Betty CollisDavid Mioduser and Rafi NachmiasChee-Kit LootAnn E. Barron and Catherine RickelmanPhilip BarkerKinshuk and Ashok Patel and David RussellThomas C. Reeves and Arjan RavenStephan DiehlRainer Müller and Thomas OttmannPeter J. BatesJef MoonenTrevor DoerksenJoost LowyckRon OliverReinhard OppermannGilbert PaquetteJulia Innes and Rory McGrealBrent Wilson and Lorraine Sherry and Jackie Dobrovolny and Mike Batty and Martin RyderHeiner RindermannGreg KearsleyKwok-Wing LaiKeith W. MillerClaudio Dondi and Michaela MorettiMichael SzaboPaul E. RestaSabine SeufertDavid MarshallJari A. MultisiltaDean A. ZollmanRachelle S. HellerSusan StoneyKoenraad de Smedt and William J. BlackBernd RüschoffGlen Bull and Randy Bell and Cheryl Mason and Joe GarofaloKwok Lai-kuen and Tony R. EasthamStephen Brown

1 Information Technologies for Education and Training	p. 1
1.1 Introduction	p. 1
1.2 Categories Relating to Technologies	p. 2
1.3 Perspectives on Technology Levels: Micro, Meso, Macro	p. 15
1.4 Convergence	p. 16
1.5 Conclusion	p. 19
Part I Technologies
2 WWW in Education	p. 23
2.1 Introduction	p. 23
2.2 WWW in Education: Precedents and Landmarks	p. 24
2.3 Main Educational Functions of WWW	p. 25
2.4 Models of Implementation of the WWW in Education	p. 27
2.5 Current Technological and Pedagogical State	p. 32
2.6 Emerging Trends	p. 37
2.7 Final Remarks	p. 41
3 Communication Techniques	p. 45
3.1 Introduction	p. 45
3.2 Emails	p. 46
3.3 Newsgroups or Discussion Groups	p. 46
3.4 Annotations	p. 48
3.5 Chat Groups	p. 48
3.6 MUDs and MOOs	p. 50
3.7 WOOs: Web-based MOOs	p. 52
3.8 3D Virtual Space	p. 53
3.9 Conclusion	p. 54
4 Management Systems	p. 57
4.1 Introduction	p. 57
4.2 The Move to Web-Based Systems	p. 58
4.3 Course Management Systems	p. 58
4.4 Learning Management Systems	p. 61
4.5 Options and Opportunities	p. 62
5 Authoring Systems	p. 63
5.1 Introduction	p. 63
5.2 Historical Perspective	p. 64
5.3 Current Trends	p. 67
5.4 Case Studies: Web-based Teaching and Learning	p. 69
5.5 Future Directions	p. 73
5.6 Conclusion	p. 75
6 Intelligent and Adaptive Systems	p. 79
6.1 Introduction	p. 79
6.2 Background	p. 81
6.3 Granular Interface Design	p. 82
6.4 Feedback from an Independent Evaluation	p. 85
6.5 Teacher: An Important Environmental Context	p. 86
6.6 Adapting to the Teacher	p. 88
6.7 Hyper-IES: A Granular Tutoring System	p. 89
6.8 Conclusion	p. 90
7 Performance-Support Systems	p. 93
7.1 Introduction	p. 93
7.2 Online Help	p. 94
7.3 EPSS	p. 96
7.4 Knowledge Management	p. 102
7.5 The Future of Performance-Support	p. 109
8 Web-Based 3D	p. 113
8.1 Introduction	p. 113
8.2 3D Technologies for the WWW	p. 113
8.3 3D Learning Content on the WWW	p. 115
8.4 Multiuser Worlds	p. 117
8.5 The Role of the Teacher	p. 117
8.6 Conclusion	p. 118
9 Electronic Note-Taking	p. 121
9.1 Introduction	p. 121
9.2 System Requirements	p. 122
9.3 A Review of Existing Systems	p. 124
9.4 Authoring on the Fly	p. 132
9.5 Conclusion	p. 134
10 Digital TV and Video	p. 139
10.1 Introduction	p. 139
10.2 Towards Video-enriched Interactive Learning Experiences	p. 140
10.3 Distribution of Video-enriched Learning Experiences to the Home	p. 140
10.4 Personalized TV - the new Killer Application?	p. 144
10.5 Convergence of Technologies and Home Networking	p. 146
10.6 Trends in Learning Resource Provision	p. 146
10.7 Implications for Traditional Learning Institutions	p. 148
10.8 Conclusions	p. 149
Part II Design and Development Lifecycle
11 Design Methodology	p. 153
