In dichotic listening, subjects are apparently unable to attend simultaneously to two concurrent, auditory speech messages. However, in two experiments reported here, it is shown that people can attend to and repeat back continuous speech at the same time as taking in complex, unrelated visual scenes, or even while sightreading piano music. In both cases performance with divided attention was very good, and in the case of sight-reading was as good as with undivided attention. There was little or no effect of the dual task on the accuracy of speech shadowing. These results are incompatible with the hypothesis that human attention is limited by the capacity of a general-purpose central processor in the nervous system. An alternative, "multi-channel", hypothesis is outlined.

These results suggest that BL is more likely than either F2FL or EL alone, to be both effective and accepted when delivering cephalometric education to undergraduates.

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This paper provides an overview of the diversity of tools available for online learning and identifies the drivers of online learning and directives for future research relating to online learning in dentistry. After an introduction and definitions of online learning, this paper considers the democracy of knowledge and tools and systems that have democratized knowledge. It identifies assessment systems and the challenges of online learning. This paper also identifies the drivers for online learning, including those for instructors, administrators and leaders, technology innovators, information and communications technology personnel, global dental associations and government. A consideration of the attitudes of the stakeholders and how they might work together follows, using the example of the unique achievement of the successful collaboration between the Universities of Adelaide, Australia and Sharjah, United Arab Emirates. The importance of the interaction of educational principles and research on online learning is discussed. The paper ends with final reflections and conclusions, advocating readers to move forward in adopting online learning as a solution to the increasing worldwide shortage of clinical academics to teach dental clinicians of the future.

Policy development Statement of policy No action is requiredThis document sets out our strategy and implementation plan for supporting higher education institutions to develop and embed e-learning over the next 10 years. It reflects responses to the consultation on our draft strategy, and has been developed jointly with the Higher Education Academy and the Joint Information Systems Committee. HEFCE strategy for e-learning Higher Education Funding Council for EnglandJoint Information Systems Committee Higher Education Academy Foreword'People use the internet and new technologies every day -for finding information, communicating, and seeking entertainment, goods and services. Learners are bringing new expectations of the power of technology into higher education. And the curiosity and innovation of those in higher education is driving them to explore new approaches to learning supported by technologies. It is the excitement and interest of learners, teachers and the sector in general that drives our e-learning strategy. Our goal is to help the sector use new technology as effectively as they can, so that it becomes a 'normal' or embedded part of their activities. That does not mean telling universities and colleges what their aims for e-learning should be, nor how they should go about reaching them. But it is about describing overall aspirations for how e-learning can transform learning and teaching, and about supporting institutions in setting their own visions and plans.'We recognise that we cannot deliver and develop our strategy alone. We will work closely with our implementation partners, the Higher Education Academy and the Joint Information Systems Committee (JISC). We will seek to learn from and get the best out of joined-up approaches to the exploration of e-learning, working with the DfES e-learning strategy. Above all, we will put institutions, their teachers and learners, at the heart of our strategy, and ensure we review and develop it over its 10-year horizons, taking account of the real impact we have made on teaching and learning.' Liz Beaty Director, Learning and Teaching, HEFCE'Many universities and colleges we work with have highlighted the need to understand more about effective ways of using information and communications technology to enhance the student learning experience. This national strategy will provide a broad framework for bodies such as the Higher Education Academy and JISC to dovetail our efforts, to ensure that institutions carry forward strategies based on evidence of what works, advice and guidance from around the sector and beyond.' Cliff Allan Director of Programmes, Higher Education Academy'UK education and research has benefited enormously from its investment in ICT over many years and remains at the forefront of the innovative use of technology. HEFCE's e-Learning strategy, which emphasises many things central to JISC's own activities -such as the provision of personalised user experiences, supporting student progression, and supporting institutions in the innovative use of...