Table Of ContentEducating Professionals for
Network-Centric Organisations
IFIP -The International Federation for Information Processing
IFIP was founded in 1960 under the auspices of UNESCO, following the First World
Computer Congress held in Paris the previous year. An umbrella organization for societies
working in information processing, IFIP's aim is two-fold: to support information
processing within its member countries and to encourage technology transfer to developing
nations. As its mission statement clearly states,
IFIP's mission is to be the leading, truly international, apolitical organization which
encourages and assists in the development, exploitation and application of information
technology for the benefit of all people.
IFIP is a non-profitmaking organization, run almost solely by 2500 volunteers. It operates
through a number of technical committees, which organize events and publications. IFIP's
events range from an international congress to local seminars, but the most important are:
• The IFIP World Computer Congress, held every second year;
• open conferences;
• working conferences.
The flagship event is the IFIP World Computer Congress, at which both invited and
contributed papers are presented. Contributed papers are rigorously refereed and the
rejection rate is high.
As with the Congress, participation in the open conferences is open to all and papers may
be invited or submitted. Again, submitted papers are stringently refereed.
The working conferences are structured differently. They are usually run by a working
group and attendance is small and by invitation only. Their purpose is to create an
atmosphere conducive to innovation and development. Refereeing is less rigorous and
papers are subjected to extensive group discussion.
Publications arising from IFIP events vary. The papers presented at the IFIP World
Computer Congress and at open conferences are published as conference proceedings, while
the results of the working conferences are often published as collections of selected and
edited papers.
Any national society whose primary activity is in information may apply to become a full
member of IFIP, although full membership is restricted to one society per country. Full
members are entitled to vote at the annual General Assembly, National societies preferring
a less committed involvement may apply for associate or corresponding membership.
Associate members enjoy the same benefits as full members, but without voting rights.
Corresponding members are not represented in IFIP bodies. Affiliated membership is open
to non-national societies, and individual and honorary membership schemes are also offered.
Educating Professionals
for Network-Centric
Organisations
IFIP TC3 WG3.4 International Working Conference on
Educating Professionals for Network-Centric Organisations
August 23-28, 1998, Saitama, Japan
Edited by
Peter juliff
Deakin University
Australia
T surayuki Kado
Hitachi Ltd.
japan
Ben-Zion Barta
Bar-Code Computers Ltd.
Israel
'~·'
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
Library of Congress Cataloging-in-Publication Data
IFIP TC3 WG3.4 International Working Conference on Educating Professionals for
Network-Centric Organisations (1998 : Saitama, Japan)
Educating professionals for network-centric organisations : IFIP TC3 WG3.4
International Working Conference on Educating Professionals for Network-Centric
Organisations. August 23-28, Saitama, Japan / edited by Peter Juliff, Tsurayuki Kado,
Ben-Zion Barta.
Includes bibliographical references and index.
ISBN 978-1-4757-5051-5 ISBN 978-0-387-35393-7 (eBook)
DOI 10.1007/978-0-387-35393-7
1. Information technology-Study and teaching Congresses. 2. Multimedia systems
Congresses. 1. Juliff, Peter Laurence, 1938- . II. Kado, Tsurayuki. III. Barta, B.Z. IV.
Title.
658.4'038'OII--dc21 99-30335
CIP
Copyright © 1999 by Springer Science+Business Media Dordrecht
Originally published by Kluwer Academic Publishers in 1999
AII rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, mechanical, photo-copying, recording,
or otherwise, without the prior written permission of the publisher,
Springer-Science+Business Media, B.V.
Printed an acid-free paper.
