Resource-based learning

[Chris Rowbury]

I am researching the current existence of unusual/ interesting/
best-practice examples of computer-based resources for teaching
the performing arts, especially practical, non text-based elements. Can
anybody point me in the right direction?

The UK government recently commissioned a major report on the
current state and future of Higher Education here. Two of the
recommendations concerned the benefits of use
of IT in Higher Education, and increasing the provision of access to HE.

Because of these recommendations, many UK HE
institutions are investing in resource-based and distance learning. This has
many implications, one of which is: as lecturers we provide course content;
are we also expected to design, create and implement IT-based versions?
where and when do we gain the necessary IT skills? how is the additional
work load resourced?

However, a concern perhaps more unique to teaching performing arts is the
following. There is an implicit assumption (at least at Coventry University)
that ALL subjects and teaching methods, no matter how arcane (e.g. those
concerned with the _embodiment_  rather than intellectualisation of
understanding and knowledge), are suited to being turned into neat computer
packages. No doubt some subjects are more suited than others, and certain
aspects of the teaching of performance and theatre clearly lend themselves
more easily to this translation. But what about practical work, skills such
as movement and voice, devising, rehearsal, group collaboration, etc.?  Can
we only ever hope to teach theoretical elements of our courses at a
distance, or do people envisage remote contact performances in cyber space?

Chris Rowbury
Associate Lecturer in Theatre
Coventry University, UK
chris.rowbury at thefree.net

PS. What the hell _is_ 'resource-based learning' -- isn't it a tautology?