Moonen / Plomp Eurit 86: Developments in Educational Software and Courseware

Proceedings of the First European Conference on Education and Information Technology
1. Auflage 2014
ISBN: 978-1-4831-9088-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 762 Seiten, Web PDF

Eurit 86: Developments in Educational Software and Courseware provides information pertinent to innovative prototypes, design and development approaches, product evaluation, organization of production, and implementation. This book discusses the integration of information technology in education. Organized into seven parts encompassing 104 chapters, this book begins with an overview of the educational policy in relation to its response to information technology. This text then provides a brief summary of the development of courseware with emphasis on the problems encountered in implementing it in schools. Other chapters consider the use of technology in the science laboratory, which can provide useful experience with regard to its effects on the science curriculum. This book discusses as well the implementation strategies for computers in education. The final chapter deals with the economics of educational software. This book is a valuable resource for software developers, engineers, computer programmers, researchers, courseware developers, teachers, and teacher trainers.

Autoren/Hrsg.

Moonen, Jef

Plomp, Tjeerd

Inhaltsverzeichnis

1;Front Cover;1
2;Eurit 86: Developments in Educational Software and Courseware;4
3;Copyright Page;5
4;Table of Contents;10
5;Foreword;6
6;INTERNATIONAL PROGRAM COMMITTEE;8
7;NATIONAL COORDINATION COMMITTEE;8
8;NATIONAL ORGANIZATION COMMITTEE;8
9;Opening Addresses;18
9.1;Chapter 1. Information Technology and Education: Is the "New Girl in Town" Now Fully Accepted?;20
9.2;Chapter 2. Address to the Conference;24
9.3;Chapter 3. Information Technology in Education;28
9.3.1;ABSTRACT;28
9.3.2;KEYWORDS;28
9.3.3;INTRODUCTION;28
9.3.4;EDUCATION AND TRAINING;29
9.3.5;INFORMATION TECHNOLOGY AND THE CURRICULUM;29
9.3.6;THE ROLE OF THE TEACHER;30
9.3.7;RESOURCES AND TRAINING;30
9.3.8;ADVANCED LEARNING;30
9.3.9;CONCLUSION;31
9.4;Chapter 4. Curricular and Implementation Aspects of the Introduction of Information Technology in Education;32
9.4.1;BROAD CONTEXT OF THE CONFERENCE THEME;32
9.4.2;CURRICULAR ASPECTS;33
9.4.3;CHANGING ROLE OF TEACHERS;34
9.4.4;IMPLEMENTATION ASPECTS;35
9.4.5;CONCLUDING REMARKS;36
9.4.6;LITERATURE;36
10;Part 1: Innovative Prototypes;38
10.1;Chapter 5. Keynote Address: Working Within Limitations: Computer Aided Instruction and Expert Systems;40
10.1.1;ABSTRACT;40
10.1.2;1. DIFFICULTIES WITH CAI/CAL;41
10.1.3;2. EXPERT SYSTEMS AND EXPLANATION;43
10.1.4;3. MODEL BASED REASONING IN EXPERT SYSTEMS;47
10.1.5;4. CONCLUSIONS;48
10.1.6;5. REFERENCES;49
10.2;Chapter 6. Expert System as a Tool for Continuing Education in Medicine;50
10.2.1;ABSTRACT;50
10.2.2;KEYWORDS;50
10.2.3;INTRODUCTION;50
10.2.4;THE EXPERT SYSTEM;52
10.2.5;THE QUALITY OF INTERACTION;52
10.2.6;THE MODEL-BASED EXPERT SYSTEM;53
10.2.7;DISCUSSION;55
10.2.8;CONCLUSIONS;55
10.2.9;REFERENCES;56
10.3;Chapter 7. CIR: A Computer Coach for Information Retrieval;58
10.3.1;ABSTRACT;58
10.3.2;KEYWORDS;58
10.3.3;INTRODUCTION;58
10.3.4;COACHING WITH CIR;60
10.3.5;EFFECTS OF COACHING;62
10.3.6;REFERENCES;64
10.4;Chapter 8. Integrated Learning Environments;66
10.4.1;ABSTRACT;66
10.4.2;KEYWORDS;66
10.4.3;INTRODUCTION;66
10.4.4;REDEFINING INSTRUCTIONAL STYLES;67
10.4.5;OBJECT-ORIENTED INFORMATION DATABASE;68
