Table Of ContentNETWORKING THE LEARNER
Computers in Education
IFIP -The International Federation for Information Processing
IFIP was founded in 1960 under the auspices ofUNESCO, 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.
NETWORKING
THE LEARNER
Computers in Education
IFIP TC3
Seventh IFIP World Conference on Computers in Education
WCCE2001
july 29-August 3, 2001, Copenhagen, Denmark
Edited by
Deryn Watson
King's Co/lege London
United Kingdom
Jane Andersen
IT University of Copenhagen
Denmark
•~•·
Springer Science+Business Media, LLC
...
~
' ' Electronic Services <http://www.wkap.nl>
Library of Congress Cataloging-in-Publication Data
IFIP World Conference on Computers in Education (7th: 2001 : Copenhagen, Denmark)
Networking the learner: computers in education: Seventh IFIP World Conference on
Computers in Education, WCCE 2001, July 29-August 3, 2001, Copenhagen, Denmark
I IFIP TC3 ; edited by Deryn Watson, Jane Andersen.
p. cm. - (International Federation for Information Processing; 89)
Includes bibliographical references and index.
ISBN 978-1-4020-7133-1 ISBN 978-0-387-35596-2 (eBook)
DOI 10.1007/978-0-387-35596-2
1. Computer-assisted instruction-Congresses. 2. Education-Computer network
resources-Congresses. 3. Distance education-Congresses. I. Watson, Deryn. II.
m.
Andersen, Jane, 1952-. IFIP Technical Committee on Education. IV. Title. V.
International Federation for Information Processing (Series); 89.
LB1028.5 .135 2002
371.33'4-dc21 2002-069498
Copyright© 2002 by Springer Science+Business Media New York
Originally published by International Federation for Information Processing 2002.
Softcover reprint of the hardcover 1st edition 2002
All rights reserved. No part of this work may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photo
copying, microfilming, recording, or otherwise, without written permission from the
Publisher (Springer Science+Business Media, LLC ), with the exception of any
material supplied specifically for the purpose of being entered and executed on a com
puter system, for exclusive use by the purchaser of the work.
Printedon acid-free paper.
Contents
PREFACE .............................................................................................................. xiii
INTRODUCTION ooooooooooooooooooooooooooooooooooooooooooooooo xiii
00000000000000000000000000000000 00 0000000000 000000 0000000
WELCOME FROM THE CONFERENCE CHAIRooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo xv
WELCOME FROM THE HOST-UNI•Cooooo ooooooooooooooo xvii
000000000000000 0000000 000000 0000000000 000000 00000 0
AN INTERNATIONAL DIALOGUE IN DENMARK ooooooooooooooooooooooooooooooooooooooooooooooooooooooooo xix
BRIDGING THE DIGITA L DNIDE oooooooooooooooooooooooo ooooooooooo XXV
0 00000 0000 00000 0000000000 000 00000 00000 00000
A GUIDE TO THE CONFERENCE STRUCTURE xxix
000000000000000000 000000000000000000 000000000000000 0000000
CONFERENCE ÜRGANISERS oooooooooooooooooooooooooooooooooooooooo ooooooooo oooooooooooo oooooo XXX
000000000000000 000
SPONSORS/PARTNERS oo ooooooooooooooooooooooooooooooooooooooo xxxiii
0000000000000000000000000 000000000000000000000000
EDITORIAL ............................................................................................................. 1
NETWORKING THE LEARNER
Deryn Watsonoooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo 1
PARTONE
OPEN AND DISTANCE LEARNING ................................................................. 17
1 DIMENSIONS OF STUDENT SUCCESS IN ÜNLINE LEARNING
Lynne Schrumoooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo 19
2 STUDENT-CENTRED LEARNING IN A TELEMATIC LEARNING ENVIRONMENT
Ineke Lam and Angela Markenhof.ooooooooooooooooooooooooooooooooo Oooo 29
000 00 000 0000000000 00000000 000
3 SOCIAL PRESENCE ÜNLINE: NETWORKING LEARNERS AT A DISTANCE
Elizabeth Stacey 39
0 0 0 0 0 0 0 0 o o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 TEACHING FOR QUALITY LEARNING ÜNLINE
Paul Nieholsan and GeoffWhite ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo 49
vi Contents
5 DISTANCE LEARNING BY VIDEO CONFERENCE SYSTEM
Toshinori Yamasaki, Yukihiro Matsubara, Fumio Matsushita,
Hiroo Hizume and Syun-ji Akaguma ............................................................... 59
6 DESKTOP VIDEO CONFERENCING
Paula F. Furr and Ronald G. Ragsdate .......................................................... 67
7 EFFECTIVE COLLABORATIVE WORK UTILISING VIDEOCONFERENCING
Yoshinori Naruse, David Farrell and Jun-ichi Yamanishi .............................. 77
8 TELECONSULT ING
Odd Rudjord .................................................................................................... 85
9 A VIRTUAL ENVIRONMENT FOR DISTANCE LEARNING
Creto Augusto Vidal, Antonio lose Melo Leite Junior, Camilo Camilo
Almendra, Emanuele Marques dos Santos, Joaquim Pedro Carvalho de
Oliveira and Joäo Carlos Silveira Costa Filho ............................................... 95
