NETWORKING 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