10.4.6;INTEGRATED LEARNING WORKSTATION;69
10.4.7;CONCLUSIONS;70
10.4.8;REFERENCES;71
10.5;Chapter 9. Diagnostic Systems in Mathematical Education;72
10.5.1;ABSTRACT;72
10.5.2;KEYWORDS;72
10.5.3;INTRODUCTION;72
10.5.4;CONVENTIONAL SCORE TESTS;73
10.5.5;STRUCTURE OF THE DIAGNOSTIC TEST;74
10.5.6;ADVANCED DIAGNOSTIC TESTS;77
10.5.7;ACKNOWLEDGEMENT;77
10.5.8;REFERENCES;77
10.6;Chapter 10. Using a Computer Program for Training the Skill of Diagnosing Errors in Addition and Subtraction;78
10.6.1;ABSTRACT;78
10.6.2;KEYWORDS;78
10.6.3;INTRODUCTION;78
10.6.4;THEORETICAL BACKGROUND;79
10.6.5;DESCRIPTION OF THE COMPUTER PROGRAM;79
10.6.6;METHOD;79
10.6.7;POSTTEST RESULTS;81
10.6.8;PROCESS RESULTS;81
10.6.9;REVISION OF THE COMPUTER PROGRAM;84
10.6.10;CONCLUSIONS;84
10.6.11;REFERENCES;84
10.7;Chapter 11. Estimation and Arithmetic Strategies in Learning Multiplication Facts;86
10.7.1;ABSTRACT;86
10.7.2;KEYWORDS;86
10.7.3;SHORTCOMINGS OF TRADITIONAL DIDACTICS;86
10.7.4;THREE MULTIPLICATION TASKS;87
10.7.5;THE MICROCOMPUTER IN MATHEMATICS EDUCATION;90
10.7.6;REFERENCES;91
10.8;Chapter 12. Precollege Mathematics Software: Limitations and Potential;92
10.8.1;1. ABSTRACT;92
10.8.2;2. KEYWORDS;92
10.8.3;3. INTRODUCTION;92
10.8.4;4. LIMITATIONS OF AVAILABLE SOFTWARE;93
10.8.5;5. EFFECTIVENESS IN PRACTICE;94
10.8.6;6. THE POTENTIAL;95
10.8.7;7. TEACHER TRAINING;96
10.8.8;8. CONCLUSION;97
10.8.9;9. REFERENCES;97
10.9;Chapter 13. Learning Foreign Languages by means of a Flexible Educational Program;98
10.9.1;ABSTRACT;98
10.9.2;KEYWORDS;98
10.9.3;INTRODUCTION;98
10.9.4;A PILOT PROJECT FOR USING CAL IN SECONDARY SCHOOLS;99
10.9.5;DEVELOPMENT OF A CAL PROGRAM FOR FOREIGN LANGUAGES LEARNING;100
10.9.6;CONCLUSIONS;101
10.9.7;REFERENCES;101
10.10;Chapter 14. Teaching Writing Skills with Computers: The Development of a Writing Aid for Secondary Education;104
10.10.1;ABSTRACT;104
10.10.2;KEYWORDS;104
10.10.3;INTRODUCTION;104
10.10.4;SPIRIT: A SHORT INTRODUCTION;105
10.10.5;THE DESIGN RATIONALE OF SPIRIT;105
10.10.6;SOFTWARE FEAUTRES AS A CONSEQUENCE OF THE DESIGN RATIONALE;108
10.10.7;FINAL REMARKS;109
10.10.8;REFERENCES;110
10.11;Chapter 15. Development Stimulation in Computer Based Foreign Language Teaching;112
10.11.1;ABSTRACT;112
10.11.2;KEYWORDS;112
10.11.3;INTRODUCTION;112
10.11.4;ON LANGUAGE AND LANGUAGE TEACHING PROPERTIES;113
10.11.5;MODELS OF CONCEPTUAL LEYEL;114
10.11.6;COMPUTER IN FELT;116
10.11.7;REFERENCES;117
10.12;Chapter 16. ALEXIS: Computer-assisted Feedback on Written Assignments;118
10.12.1;ABSTRACT;118
10.12.2;KEYWORDS;118
10.12.3;INTRODUCTION;118
10.12.4;WHY ALEXIS?;119
10.12.5;ALEXIS: HOW IT WORKS;120
10.12.6;ALEXIS: THE RESPONSE SO FAR;123
10.12.7;REFERENCES;125
10.13;Chapter 17. A Prototype of a Computer Based Education System for Children with Initial Reading Problems;126
10.13.1;ABSTRACT;126
10.13.2;KEYWORDS;126
10.13.3;INTRODUCTION;127
10.13.4;THE THEORETICAL FRAMEWORK OF INITIAL READING;127
10.13.5;THE PROGRAM;128
10.13.6;RESULTS SO FAR;130
10.13.7;REFERENCES;131
10.14;Chapter 18. Monitoring Task Behavior with a Touchscreen as a Means to Train Children with Learning Deficiencies to Solve Arithmetic Word Problems;132
10.14.1;ABSTRACT;132
10.14.2;KEYWORDS;132
10.14.3;INTRODUCTION;132
10.14.4;PROCEDURE;133
10.14.5;CONCLUDING REMARKS;135
10.14.6;REFERENCES;136
10.15;Chapter 19. Computer-assisted Instruction of Component Reading Skills;138
10.15.1;ABSTRACT;138
10.15.2;KEYWORDS;138
10.15.3;INTRODUCTION;138
10.15.4;READING PROCESS;139