11.1 Introduction	p. 153
11.2 Traditional Design and Development Methodology for Digital Learning Material	p. 154
11.3 Perspectives for Design and Development Methodologies	p. 156
11.4 Methodologies from an Instructional-design Perspective	p. 157
11.5 Methodologies from a Multimedia Perspective	p. 159
11.6 Methodologies from a Web-based Resource Perspective	p. 160
11.7 Lessons Learned and Future Developments	p. 163
11.8 Issues Involving Design and Development Methodologies	p. 164
11.9 The 3-Space Design Strategy	p. 167
11.10 A New Approach: The 3-Space Design Strategy	p. 170
11.11 Conclusion	p. 175
12 Development Approaches	p. 181
12.1 Introduction	p. 181
12.2 An Overview of Development Approaches	p. 182
12.3 Focuses for Development Methodologies	p. 187
12.4 Uncoupled Content as a Basis for Methodology	p. 190
12.5 Summary	p. 196
13 Pedagogical Design	p. 199
13.1 Definition of the Pedagogical Design	p. 199
13.2 History of Pedagogical Design of Computer-related Resources	p. 199
13.3 Implications of Instructional Design Models on Learners and Designers of Computer-related Learning Resources	p. 202
13.4 Characteristics of Instructional Design Models	p. 209
13.5 Conclusion	p. 212
14 Learning Settings and Activities	p. 219
14.1 Introduction	p. 219
14.2 Exploring Contemporary Learning Environments	p. 220
14.3 Designing Web-based Learning Environments	p. 221
14.4 Designing Learning Activities	p. 222
14.5 Learning Supports	p. 225
14.6 The Learning Resources	p. 227
14.7 Summary and Conclusions	p. 229
15 User-interface Design	p. 233
15.1 Introduction	p. 233
15.2 General Requirements for User-Interface Design	p. 234
15.3 Specific User-Interface Design for Learning Software	p. 236
15.4 Conclusion	p. 246
16 Designing Virtual Learning Centers	p. 249
16.1 Introduction	p. 249
16.2 Distributed Models for a VLC	p. 250
16.3 The Virtual Learning Center Model	p. 255
16.4 Basis for a Design Strategy	p. 262
16.5 Outline of an Instructional Engineering Method	p. 266
16.6 Conclusion	p. 269
17 Metadata Specifications	p. 273
17.1 Introduction and Definitions	p. 273
17.2 Metadata: Basic Aspects	p. 274
17.3 Alternative Approaches	p. 277
17.4 Implementation Case	p. 286
17.5 Conclusion	p. 288
18 Adoption Factors and Processes	p. 293
18.1 Introduction	p. 293
18.2 Facilitating Conditions	p. 296
18.3 The Adoption Process	p. 299
18.4 Concluding Thought: Continuing the Value Conversation	p. 303
19 Evaluation	p. 309
19.1 Introduction	p. 309
19.2 Special Attributes of Communication Technologies for Education and Teaching	p. 316
19.3 Evaluation of Communication Technologies for Education and Teaching	p. 319
19.4 Conclusion and Future Developments	p. 324
Part III Human Actors
20 Developments in Learning	p. 333
20.1 Background	p. 333
20.2 Telelearning	p. 334
20.3 Engagement Theory	p. 335
20.4 Organizational Learning and Knowledge Management	p. 337
20.5 Measurement of Learning	p. 338
20.6 Discussion and Conclusions	p. 339
21 Role of the Teacher	p. 343
21.1 Introduction	p. 343
21.2 Professional Development and the Custodial Role	p. 345
21.3 Teacher as Custodian	p. 346
21.4 How did Students Respond to these Strategies?	p. 350
21.5 Conclusion	p. 352
22 Ethical Considerations	p. 355
22.1 Introduction	p. 355
22.2 Teaching with Technology: Five Ethical Issues	p. 356
22.3 Concluding Remarks	p. 361
23 Teacher Training	p. 365
23.1 Introduction	p. 365
23.2 ICT and new ODL Scenarios	p. 366
23.3 Teachers' and Trainers' Attitudes Towards ODL	p. 370