10 DEVELOPMENT AND FUTURE OF FLEXIBLE DISTANCE LEARNING
INDENMARK
Susanne Tellerup and Niets Henrik Helms .................................................... 105
11 A CASE FOR AN ADULT EDUCATIONAL TECHNOLOGY
Thierry Nodenot ............................................................................................ 115
12 TOWA RDS INTEROPERABLE AND REUSABLE LEARNING ENVIRONMENTS
Luis Anido, Martin Llamas and Mancel J. Fernandez .................................. 125
13 VIRTUAL PORTFOLIOS
Eugene S. Takle, Elsebeth K. Sorensen, Michael R. Taberand
Douglas Fils .................................................................................................. 135
14 VIRTUAL SCHOOLS
Jun Jo and Neil Russell ................................................................................. 143
PARTTWO
ICT IN LEARNING ............................................................................................. 153
15 STUDENTS' PERCEPTIONS OFTHE TECHNOLOGICAL SUPPORTS FOR
PROBLEM-BASED LEARNING
Willie Yip ....................................................................................................... 155
16 IMPACT OF NEW INFORMATION TECHNOLOGIES ON TEACHERS AND
STUDENTS
Gerald Knezek and Rhonda Christensen ....................................................... 169
17 CURRICULUM FOCUSED ICT - THE CRITICAL RESOURCE
Robert Munro ................................................................................................ 179
18 TRACKING TECHNOLOGY AND LITERACY PRACTICES
Katina Zammit and Toni Downes .................................................................. 189
19 ENCOURAGING LEARNERS TO PREPARE ÜRALPRESENTATIONS USING
COMPUTERS
Erollnelmen .................................................................................................. 199
Contents vii
20 SCAFFOLDING OR SKELETON
Anne McDougall and Martin Boyle ............................................................... 207
21 MACHINE INTERVIEWING FOR ASSESSING STUDENT LEARNING
Marie K. Iding, Thomas W. Speitel and Martha E. Crosby ........................... 217
22 VISUAL PERCEPTION IN DESIGN EDUCATION
Aysu Sagun .................................................................................................... 227
23 PORTABLE COMPUTING AND THE NETWORKED LEARNER
C. Paul Newhouse ......................................................................................... 237
24 TEACHING AND LEARNING THROUGH TECHNOLOGY-MEDIATED
INTERACTION
Ruth Geer and Alan Barnes ........................................................................... 247
25 PERCEPTIONS AND USES OF TECHNOLOGY AMONG ADOLESCENT BOYS
ANDGIRLS
Alice A. Christie ............................................................................................. 257
26 W ORKING WITH DYSLEXIC LEARNERS
Yota Dimitriadi .............................................................................................. 267
27 RESEARCHING AGENT TECHNOLOGIES IN THE ELECTRONIC CLASSROOM
Carolyn Dowling ........................................................................................... 277
PARTTHREE
NEW PEDAGOGIC IDEAS ................................................................................ 287
28 TEACHER SCAFFOLDING: AN EXPLORATION OF EXEMPLARY PRACTICE
Jennifer Mastersand Nicola Yelland ............................................................ 289
29 SHOW WHAT YOU CAN Do WITH MEDIA
Annemarie Hauf-Tulodziecki and Wolfgang Weber ...................................... 301
30 A PSYCHO-PEDAGOGICAL MODEL FOR ICT USE IN THE EDUCATIONAL
PROCESS
Yaacov J. Katz ............................................................................................... 311
31 THE WEBQUEST MODEL FOR lNQUIRY -BASED LEARNING USING THE
RESOURCES OFTHE WORLD WIDE WEB
Barriet G. Taylor. .......................................................................................... 319
32 SEARCHING USING 'MICROSOFT® ENCARTA™ '
Helen Drenoyianni, lan Selwood and Richard Riding .................................. 329
33 WALKING WITH WOODLICE
Roy Hawkey ................................................................................................... 343
34 EVA LUAT ING USABILITY OF SAGRES VIRTUAL MUSEUM
Marcia Cristina Moraes, Ana Carolina Bertoletti and
Antonio C. Rocha Costa ................................................................................ 353
35 WEB-BASED EXPLORATORY CROSS-CURRICULAR LEARNING CONTEXTS
Yannis Kotsanis, Anna Chronaki, Demetrios Sampson and
Nikos Dapontes. ............................................................................................. 363
viii Contents
36 CRITICAL EVALUATION OF SCIENTIFIC WEBSITES BY HIGHSCHOOL
STUDENTS
Marie Iding, Robert E. Landsman and ThanhTruc T. Nguyen ...................... 373
37 BEWARB OFTHE WEB
Thao Le and Quynh Le .................................................................................. 383
38 ACTIVITY THEORY TO INVESTIGATE THE IMPLEMENTATION OF ICTE