10.15.5;PURPOSE AND ASSUMPTIONS OF THE STUDY;139
10.15.6;THE USE OF CAI;140
10.15.7;RATIONALE FOR COMPUTER-ASSISTED INSTRUCTION OF COMPONENT READING SKILLS;141
10.15.8;THE DESIGN OF A COMPUTER-ASSISTED INSTRUCTIONAL PROGRAM;141
10.15.9;CONCLUSION;143
10.15.10;REFERENCES;144
10.16;Chapter 20. Word Frequency in Practice Programs for Poor Readers;146
10.16.1;ABSTRACT;146
10.16.2;KEYWORDS;146
10.16.3;INTRODUCTION;146
10.16.4;METHOD;147
10.16.5;RESULTS;149
10.16.6;DISCUSSION;151
10.16.7;REFERENCES;152
10.17;Chapter 21. An Electronic Aid for Practising Letter-Sound Relations;154
10.17.1;ABSTRACT;154
10.17.2;KEYWORDS;154
10.17.3;INTRODUCTION;154
10.17.4;SPECIAL REQUIREMENTS FOR OUTPUT AND INPUT;155
10.17.5;COURSEWARE REQUIREMENTS;156
10.17.6;SOME PRELIMINARY RESULTS AND DISCUSSION;158
10.17.7;ACKNOWLEDGEMENT;159
10.17.8;REFERENCES;159
10.18;Chapter 22. A Blind Student in a Regular Classroom Using a Computerized Pen-and-Paper Substitute for Writing, Reading and Drawing;160
10.18.1;Introduction;160
10.18.2;Starting conditions;160
10.18.3;Computerized pen-and-paper substitute;161
10.18.4;Fast and direct text exchange;162
10.18.5;Writing and manipulating text;162
10.18.6;Text preparation;163
10.18.7;Special features in different subjects;163
10.18.8;Conclusion;164
10.18.9;References;164
10.19;Chapter 23. Development of Software for the Physically Handicapped Child;166
10.19.1;ABSTRACT;166
10.19.2;KEYWORDS;166
10.19.3;INTRODUCTION;166
10.19.4;THE NEEDS OF THE TEACHER;167
10.19.5;CRITERIA FOR GOOD SOFTWARE FOR PHYSICALLY HANDICAPPED CHILDREN;167
10.19.6;DIARY OF PROGRESS OF THE SOFTWARE PROJECT;168
10.19.7;TIM'S PROGRAMS;168
10.19.8;SONIA'S PROGRAMS;169
10.19.9;ANDY'S PROGRAM;171
10.19.10;ADVICE FROM THE ACE CENTRE;171
10.19.11;FURTHER DISTRIBUTION OF PROGRAMS;171
10.19.12;LESSONS LEARNT BY THE STUDENTS;172
10.19.13;FINAL REMARKS;172
10.19.14;REFERENCES;172
10.20;Chapter 24. Using Computer-based Simulation to Teach Pedestrian Safety Skills to Nonreaders;174
10.20.1;Abstract;174
10.20.2;Keywords;174
10.20.3;Introduction;175
10.20.4;The Challenge;176
10.20.5;Development Background;176
10.20.6;The Experimental Design;177
10.20.7;References;179
10.21;Chapter 25. Teaching Simulation: A CAL Program Based on the Simulation of Closed Queueing Networks;180
10.21.1;ABSTRACT;180
10.21.2;KEYWORDS;180
10.21.3;INTRODUCTION;180
10.21.4;BRIEF DESCRIPTION OF THE CAL PROGRAM;181
10.21.5;APPLICATIONS AND EDUCATIONAL BENEFITS;183
10.21.6;CONCLUDING REMARKS;183
10.21.7;REFERENCES;184
10.22;Chapter 26. Multilingual Information Handling as a Cross Curriculum Catalyst for Furthering International Understanding;186
10.22.1;ABSTRACT;186
10.22.2;KEYWORDS;186
10.22.3;PREAMBLE;186
10.22.4;INFOLINK - VIEWDATA;187
10.22.5;DATA GATHERING AND RETRIEVAL;189
10.22.6;UK/DEVELOPING COUNTRIES DATA LINKS;190
10.22.7;THE ANGLO-FINNISH LINK;190
10.22.8;UK/USA YOUNG PEOPLE'S WRITING EXCHANGE - SATELLITE COMMUNICATION;191
10.22.9;CONCLUSION;192
10.23;Chapter 27. Information Technology in the Service of a World-wide, Multi-institutional Simulation;194
10.23.1;ABSTRACT;194
10.23.2;KEYWORDS;194
10.23.3;INTRODUCTION;194
10.23.4;DESCRIPTION;195
10.23.5;CONCLUSION;197
10.23.6;REFERENCES RELATED TO ICONS;198
10.23.7;CONTACTS;198
10.24;Chapter 28. TNT: An Automated 'N' Trainer Using Synthetic Speech and Mastery Learning Pedagogy;200
10.24.1;ABSTRACT;200
10.24.2;KEYWORDS;200
10.24.3;INTRODUCTION;200
10.24.4;SUMMATIVE EVALUATION;202
10.24.5;THE TNT SYSTEM;203
10.24.6;SPEECH FOR TUTORING;204
10.24.7;ADAPTIVE INSTRUCTION;205
