In this book about a hundred papers are presented. These were selected from over 450 papers submitted to WCCE95. The papers are of high quality and cover many aspects of computers in education. Within the overall theme of "Liberating the learner" the papers cover the following main conference themes: Accreditation, Artificial Intelligence, Costing, Developing Countries, Distance Learning, Equity Issues, Evaluation (Formative and Summative), Flexible Learning, Implications, Informatics as Study Topic, Information Technology, Infrastructure, Integration, Knowledge as a Resource, Learner Centred Learning, Methodologies, National Policies, Resources, Social Issues, Software, Teacher Education, Tutoring, Visions. Also included are papers from the chairpersons of the six IFIP Working Groups on education (elementary/primary education, secondary education, university education, vocational education and training, research on educational applications and distance learning). In these papers the work in the groups is explained and a basis is given for the work of Professional Groups during the world conference. In the Professional Groups experts share their experience and expertise with other expert practitioners and contribute to a postconference report which will determine future actions of IFIP with respect to education. J. David Tinsley J. van Weert Tom Editors Acknowledgement The editors wish to thank Deryn Watson of Kings College London for organizing the paper reviewing process. The editors also wish to thank the School of Informatics, Faculty of Mathematics and Informatics of the Catholic University of Nijmegen for its support in the production of this document.

Inhalt

One IFIP Working Groups.- 1 IFIP Working Group 3.1: towards integration of computers into education.- 2 IFIP Working Group 3.2: the place of computing in higher education.- 3 IFIP Working Group 3.3: applications of computer related technology; are we making progress?.- 4 IFIP Working Group 3.4: training and education of information technology professionals.- 5 IFIP Working Group 3.5: using computers to support young learners.- 6 IFIP Working Group 3.6: distance learning, activities and plans for the future.- Two Artificial Intelligence.- 7 A two-phased development shell for learning environments: a design proposal.- 8 A combined knowledge and hypermedia system to attain educational objectives.- 9 Two-level learner modelling in the tutoring of declarative knowledge based problem solving.- 10 An application of fuzzy logic to student modelling.- 11 Knowledge transfer when learning a second programming language.- 12 A prototype design for an expert system to identify pupils' misconceptions in science.- 13 Domain oriented modelling: a balance between simulation and programming.- 14 Expert design knowledge: a case study in dental education.- Three Costing.- 15 A rigorous framework for measuring development productivity and estimating the effort of multimedia courseware.- Four Developing Countries.- 16 Attitudes towards using computers among Malaysian teacher education students.- 17 Computer education in developing countries: the Sudan case.- 18 Children's potential for controlling their own learning while solving problems with an 'idea organiser'.- 19 Computer based environmental studies in Lithuania.- 20 Uganda's schools: do these need computers?.- 21 A national strategy introducing educational computing in primary schools in Chile.- Five Distance Learning.- 22 Cooperating school classes.- 23 Multimedia documents: towards a new paradigm for instructional technology.- 24 Enhancing traditional university science teaching using the World Wide Web.- 25 Categorizing distance learning systems: discovering successful ingredients.- Six Equity Issues.- 26 The effects of age on gender stereotyping of computing.- 27 Attracting girls to information technology.- Seven Evaluation.- 28 The use of direct manipulation in educational software design.- 29 Learning from experience: approaching the research of CD-ROM in schools.- Eight Flexible Learning.- 30 What context for liberated computer assisted language learning?.- 31 Flexible assignment submission in distance learning.- 32 Computer based teaching and learning in statistics.- 33 The introduction of an information technology project: personal computing in the classroom.- 34 Computer mediated collaborative writing in higher education: enriched communication support using voice annotations.- 35 Hypermedia for open and flexible learning.- 36 Science education by way of the 'ultimate electronic field trip'.- 37 Nonprogramming laboratory assignments for the introductory AI course using the FLAIR system.- 38 Quality learning through computer conferencing.- Nine Implications.- 39 The' social' machine: the computer as a participant in social and cognitive interactions within the classroom.- Ten Informatics as Study Topic.- 40 Computers in secondary school: analysis of student attitudes.- 41 Information technology capability - how does it develop?.- 42 GiPHouse, a professional student software house.- 43 Experiences in teaching team software design.- 44 Visual programming: an educational experience.- 45 Logic in first courses for computer science majors.- 46 Reflections of a computer scientist for teachers and teacher educators.- 47 Computer based environmental education as a mutual challenge.- 48 Computer science/informatics: the study of the Information World.- Eleven Information Technology.- 49 Future directions for research on information technology and educational management.- 50 Open architecture environment for control engineering education.- 51 Updating train-the-trainer activities: an action research study.- 52 Children and electronic media: the home-school connection.- 53 Introducing spatial information systems into schools: a curriculum project.- 54 The delivery of Information Technology capability in secondary schools in England and Wales.- Twelve Infrastructure.- 55 Executive Information Systems in school management: a research perspective.- 56 Teaching and learning with telecommunications: issues for schools and professional development.- Thirteen Integration.- 57 Why everyone should know how to program a computer.- 58 E-discourse in education.- 59 Breaking down the barriers: an architecture for developing and delivering resource based learning materials.- 60 Laptops which talk: liberating dyslexic learners.- 61 Portability as a catalyst for cross-curricular Information Technology permeation.- 62 Can you balance the equation: effective implementation + school change = integrated technology tools?.- Fourteen Knowledge as a Resource.- 63 Computing and the understanding of text.- Fifteen Learner Centred Learning.- 64 Computers and the primary curriculum: an action research case study.- 65 Technology and learning: computer mediated communication between deaf children.- 66 Community collaboration to develop active learning environments in school libraries through telecommunications.- 67 Bytes for Belfast: personal development for young people in disadvantaged areas through information technology.- 68 Starting learning with computer controlled models.- 69 Learner modelling by expert teachers: learner information space and the minimal learner model.- 70 Outback Oz: a study of one learner's journey of liberation with the help of a portable computer.- 71 Designing software for cognitive change: StatPlay and understanding statistics.- 72 Contest-Kid: a competitive distributed social learning environment.- Sixteen Methodologies.- 73 From concept to delivery: a new tool for courseware developers.- 74 What if pedagogues specified educational software?.- 75 Exploring mathematics with image processing.- 76 A systemic approach to courseware engineering.- 77 Experimental curriculum of informatics for 11 year old children.- 78 Learning mathematics with CAS.- Seventeen National Policies.- 79 Ten years of information technology policy in Norwegian educati…