Geoff Romeo and Ia n Walker ........................................................................ 389
PARTFOUR
TEACHING MATHS .......................................................................................... 401
39 SEIMA-NEW PERSPECTIVES FOR SELF-GUIDED LEARNING IN TEACHING
MAT HEMATICS AT SENIOR HIGH SCHOOL LEVEL
Wolfgang Weberand Kristine Fankhänel ..................................................... 403
40 NETWORKING THE LEARNER IN PROFESSIONAL DEVELOPMENT
Gary G. Bitterand Brandt W. Pryor ............................................................. 413
41 DYNAMIC GEOMETRY SOFTWARE AND MECHANICAL LINKAGES
Jill Vincent ..................................................................................................... 423
42 USER CENTRED DESIGN IN A LEARNING ENVIRONMENT ßASED ON A
COMPUTER ALGEBRA SYSTEM
Dominique Lenne and Jean-Michel Gelis ..................................................... 433
43 TEACHING OF DISCRETE MAT HEMATICS
Sirnone C. Mendes, Tiaraju A. Diverio and Dalcidio M. Claudio ................. 443
44 AUTOMATIC DIFFERENTIATION IN INTELLIGENT TOTORING SYSTEMS
Vladislav Katkov and Ada Novosselova ........................................................ 453
PARTFIVE
TEACHING COMPUTER SCIENCE ............................................................... 463
45 PC INTERFACING BY EXAMPLE
lohn Fulcher. ................................................................................................. 465
46 DIDACTIC SYSTEM FOR ÜBJECT-ORIENTED MODELLING
Torsten Brinda and Sigrid E. Schubert ......................................................... 473
47 SIMULATORS: TOOLS FOR TEACHING THEORY OF COMPUTATION
Tiaraju A. Diverio, lngrid V. Mito, Thiago F. Moesch and
Luis F. R. Lima .............................................................................................. 483
48 SIMULATION OF REAL-WORLD DEVELOPMENT PROCESSES IN COMPUTER
SCIENCE CLASSES
Paula Gabbert and Kevin Treu ..................................................................... 495
49 HOW TO EDUCATE STUDENTS TOBE FUTURE SYSTEMS ENGINEERS?
Mikihiko Ohnari ............................................................................................ 505
50 A STUDY PROGRAM IS MORE THAN A SET OF COURSES
France Henri and Sylvie Dore. ...................................................................... 515
Contents ix
51 RECENT EXPERIENCE WITH THE COMPUTER SCIENCE ACCREDITA TION
PROCESS
Chao Lu, Doris K. Lidtke, Charles Dierbach, and Gabriete Meise/witz ....... 523
52 A LlFELONG LEARNING COURSEBASEDON LEARNING ÜBJECTIVES
Robert Aiken and Cheryl Sandas ................................................................... 533
53 DESIGNING AN IT COLLEGE
Peter J. Denning, Ravi Athale, Nada Dabbagh, Daniel Menasce,
Jeff 0./futt, Mark Pullen, Steve Ruth and Ravi Sandhu .................................. 541
PARTSIX
FORMS OF ASSESSMENT ............................................................................... 551
54 CHAT AS MEDIA IN EXAMS
Claus Witfelt, Poul Erik Philipsen and Birte Kaiser ..................................... 553
55 ASSESSMENT OF PERFORMANCE QUALITY
Peter Summons .............................................................................................. 561
56 ICT SUPPORT FOR ELECTRONIC PORTFOLIOS AND ALTERNATIVE
ASSESSMENT
Helen C. Barrett ............................................................................................ 569
57 DEVELOPING GENERIC CAPABILITIES THROUGH WEB-BASED STUDENT
PROFILING
Wendy Fountain and Janelle Allison ............................................................. 579
PARTSEVEN
MANAGEMENT AND RESOURCE ................................................................. 589
58 COMPARATIVE EVALUATION OF THE IMPLEMENTAT ION OF COMPUTERISED
SCHOOL MANAGEMENT SYSTEMS
Alex Fung, Adrie Visscher, Debbie Smith and Phil Wild .............................. 591
59 KNOWLEDGE MANAGEMENT ANDRESOURCES PLANNING
Mohd Syazwan Abdullah and Zulkifli Mohamed Udin .................................. 601
60 COMPUTER-SUPPORTED WORKPLACE LEARNING
Bente Elkjaer ................................................................................................. 609
61 DEVELOPING COURSEWARE FOR HIGHER EDUCATION
Wendy Doube, David Kennedy and Juhani Tuovinen ................................... 619
62 A SYSTEM OF RECIPROCITY
Catherine P. Fulford and Ariana Eichelberger. ............................................ 631
63 TECHNOLOGY EDUCATION FOR THE 21ST CENTURY IN AUSTRALIA?
C. Paul Newhouse ......................................................................................... 641
64 VISIONS ABOUT MOBILE TECHNOLOG! ES IN ELEMENTARY EDUCATION
Harri Ketamo, Jarkko Alajääski and Jari Multisilta ..................................... 651
65 ASSESSING INTERNET RESOURCES FOR EARLY CHILDHOOD EDUCATION
Leonie Arthur, Bronwyn Beecher and Toni Downes ..................................... 659