10.24.8;CONCLUSION;205
10.24.9;ACKNOWLEDGMENT;205
10.24.10;REFERENCES;206
10.25;Chapter 29. Empirical Studies Using TNT: Error Diagnosis and Coaching Strategies;208
10.25.1;ABSTRACT;208
10.25.2;KEYWORDS;208
10.25.3;INTRODUCTION;208
10.25.4;A PRELIMINARY STUDY;209
10.25.5;ANALYSIS OF EDITING ERRORS;210
10.25.6;A COACHING EXPERIMENT;211
10.25.7;DISCUSSION;213
10.25.8;REFERENCES;213
10.26;Chapter 30. Computer Support of the Learning of Problem Solving: Developing a CAL Course on Mechanics Problems;214
10.26.1;Abstract;214
10.26.2;Keywords;214
10.26.3;Introduction;215
10.26.4;Steps in developing the course;215
10.26.5;Product;217
10.26.6;Conclusions;218
10.26.7;References;218
10.27;Chapter 31. Introducing the Microprocessor into the Secondary School Curriculum — a Complete Courseware Package;220
10.27.1;ABSTRACT;220
10.27.2;KEYWORDS;220
10.27.3;INTRODUCTION;220
10.27.4;DEVELOPMENT STRATEGY;222
10.27.5;THE MODULAR MICROPROCESSOR SYSTEM;223
10.27.6;THE MONITOR PROGRAM;226
10.27.7;THE WRITTEN MATERIALS;226
10.27.8;EVALUATION;227
10.27.9;REFERENCES;228
10.28;Chapter 32. An Inexpensive System for Signal Analysis Especially Designed for Educational Purposes;230
10.28.1;ABSTRACT;230
10.28.2;KEYWORDS;230
10.28.3;INTRODUCTION;230
10.28.4;THE HARDWARE;231
10.28.5;AN APPLICATION EXAMPLE;233
10.28.6;REFERENCES;234
10.29;Chapter 33. WEP: A Workstation for Education in Programming;236
10.29.1;ABSTRACT;236
10.29.2;KEYWORDS;236
10.29.3;INTRODUCTION;236
10.29.4;THEORETICAL BACKGROUND;238
10.29.5;ARCHITECTURE;239
10.29.6;EXTENSION OF WEP;242
10.29.7;REFERENCES;243
10.30;Chapter 34. Cheap Local Computer Network: An Ultimate Solution for the Classroom?;244
10.30.1;ABSTRACT;244
10.30.2;KEYWORDS;244
10.30.3;INTRODUCTION;244
11;Part 2: Design and Development Approaches;248
11.1;Chapter 35. Keynote Address: Component Design Theory: Instructional Design for Courseware Authoring;250
11.1.1;Introduction;250
11.1.2;The Tutorial as an Instructional Model;251
11.1.3;An Experiential Instructional Model;252
11.1.4;Component Design Theory;254
11.1.5;Descriptive Components and Consistency Rules of CDT;256
11.1.6;Summary;259
11.1.7;References;260
11.2;Chapter 36. Developing CAL — The Computers in the Curriculum (CIC) Model;262
11.2.1;ABSTRACT;262
11.2.2;KEYWORDS;262
11.2.3;INTRODUCTION;262
11.2.4;THE MODEL;263
11.2.5;GUIDELINES;264
11.2.6;ONE GROUP AND LANDSCAPES;265
11.2.7;CIC - Outline of Proposed Unit : CONTOUR;266
11.2.8;ISSUES;268
11.2.9;MODEL DYNAMISM;269
11.2.10;REFERENCES;269
11.3;Chapter 37. A Methodology for the Development of Educational Software;272
11.3.1;ABSTRACT;272
11.3.2;KEYWORDS;272
11.3.3;INTRODUCTION;272
11.3.4;WHY A METHODOLOGICAL APPROACH;273
11.3.5;DEFINING THE AREA OF ACTIVITIES;273
11.3.6;SYSTEM MODELLING;275
11.3.7;PROTOTYPING AS PART OF THE SYSTEM MODELLING;276
11.3.8;PROJECT MANAGEMENT METHODOLOGY;277
11.3.9;CONCLUSIONS;278
11.3.10;REFERENCES;278
11.4;Chapter 38. Software Tools for Teachers and Learners;280
11.4.1;ABSTRACT;280
11.4.2;KEYWORDS;280
11.4.3;INTRODUCTION;280
11.4.4;SIMULATION AND MODELLING;281
11.4.5;SIMULATIONS WITH SPREADSHEETS;281
11.4.6;SIMULATION ENVIRONMENTS;282
11.4.7;INTERACTIVE GRAPHICS;283
11.4.8;REFERENCES;284
11.5;Chapter 39. Extending the Use of Authoring Systems;286
11.5.1;ABSTRACT;286
11.5.2;KEYWORDS;286
11.5.3;INTRODUCTION;286
11.5.4;ALTERNATIVE COMPUTER ASSISTED LEARNING MODES;287
11.5.5;A SYSTEMS APPROACH TO DEVELOPMENT;289
11.5.6;MEDIA SELECTION CRITERIA;289
11.5.7;INSTRUCTIONAL EVENTS;290
11.5.8;CONCLUSIONS;291
11.5.9;REFERENCES;291
