By Tony Bryant, Veena Syan
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28 Maria Chiara Pettenati, Dino Giuli As well as individual and personal terminal stations, what must also be considered within the university context are the terminal subsystems. This latter term refers to particularly well-equipped environments for joint and shared use by a number of students, providing access to online and multimedia services for different and specific purposes. Here we are referring, for example, to multimedia classrooms, staffed and not, with a number of multimedia stations connected on the local network, and which can include special stations not normally available at personal level.
The use of the new technologies leads us to consider the educational services as the result of interdisciplinary cooperation. The success of the system depends to a lesser extent on the technologies, and to a greater extent on the creativity, inventiveness and initiative that the people apply in creating education environments. At the present time, despite the fact that efforts are being made in this direction, no appropriate training courses are institutionally available that are capable of promoting specific skills for supporting the new technologies in education.
4 shows an overall schematic diagram blocking out the variability field of the modes of access. The image shows blocks of variability relating respectively to user types, space-time limitations, possible access locations, and the respective access terminals. The blocks can be interconnected to illustrate a possible access route. As a specific, but significant, example this figure illustrates the route relating to a full-time, extramural, handicapped user who utilises special staffed educational centres, as well as access terminals which must also be specially designed to meet the requirements of the individual.