLUWU
Distance learning environment for the subject area "Water and Environment"
FLUWU mainly focuses on developing multimedia learning programmes for courses of studies and follow-up courses featuring contents around the subject areas "water" and "environment". The learning programmes are to be implemented in the working groups "Advanced studies of hydraulic and environmental engineering" at the University Hannover and in distance study offers of the Bauhaus University Weimar, whereas the other partners predominantly engage in face-to-face learning. Due to the different exploratory focuses of the institutes involved a wide spectrum of topics is covered.
Learning programmes are developed for the following subject areas: waste management and abandoned polluted areas, waters in spatial planning, waters and environment, groundwater and soil protection, hydraulics and hydraulic engineering, hydrology and water management, coast protection, ecology of waters, hydraulic engineering in residential areas, water in concepts of urban development, water and environmental law.
In order to hold added value, multimedia learning programmes must clearly differ from traditional print media. Print versions that are restricted to linear presentation are to be replaced by multimedia elements based on an inductive approach to learning. Consequently, the following criteria are critical in developing learning programmes:
The main focus is on multimedia elements, because they make for target-oriented learning. By presenting interesting examples of use first cognition can be pre-structured. Examples of use cast the "light of applicability" on theory; visualising the meaning of a theory enhances motivation. Making for efficient tutoring and interactive forms of learning the implementation of means of communication considerably enhances
motivation.
How far these basic didactic principles can be put into practice, depends on the particular contents. There are, however, learning materials that are hard to disengage from linearity.
Communication platforms are invaluable in terms of distance learning. Options for directly approaching tutors make for prompt and effective tutoring, which can hardly be conceived of in traditional distance study. Moreover, the communication platform facilitates direct contact among students. Cooperation in solving problems and exchange of experiences give rise to interactive learning.
For the time being learning materials are presented to students not exclusively as learning programmes, but also as printed versions. This decision was based on the requests of numerous students, who prefer to base their studies on printed materials. This reveals once more that it is imperative for computer-based learning materials to hold a definite added value, in order to be used at least as complements to traditional learning materials.
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