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Deryn Watson and Jane Andersen Editors INTRODUCTION The role of a Preface is to introduce the nature of the publication. The book that emerges from an IFIP Technical Committee World Conference on Computers in Education is complex, and this complexity lies in the nature of the event from which it emerges. Unlike a number of other major international conferences, those organised within the IFIP education community are active events. A WCCE is unique among major international conferences for the structure that deliberately ensures that all attendees are active participants in the development of the debate. In addition to the major paper presentations and discussion, from international authors, there are panel sessions and professional working groups who debate particular themes throughout the event. There is no doubt that this was not a dry academic conference - teachers, lecturers and experts, policy makers and researchers, leamers and manufacturers mingled and worked together to explore, reflect, discuss and plan for the future. The added value of this event was that we know that it will have an impact on future practice; networks will be formed, both virtual and real -ideas will change and new ones will emerge. Capturing the essence of this event is a challenge - this post-conference book has three parts. The first is the substantial number of theme papers.
Sommario
Preface. Introduction. Welcome from the Conference Chair. Welcome from the Host - UNI-C. An International Dialogue in Denmark. Bridging the Digital Divide. A Guide to the Conference Structure. Conference Organisers. Sponsors/Partners. Editorial. Networking the Learner; D. Watson. Part One: Open and Distance Learning. 1. Dimensions of Student Success in Online Learning; L. Schrum. 2. Student-centred Learning in a Telematic Learning Environment; I. Lam, A. Markenhof. 3. Social Presence Online: Networking Learners at a Distance; E. Stacey. 4. Teaching for Quality Learning Online; P. Nicholson, G. White. 5. Distance Learning by Video Conference System; T. Yamasaki, Y. Matsubara, F. Matsushita, H. Hizume, S-j Akaguma. 6. Desktop Video Conferencing; P. F. Furr, R.G. Ragsdale. 7. Effective Collaborative Work Utilising Videoconferencing; Y. Naruse, D. Farrell, J-i Yamanishi. 8. Teleconsulting; O. Rudjord. 9. A Virtual Environment for Distance Learning; C.A. Vidal, A.J. Melo Leite Jr., C.C. Almendra, E. Marques dos Santos, J.P. Carvalho de Oliveira, J.C. Silveira Costa Filho. 10. Development and Future of Flexible Distance Learning in Denmark; S. Tellerup, N.H. Helms. 11. A Case for an Adult Educational Technology; T. Nodenot. 12. Towards Interoperable and Reusable Learning Environments; L. Anido, M. Llamas, M.J. Fernández. 13. Virtual Portfolios; E.S. Takle, E.K. Sorensen, M.R. Taber, D. Fils. 14. Virtual Schools; J. Jo, N. Russell. Part Two: ICT in Learning. 15. Students' Perceptions of the Technological Supports for Problem-based Learning;W. Yip. 16. Impact of New Information Technologies on Teachers and Students; G. Knezek, R. Christensen. 17. Curriculum Focused ICT - the Critical Resource; R. Munro. 18. Tracking Technology and Literacy Practices; K. Zammit, T. Downes. 19.Encouraging Learners to Prepare Oral Presentations Using Computers; E. Inelmen. 20. Scaffolding or Skeleton; A. McDougall, M. Boyle. 21. Machine Interviewing for Assessing Student Learning; M.K. Iding, T.W. Speitel, M.E. Crosby. 22. Visual Perception in Design Education; A. Sagun. 23. Portable Computing and the Networked Learner; C.P. Newhouse. 24. Teaching and Learning through Technology-mediated Interaction; R. Geer, A. Barnes. 25. Perceptions and Uses of Technology among Adolescent Boys and Girls; A.A. Christie. 26. Working with Dyslexic Learners; Y. Dimitriadi. 27. Researching Agent Technologies in the Electronic Classroom; C. Dowling. Part Three: New Pedagogic Ideas. 28. Teacher Scaffolding: An Exploration of Exemplary Practice; J. Masters, N. Yelland. 29. Show What You Can Do with Media; A. Hauf-Tulodziecki, W. Weber. 30. A Psycho-Pedagogical Model for ICT Use in the Educational Process; Y.J. Katz. 31. The WebQuest Model for Inquiry-based Learning Using the Resources of the World Wide Web; H.G. Taylor. 32. Searching Using 'Microsoft® Encarta(TM)'; H. Drenoyianni, I. Selwood, R. Riding. 33. Walking with Woodlice; R. Hawkey. 34. Evaluating Usability of SAGRES Virtual Museum;
Info autore
Deryn Watson is Professor of Information Technologies and Education at the School of Education, King's College London, UK.
Jane Andersen is Head of Development at the IT University of Copenhagen, Denmark.
Riassunto
Deryn Watson and Jane Andersen Editors INTRODUCTION The role of a Preface is to introduce the nature of the publication. The book that emerges from an IFIP Technical Committee World Conference on Computers in Education is complex, and this complexity lies in the nature of the event from which it emerges. Unlike a number of other major international conferences, those organised within the IFIP education community are active events. A WCCE is unique among major international conferences for the structure that deliberately ensures that all attendees are active participants in the development of the debate. In addition to the major paper presentations and discussion, from international authors, there are panel sessions and professional working groups who debate particular themes throughout the event. There is no doubt that this was not a dry academic conference - teachers, lecturers and experts, policy makers and researchers, leamers and manufacturers mingled and worked together to explore, reflect, discuss and plan for the future. The added value of this event was that we know that it will have an impact on future practice; networks will be formed, both virtual and real -ideas will change and new ones will emerge. Capturing the essence of this event is a challenge - this post-conference book has three parts. The first is the substantial number of theme papers.