Table of Contents
Preface
Editors -Peter Juliff, Ben Z. Barta, Tsurayuki Kado ix
Keynote Address
Education in Changing Era -A View from Japan xi
N. Tokura
Papers Presented:
1. Learn:Line-An Educational Environment on The Web 1
Wolfgang Weber
2. Network-Centric Work-Implications to Professional IT Education 9
Mikko J. Ruohonen
3. Planning Guidelines for Next Generation Business Simulation 19
Timo Lainema
4. Data Communication and Distance Learning Methodologies
for Technicians Training 27
l.S. Zilberstein, B.Z. Barta
5. Educational Effectiveness Of An Interactive Multimedia
Communications Environment 35
K. Maeda, R. Aibara, K. Kawamoto, M Terauchi, & S. Otsuki
6. Empirical Study On Effectiveness ofHDTV In Distance Education 43
Hiroshi Kato, Mitsushige Iwamoto, & Hideki Asahi
7. Why Information Ethics Education Fails 55
Tatsumi Takeo, Harada Yasunari
8. Trends In Internet-Based Electronic Commerce:
Results Of An Initial Survey 65
R.I. Ferguson, P. Cranner, D. Grey, S. Kerridge, A. Slade,
J.B. Thompson & A. Williams
9. Towards a Standard Monitoring System for Computer Science
Student Projects 73
R.K. Mazhindu-Shumba, G. T. Hapanyengwi
vi Educating Professionals for Network-Centric Organisations
10. Educational Multimedia in a Network Centric Society:
Requirements, Enablers and Negative Aspects. 85
K.D. Levin
11. The Application Of The Internet And Intranets In Business 95
MA.Murray, S. Kerridge, A. Slade, D. Grey,/. Fergusson, J.B. Thompson.
12. A Case Base Reasoning System On The Internet For
Knowledge Sharing I Reusing On Information Technology
Education 105
Toshio Okamoto & Masaki Nakagawa
13. The Knowledge-Navigation System In Hyperspace
With Neural Networks 115
Mizue Kayama & Toshio Okamoto
14. The Management Of Work Force In Networked Organizational
Environment 125
Lic.Sc. Jukka Viitanen
15. Seven Years Experience and Analysis On Corporated-Wide
Distance Learning For Engineers Using Satellite Communications 135
Kouji Yoshida, AsakoNishio, Hiroshi Hisha, Harumasa Tohda,
Tadashi Odaka & Masahiro Kasuga
16. Management System For Telecommunications Engineer Training 149
Yasuo Minai, Masayuki Yamauchi, Tsurayuki Kado
17. Study Program For Network Technology and Its Evaluation 157
Hideo Tanaka, Yoshiki Noda, Naoki Nakatani
18. Information Organizing and Sharing Technique For
Task Performance and Training Support 165
Hiroyuki Kojima, Takaaki Yamada, Yoshihiro Mizuno, Toshiyuki Yuasa
19. An Efficient Method For Creating Multimedia Courseware 171
Yukinori Terahama, Hiroyuki Kojima & Hiroh Yamamoto
Contents vii
20. How A Small Enterprise Obtained WWW Experience At A
Minimum Cost:-A Case Study 179
J.B. Thompson & S. McCall
21. Effectiveness Of Various CAl Education Styles And Support
Functions On Self-Study 189
H. Yamamoto, M Nakayama, Y. Shimizu
Discussion Reports
Tete-Education For Network-Centric Organisations:
An Adult Education View; 201
MJ. Ruohonen, S.R. Kerridge, T. Lainema
Educating Professionals For Network Centric Organisations 209
Discussion Leaders: J. Barrie Thompson & Susan Kerridge
INDEX 217
Preface
The short history of the International Working Conference on Educating
Professionals for Network Centric Organizations is a good illustration of the
tremendous rate of development of global networking, its impact and of its deep
penetration into management of business, industty and administration.
In 1996, when the theme and name of the conference had been set, there was yet
no heavy use of networks in the fields just mentioned. However, it has been already
established well enough to enable those with a visionary sense to feel that it will be
an important subject and it could be an interesting theme for a conference to be held
within two years. It seemed a risky decision at the time but it turned out to be very
successful when conducted in 1998.
It has been stated that "it took until 1997 for the business world to discover the
Internet". In less than two years, the Internet and the Intranets are a vital component
for running major parts of the business world.
This fast pace puts some pressure on writing papers and holding a conference -
effort has to be made to have meaningful contents despite the changes. A time span
of 9 months between writing a paper and having it published, seemed once to be
very short, but it is not so any more when referring to a dynamic issue like global
networking.
About half of the papers in these proceedings refer to the world of Business and
Management. Most of the others address the issues of Education and Training, with
no strict boundaries between the two.
Concerning Business and Management, the main issues covered are applications
of Internet and Intranets in Business, implications for small businesses, networked
business simulations, implications on management of work, distributed, remote,
networked work organizations. Social changes and ethics issues also belong to this
group.