11.6;Chapter 40. Towards a Set of European Standards for the Development of Educational Software Tools for 16/32-bit Microcomputers;294
11.6.1;ABSTRACT;294
11.6.2;KEYWORDS;294
11.6.3;INTRODUCTION;294
11.6.4;EDUCATIONAL CONSIDERATIONS;295
11.6.5;ALTERNATIVE STANDARDS FOR EDUCATIONAL MICROCOMPUTER SOFTWARE;296
11.6.6;NATURAL LANGUAGE TRANSLATION;300
11.6.7;SUMMARY;301
11.6.8;References;302
11.7;Chapter 41. An Interactive Graphics Environment for Learning Foreign Language;304
11.7.1;ABSTRACT;304
11.7.2;KEYWORDS;304
11.7.3;INTRODUCTION;304
11.7.4;BASIC DEMANDS FROM EDUCATION;305
11.7.5;DEMANDS FROM TEACHING FOREIGN LANGUAGE;306
11.7.6;THE FRONT END OF THE SYSTEM;307
11.7.7;THE BACK END OF THE SYSTEM;308
11.7.8;ASPECTS OF SOFTWARE DEVELOPMENT;310
11.7.9;REFERENCES;310
11.8;Chapter 42. The Educational Potential of Interactive Literature;312
11.8.1;ABSTRACT;312
11.8.2;KEYWORDS;312
11.8.3;INTRODUCTION;312
11.8.4;TWO ADVENTURE GENERATORS;313
11.8.5;PLAYING ADVENTURES;313
11.8.6;THE EDUCATIONAL POTENTIAL OF PLAYING ADVENTURES;314
11.8.7;WRITING ADVENTURES;316
11.8.8;THE EDUCATIONAL POTENTIAL OF WRITING ADVENTURES;317
11.8.9;CONCLUSION;318
11.8.10;REFERENCE;319
11.9;Chapter 43. A Lattice Representational Model of an Instructional Processor;320
11.9.1;ABSTRACT;320
11.9.2;KEYWORDS;320
11.9.3;INTRODUCTION;320
11.9.4;STEERING THE INSTRUCTIONAL PROCESS USING AN INSTRUMENTAL DECISION MAKER;321
11.9.5;MAKING ROUTING DECISIONS BY MEANS OF A NORMATIVE DECISION MAKER;323
11.9.6;PATTERN LEARNING RECOGNITION TECHNIQUES APPLIED TO TAKING OPTIMAL ROUTING DECISIONS;325
11.9.7;A LATTICE OF INSTRUCTIONAL SYSTEMS;326
11.9.8;CONCLUSIONS;327
11.9.9;REFERENCES;327
11.10;Chapter 44. Designing Optimal Rules for Instructional Decision Making in CAI Systems;328
11.10.1;ABSTRACT;328
11.10.2;KEYWORDS;328
11.10.3;INTRODUCTION;328
11.10.4;INSTRUCTIONAL NETWORKS REPRESENTED BY COMBINATIONS OF FOUR ELEMENTARY INSTRUCTIONAL DECISIONS;329
11.10.5;SIMULTANEOUS OPTIMIZATION OF A PLACEMENT-MASTERY DECISION IN CASE OF A THRESHOLD UTILITY FUNCTION;333
11.10.6;DISCUSSION;335
11.10.7;REFERENCES;335
11.11;Chapter 45. Models for Use in Computerized Test Systems;336
11.11.1;ABSTRACT;336
11.11.2;KEYWORDS;336
11.11.3;INTRODUCTION;336
11.11.4;SOME ITEM RESPONSE MODELS;337
11.11.5;APPLICATIONS TO COMPUTERIZED TESTING;338
11.11.6;DISCUSSION;342
11.11.7;REFERENCES;342
11.12;Chapter 46. Computerized Testing Service Systems: A Description;346
11.12.1;ABSTRACT;346
11.12.2;KEYWORDS;346
11.12.3;INTRODUCTION;346
11.12.4;DESCRIPTION OF SCHOOL-TSS;348
11.12.5;SYSTEM DEVELOPMENT ASPECTS;348
11.12.6;PLANNING AND RESEARCH;349
11.12.7;ACKNOWLEDGEMENT;350
11.12.8;REFERENCES;350
12;Part 3: Organization of Production;352
12.1;Chapter 47. Keynote Address: Organization for Educational Software Production in Scotland;354
12.1.1;ABSTRACT;354
12.1.2;KEYWORDS;354
12.1.3;SOFTWARE ISSUES;355
12.1.4;THE PROCESSES OF SOFTWARE DEVELOPMENT;356
12.1.5;THE DEVELOPMENT TEAM;360
12.1.6;RESEARCH AND DEVELOPMENT;362
12.2;Chapter 48. A Case Study of an Ontario Exemplary Lessonware Project — The Creation of the Puzzler: Reading Strategy Lessons in Multiple Presentation Modes;364
12.2.1;ABSTRACT;364
12.2.2;KEYWORDS;364
12.2.3;INTRODUCTION;364
12.2.4;THE BEGINNING;365
12.2.5;THE PROCESS;365
12.2.6;SELECTED EXAMPLES;366
12.2.7;ACKNOWLEDGEMENT;368
12.2.8;REFERENCES;368
12.3;Chapter 49. A Case Study in the Development of In-service Courseware for an Author Language;370
12.3.1;ABSTRACT;370
12.3.2;KEYWORDS;370
12.3.3;INTRODUCTION;370
