No abstract

This paper reviews a number of delivery styles and methods that may be used to provide computer-assisted learning (CAL) and the benefits of using them in the curriculum. These include the lecture, tutorial, laboratory, self-assessment, and problem-solving. Finally a checklist for successful implementation is presented, covering software, hardware, student, staff and institutional issues.

In this this issue we present a series of 'reviews' of topics in physical sciences education and educational research written by 'expert' practitioners. The publication also includes 'communications' which arise from a general call for contributions from the physical sciences education community and invited reports from the funded projects working in the physical sciences education arena. In order to increase the provenance of the journal all submissions to New Directions are peer reviewed at both the initial and the final submission stages. Once again, the Editorial Team at the Physical Sciences Centre (Roger Gladwin, Tina Overton and Paul Chin) has been pleased to work with Derek Raine at Leicester University (now in association with πCETL, The Physics Innovations Centre for Excellence in Teaching and Learning) on this issue.

Editorial by Roger Gladwin

This publication came about after discussions with Derek Raine at the University ofLeicester and staff at LTSN Physical Sciences. Derek was keen to see thedevelopment of a publication that enabled academics in the field to share ideas andgood practice for teaching and learning in the physical sciences.In addition to his research interests as a physicist Derek has a long standing interest in the development of good teaching and learning practice in the physical sciences.Derek is a member of the LTSN Physical Sciences Advisory Committee and recentlywon funding from phase 4 of the Fund for the Development of Teaching and Learning (FDTL). Derek’s project is entitled ‘Project LeAP’ and further information about this work can be found at http://www.le.ac.uk/leap/