Networked Education and Training Systems, public and corporate, are covered
by many of the papers. Starting form general issues like requirements, enablers and
negative aspects of networked educational multimedia or knowledge-navigation in
Hyperspace; evaluation and effectiveness of networked corporate training systems;
descriptions of several working systems for creation and delivery of training, uses
of networking for management of training and teaching support; some aspects of
networking for monitoring students' projects and for the assessment of academic
activities.
In addition to the usual papers and related discussions, several dedicated discussion
groups dealt with two main subjects: Educating Professionals for Network Centric
Organizations - an analysis of the range of professionals using networks for their
daily activities and of their respective educational needs; Tele-education in Network
Centric Organizations - dealing with new roles and processes in educational and
X Preface
training activities, learning styles, student to student and student to teacher
communications, group activities and the use of various media.
An additional discussion group dealt with methodology and tools for assessing
the activity of academic institutions.
Short summaries of these discussions are an important, even if rather short part
of these proceedings. The outcomes of these discussions may well provide issues
for further research and perhaps future publications.
A large group of institutions and persons contributed to the organization and success of
this working conference: First of al~ its two main co-sponsors, namely, Hitachi Group of
Japan and Working Group 3.4, of the International Federation for Information Processing
(IFIP), acting under its Technical Committee on Education (fC3), which volunteered to
undertake the organizational burden of the conference, to be active with the programme
committee and to contribute some of the material means needed to run it Then, the
Information Processing Society of Japan and the Japan Society for Information and
Systems in Education cooperated with the Ministry of International Trade and Industry,
the Ministry of Education, the Japan Society of Educational Technology and the Center
for Educational Computing contributed by the Support Center for Advanced
Telecommunications Technology Research, the Japan Infonnation-Technology Engineers
Examination Center, Fujitsu Ltd, NEC Co., NIT Infonnation and Communication
Systems Laboratories and Toshiba Ltd In addition there was the personal contribution of
the staff members of these institutions, of the members of the Programme Committee and
of the Organizational Committee and the secretariat of the conference. Finally, the authors
of the papers presented and the participating audience; without them and their active
participation the conference would not have been possible.
The developers of web based training systems that provided the exhibition day
have to be specially mentioned for their efforts to install the systems and have them
operational and for providing the demonstrations during the nominated day.
Special thanks to the director and the staff of the conference venue, the National
Women's Education Centre of Japan, who hosted the conference and provided
hospitality on the beautiful site which they are managing.
To all these and to those whom we may have omitted to mention, our deep
appreciation and thanks for their remarkable and fruitful contribution.
The Editors
Educating Professionals for Network-Centric Organisations
P. Juliff, T. Kado, B.Z. Barta (Eds.)
© 1999 IFIP, Published by Kluwer Academic Publishers
EDUCATION IN CHANGING ERA
--A VIEW FROM JAPAN
N.Tokura
Department of Informatics and Mathematical
Science
Graduate school of Engineering Science,
Osaka University
1. Short introduction to Japanese history [1]
It would be suitable to talk about current Japan's situation. The present situation is
not independent of the past history.
When Japan was first known to the western world, Japan was a country of Gold.
In the Edo period (1600-1868), the national seclusion policy and powerful
administration of Tokugawa shogunate achieved more than two centuries of peace.
The Tokugawa system was oppressive in many respects, however, Japanese created
its own rich culture. The heritages of the culture in the Edo era have much
profound influences on our behaviors and our disposition.
This peaceful life was threatened in the 19th century as Russian, British and
American vessels begun to push their claim for trade with China and Japan. This
leads to Meiji restoration of 1868. The slogan of new leadership of Japan was
Fukoku Kyohei (enrich the Country, Strengthen the Military). The modernization
of Japan was quickly attained. The reason could be that many of feudal clans in the
Edo era were very earnest about their children's education and ready for new era.
In their small schools, one important subject was the Chinese classics of
Confucianism.
After the Meiji period, the Taisho period (1912-1926) and the Showa period
(1026-1988) followed. Japan got acceptance as a major power in the world. In the
early Showa period, ultra nationalism and political oppression at home eventually
led to the World War II with the United States and the Allied powers in Asia and
the Pacific.
The defeat of Japan in 1945 under the mushroom clouds brought the Allied
Occupation and drastic changes in society: e.g. demilitarization, dissolving of the
old financial and industrial combines, renunciation of divinity of the emperor, a new
constitution, democratization, and a new educational system (the 6-3-3-4 system).
After a painful period of postwar reconstruction, the Japanese economy begun to