12.3.4;IDENTIFICATION OF POSSIBLE EDUCATIONAL APPLICATIONS;371
12.3.5;DEVELOPMENT OF EXEMPLAR SOFTWARE;372
12.3.6;DEVELOPMENT OF COURSEWARE;373
12.3.7;TRIALLING;374
12.3.8;CONCLUSION;375
12.3.9;ACKNOWLEDGEMENT;375
12.4;Chapter 50. An Educational Software Unit as Part of a College of Education;376
12.4.1;ABSTRACT;376
12.4.2;KEYWORDS;376
12.4.3;INTRODUCTION;376
12.4.4;REASONS FOR DEVELOPMENT;377
12.4.5;BACKGROUND TO THE DEVELOPMENT;377
12.4.6;THE PROGRAM DEVELOPMENT PROCESS;377
12.4.7;MARKETING AND DISTRIBUTION;378
12.4.8;COSTINGS;378
12.4.9;MAPE (Micros and Primary Education);379
12.4.10;CONCLUSION;379
12.4.11;REFERENCES;379
12.5;Chapter 51. Developing Educational Microcomputer Software;380
12.5.1;ABSTRACT;380
12.5.2;KEYWORDS;380
12.5.3;INTRODUCTION;380
12.5.4;ANALYSIS;382
12.5.5;PRELIMINARY (PREPARATIVE) PLANNING;383
12.5.6;DESIGN OF THE PROGRAM;384
12.5.7;SCREEN LAYOUT;385
12.5.8;PROGRAMMING AND TESTING;386
12.5.9;EVALUATION OF THE PROGRAM;387
12.5.10;REFERENCES;388
12.6;Chapter 52. The Design Team: Ensuring a Balance of Creativity and Classroom-based Reality;390
12.6.1;ABSTRACT;390
12.6.2;KEYWORDS;390
12.6.3;INTRODUCTION;390
12.6.4;MET/AIT PROJECT DESCRIPTION;391
12.6.5;MET/AIT PROJECT TEAM AND EVALUATION STRATEGY;391
12.6.6;RETHINKING THE COMPOSITION OF THE DESIGN TEAM;393
12.6.7;RETHINKING PROJECT TIMELINES;394
12.6.8;SUMMARY AND CONCLUSIONS;396
12.6.9;REFERENCES;396
12.7;Chapter 53. Implementing Problem Solving in the Curriculum Using Computer Simulation— the Industry/Education Link;398
12.7.1;ABSTRACT;398
12.7.2;KEYWORDS;398
12.7.3;INTRODUCTION;398
12.7.4;PROBLEM SOLVING ACTIVITIES IN SCHOOL;398
12.7.5;NEEDS OF INDUSTRY AND THE SCHOOL CURRICULUM;399
12.7.6;COMPUTER SIMULATION A SOLUTION;399
12.7.7;HOW CURRICULUM MATERIAL OF THIS NATURE CAN BE PRODUCED;400
12.7.8;INVESTIGATIVE WORK AND ITS EFFECTIVENESS;401
12.7.9;CONCLUSIONS;402
12.7.10;REFERENCES;403
12.8;Chapter 54. Managing CBI Projects;406
12.8.1;ABSTRACT;406
12.8.2;KEYWORDS;406
12.8.3;INTRODUCTION;406
12.8.4;FORMATIVE EVALUATION;406
12.8.5;PROJECT REPORTING;408
12.8.6;SUMMATIVE EVALUATION;409
12.8.7;REFERENCES;411
12.9;Chapter 55. The Use of Business Software as a Content Free Teaching Tool: Emulation or Assimilation?;412
12.9.1;Abstract;412
12.9.2;Keywords;412
12.9.3;Introduction;412
12.9.4;Word Processing;413
12.9.5;Spreadsheets in the Classroom;414
12.9.6;Further business applications;415
12.9.7;Emulate or assimilate;416
12.9.8;A consistent and friendly user interface;416
12.9.9;Implications for Developers;417
12.9.10;REFERENCES;417
12.10;Chapter 56. Interactive Video Courseware as a Research Tool;418
12.10.1;Abstract;418
12.10.2;Key words;418
12.10.3;Introduction;418
12.10.4;Computer Aided Interactive Video;419
12.10.5;Research on Instruction;419
12.10.6;Research on C.A.I.V. Design;420
12.11;Chapter 57. Formal Instruction on the Development of Interactive Video Courseware;422
12.11.1;Abstract.;422
12.11.2;Key words;422
12.11.3;Introduction;422
12.11.4;Class Options;424
12.11.5;Semester Class;424
12.12;Chapter 58. Authoring Systems for Interactive Video Instruction;428
12.12.1;Abstract;428
12.12.2;Keywords;428
12.12.3;Introduction;428
13;Part 4: Product Evaluation;434
13.1;Chapter 59. Keynote Address: Educational Microcomputer Software Evaluation: Its Challenge and Its Uniqueness;436
13.1.1;ABSTRACT;436
13.1.2;KEYWORDS;436
13.2;Chapter 60. Courseware Quality: Do Development and Design Procedures Make a Difference?;442
13.2.1;ABSTRACT;442
13.2.2;KEYWORDS;442
13.2.3;INTRODUCTION;442
13.2.4;METHODOLOGY;443