23.4 European Experiences Compared	p. 373
23.5 Conclusions	p. 376
24 Competencies for Educators	p. 381
24.1 Introduction	p. 381
24.2 Competencies for the Educational Professional	p. 386
24.3 Summary	p. 395
25 The IT Specialist	p. 399
25.1 Introduction	p. 399
25.2 The Changing Role of the Information Technology Professional	p. 400
25.3 The Changing Skill Sets of the Information Technology Professional	p. 402
25.4 The Growing Demand for Information Technology Support in Educational Organizations	p. 404
25.5 Recruiting and Retaining Information Technology Staff	p. 406
25.6 Continuing Professional Development of the Information Technology Staff	p. 408
25.7 Conclusions	p. 409
26 Cultural Perspectives	p. 411
26.1 Introduction	p. 411
26.2 Definitions	p. 412
26.3 Cultural Levels	p. 414
26.4 Dimensions of Culture-related Differences	p. 414
26.5 Design Guidelines for Culture-related Flexibility in Online Learning Environments	p. 418
26.6 Conclusion	p. 420
Part IV Subject Areas
27 Computer Science	p. 425
27.1 Introduction	p. 425
27.2 Developing Courseware	p. 426
27.3 Overview of Current Implementations	p. 429
27.4 Using Movies to Illustrate Algorithms	p. 431
27.5 Automated Course work Assessment	p. 440
27.6 Conclusions	p. 445
28 Mathematics and Statistics	p. 449
28.1 Introduction	p. 449
28.2 The Learning Process	p. 450
28.3 Classification of Educational Tools for Mathematics and Statistics	p. 451
28.4 Technical Issues	p. 451
28.5 Examples	p. 452
28.6 Conclusions	p. 455
29 Physics	p. 459
29.1 Underlying Instructional Principles	p. 459
29.2 Data Collection with Video	p. 461
29.3 Computer-Based Laboratories	p. 463
29.4 Portable Laboratory Measurements	p. 466
29.5 Expanding the Topics Which Can Be Taught	p. 467
29.6 IT for Large Classes	p. 468
29.7 Advanced Level Instruction	p. 469
29.8 Conclusions	p. 470
30 Engineering	p. 475
30.1 Introduction	p. 475
30.2 Environments of Higher Education	p. 475
30.3 Technology Use for Engineering Education	p. 478
30.4 Discussion	p. 481
31 Business	p. 485
31.1 Introduction	p. 485
31.2 Designing an Alternate Delivery Option	p. 485
31.3 Conclusion	p. 492
32 Humanities	p. 495
32.1 Introduction	p. 495
32.2 Large-scale Resources	p. 498
32.3 Tools for Processing and Simulation	p. 503
32.4 Courseware, Multimedia, and Hypermedia	p. 508
32.5 Discussion and Conclusion	p. 516
33 Languages	p. 523
33.1 Introduction	p. 523
33.2 The Knowledge Society	p. 524
33.3 Language Learning and Constructivism	p. 525
33.4 Constructivism and Constructionism	p. 527
33.5 Current Materials	p. 529
33.6 Technology-Enhanced Materials for Language Learning: a Typology	p. 530
33.7 Perspectives	p. 535
33.8 Summary	p. 537
Part V Learning Settings
34 Elementary/Secondary Education	p. 543
34.1 Introduction	p. 543
34.2 Computer Literacy	p. 544
34.3 Computer-Assisted Instruction	p. 546
34.4 School Reform	p. 548
34.5 Discipline-Based Reforms	p. 551
34.6 Summary	p. 554
35 Network Services for Education	p. 557
35.1 Background	p. 557
35.2 Introduction to Networks in Education	p. 557
35.3 Architecture	p. 559
35.4 Technical Support, User Training, and Services	p. 560
35.5 Common Services Provided by Networks in Education	p. 563
35.6 Specific Services Provided by Networks in Education	p. 569
35.7 Recommendations for an Education-Specific Network	p. 572
35.8 Conclusions	p. 575
35.9 Acknowledgment	p. 575
36 The University	p. 577
36.1 Introduction	p. 577
36.2 Developments in Higher Education	p. 578
36.3 Pros and Cons of IT in Learning and Teaching	p. 584