13.2.5;RESULTS;444
13.2.6;DISCUSSION AND CONCLUSIONS;446
13.2.7;REFERENCES;447
13.3;Chapter 61. Some Aspects of Pre-testing of Tutorial Courseware Prior to the Prototype Phase;448
13.3.1;ABSTRACT;448
13.3.2;KEYWORDS;448
13.3.3;INTRODUCTION;448
13.3.4;STAGES OF COURSEWARE CONSTRUCTION;449
13.3.5;PRODUCT COMPONENTS IN EDUC;450
13.3.6;PRE-TESTING OF COMPONENTS;450
13.3.7;NETWORK ANALYSIS;451
13.3.8;INSTRUCTIONAL STRATEGY ANALYSIS FOR MASTERY LEARNING;452
13.3.9;USING THE ANALYTICAL PACKAGES;453
13.3.10;DISCUSSION AND CONCLUSION;453
13.3.11;REFERENCES;453
13.4;Chapter 62. Designing User Interfaces for Educational Software;454
13.4.1;ABSTRACT;454
13.4.2;KEYWORDS;454
13.4.3;INTRODUCTION;454
13.4.4;USER MODELLING;455
13.4.5;DIALOGUE DESIGN;456
13.4.6;EFFECTIVE PRESENTATION OF MATERIAL;458
13.4.7;CONCLUSION;459
13.4.8;REFERENCES;460
13.5;Chapter 63. Ergonomic Knowledge and CAL;462
13.5.1;ABSTRACT;462
13.5.2;KEYWORDS;462
13.5.3;1.0 INTRODUCTION;462
13.5.4;2.0 THE IMPORTANCE OF THE SUBJECT;463
13.5.5;3.C INDIVIDUAL DIFFERENCES;464
13.5.6;4.0 INDIVIDUAL DIFFERENCES IN EDUCATIONAL SOFTWARE;467
13.5.7;7.0 REFERENCES;468
13.6;Chapter 64. Evaluation of Educational Software: Some Experiences;470
13.6.1;ABSTRACT;470
13.6.2;KEYWORDS;470
13.6.3;INTRODUCTION;470
13.6.4;THE ENVIRONMENT OF THE EXPERIENCES;471
13.6.5;STAGES OF THE EVALUATION EXPERIENCES;471
13.6.6;CONCLUDING REMARKS;473
13.6.7;ACKNOWLEDGMENTS;474
13.6.8;REFERENCES;474
13.7;Chapter 65. Evaluation of CAL in the Humanitiesi;476
13.7.1;ABSTRACT;476
13.7.2;KEYWORDS;476
13.7.3;INTRODUCTION;476
13.7.4;THE CONTEXT OF EVALUATION;477
13.7.5;INTRINSIC EVALUATION;478
13.7.6;EMPIRICAL EVALUATION;481
13.7.7;REFERENCES;481
13.8;Chapter 66. The Description and Evaluation of Computer Based Instruction;482
13.8.1;ABSTRACT;482
13.8.2;KEYWORDS;482
13.8.3;INTRODUCTION;483
13.8.4;CONSTRUCTION AND THEORETICAL FRAMEWORK;483
13.8.5;RESEARCH DESIGN;484
13.8.6;RESULTS;484
13.8.7;DISCUSSION;485
13.8.8;REFERENCES;486
13.9;Chapter 67. What to Do with Evaluation of Educational Software?;488
13.9.1;ABSTRACT;488
13.9.2;KEYWORDS;488
13.9.3;INTRODUCTION;488
13.9.4;WHY SOFTWARE EVALUATION IN THE NETHERLANDS?;489
13.9.5;TWO APPROACHES TO SOFTWARE EVALUATION;489
13.9.6;POSSIBLE ELEMENTS OF IMPACT;492
13.10;Chapter 68. Criteria for Educational Software;494
13.10.1;ABSTRACT;494
13.10.2;KEYWORDS;494
13.10.3;INTRODUCTION;494
13.10.4;CRITERIA;495
13.10.5;EVALUATION FORM;495
13.10.6;REFERENCES;497
14;Part 5: Implementation;498
14.1;Chapter 69. Keynote Address: Psychological and Pedagogical Considerations in Relation to Implementation of Educational Software;500
14.1.1;ABSTRACT;500
14.1.2;INTRODUCTION;500
14.1.3;EDUCATIONAL SOFTWARE AS SUBSTITUTION OR PROLONGATION OF HUMAN CAPABILITIES;501
14.1.4;THE IMPACT OF EXTRINSIC REWARD ON CHILDREN'S INTRINSIC INTEREST;502
14.1.5;THE USE OF PICTORIAL GRAPHICS IN EDUCATIONAL SOFTWARE;503
14.1.6;INFORMATION CAN BE TRANSMITTED BUT KNOWLEDGE MUST BE INDUCED;507
14.1.7;SIMPLE AND DEVELOPED THEORIES OF TEACHING- AND LEARNING;508
14.1.8;CONCLUSION;509
14.1.9;REFERENCES;511
14.2;Chapter 70. 15 Years of CAL. The Chelsea Experience;514
14.2.1;ABSTRACT;514
14.2.2;KEYWORDS;514
14.2.3;CHELSEA AND THE MAINFRAME. A HISTORICAL PERSPECTIVE;514
14.2.4;CHELSEA AND THE MICRO. THE EARLY DAYS;515
14.2.5;CHELSEA AND THE MICRO. HIGH RESOLUTION GRAPHICS;516
14.2.6;KING'S AND THE MICRO. THE PRESENT;517
14.2.7;KING'S AND THE MICRO. THE FUTURE;519
14.2.8;SUMMARY;521
14.2.9;REFERENCES;521
14.3;Chapter 71. Recent Trends and Developments in Computer Education in Canada;524
14.3.1;ABSTRACT;524
14.3.2;KEYWORDS;524
14.3.3;INTRODUCTION;524
14.3.4;THE PROVINCE;524
14.3.5;SOFTWARE;527
14.3.6;HARDWARE;527
14.3.7;SUMMARY AND CONCLUSIONS;529
14.4;Chapter 72. Design and Production Techniques for Educational Software: a Dutch Experience;530
14.4.1;ABSTRACT;530
14.4.2;KEYWORDS;530
14.4.3;INTRODUCTION;530
14.4.4;A GENERAL APPROACH FOR THE DEVELOPMENT OF EDUCATIONAL SOFTWARE;531
14.4.5;ORGANIZATIONAL ASPECTS;532
14.4.6;TECHNICAL ASPECTS;532
14.4.7;SOFTWARE DEVELOPMENT IN SECONDARY EDUCATION;533
14.4.8;SOFTWARE DEVELOPMENT IN ELEMENTARY AND SPECIAL EDUCATION;534
14.4.9;CONCLUSIONS;535
14.4.10;REFERENCES;537
14.5;Chapter 73. A Model for Designing, Developing and Testing of Educational Software;538
14.5.1;ABSTRACT;538
14.5.2;KEYWORDS;538
14.5.3;INTRODUCTION;538
14.6;Chapter 74. On the Production of Educational Computer Software for the Swedish School System;544
14.6.1;ABSTRACT;544
14.6.2;KEYWORDS;544
14.6.3;BACKGROUND;544
14.6.4;IMPLEMENTATION;544
14.6.5;SUMMARY;551
14.6.6;REFERENCES;551
14.7;Chapter 75. Information Technology in Nigeria Education;552
14.7.1;ABSTRACT;552
14.7.2;KEYWORDS;552
14.7.3;INTRODUCTION;552
14.7.4;INFORMATION TECHNOLOGY RESOURCES IN EDUCATION;553
14.7.5;THE STATE OF THE ART IN NIGERIA;554
14.7.6;PROBLEMS OF 'IT' IN NIGERIAN EDUCATION;555
14.7.7;FUTURE OF 'IT' IN NIGERIAN EDUCATION;557
14.7.8;REFERENCES;559
14.8;Chapter 76. Education/Training and Technology: Learning Processes and Achievements;560
14.8.1;ABSTRACT;560
14.8.2;KEYWORDS;560
14.8.3;INTRODUCTION;560
14.8.4;SYSTEM;563
14.8.5;CURRICULUM AND TECHNOLOGICAL RESOURCES;564
14.8.6;TEACHER ROLES;564
14.8.7;LEARNING;564
14.8.8;REFERENCES;565
14.9;Chapter 77. The Use of Logic Programming in Education;568
14.9.1;ABSTRACT;568
14.9.2;KEYWORDS;568
14.9.3;INTRODUCTION;568
14.9.4;DESCRIPTION OF THE PROGRAM;570
14.9.5;CONCLUSION;573
14.9.6;REFERENCES;574
14.10;Chapter 78. Modula-2 in Education;576
14.10.1;ABSTRACT;576
14.10.2;KEYWORDS;576
14.10.3;INTRODUCTION;576
14.10.4;MODULA-2 DEVELOPMENT;577
14.10.5;MAIN LANGUAGE FEATURES;578
14.10.6;EDUCATIONAL USES;578
14.10.7;CONCLUDING REMARKS;580
14.10.8;REFERENCES;580
14.11;Chapter 79. Designing Programming Environments for Young Learners;582
14.11.1;ABSTRACT;582
14.11.2;KEYWORDS;582
14.11.3;INTRODUCTION;582
14.11.4;WHAT IS THE PURPOSE OF PROGRAMMING?;584
14.11.5;REPRESENTATIONS;584
14.11.6;UTILITY AND LEARNING COST;585
14.11.7;COACHING THE PROGRAMMER;586
14.11.8;CONCLUSION;586
14.11.9;REFERENCES;586
14.12;Chapter 80. Learning to Control the Environment Through Logo;588
14.12.1;ABSTRACT;588
14.12.2;KEYWORDS;588
14.12.3;CONTROL TECHNOLOGY IN SCHOOLS;588
14.12.4;IF FRONT_DOOR OR BACK_DOOR THEN BUZZ ELSE D0_N0T_BUZZ;591
14.12.5;REFERENCES;594
14.13;Chapter 81. Logo as a Software Development Language;596
14.13.1;ABSTRACT;596
14.13.2;KEYWORDS;596
14.13.3;INTRODUCTION;596
14.13.4;LANGUAGE FEATURES;597
14.13.5;DESIGN ISSUES;597
14.13.6;SOME DEVELOPMENT EXAMPLES;598
14.13.7;SUMMARY;602
14.13.8;REFERENCES;602
14.14;Chapter 82. Curricular Aspects of the Development of Educational Software in the National Project for Computer and Information Literacy;604
14.14.1;ABSTRACT;604
14.14.2;THE NATIONAL PROJECT ON COMPUTER AND INFORMATION LITERACY;604
14.14.3;RESULTS OF THE PROJECT;605
14.14.4;THE CONTENTS OF THE CURRICULUM;606
14.14.5;CHARACTERISTICS OF COMPUTER PROGRAMS USABLE FOR COMPUTER AND INFORMATION LITERACY;609
14.14.6;SOFTWARE DEVELOPMENT;610
14.14.7;FINAL REMARKS;611
14.14.8;REFERENCES;611
14.15;Chapter 83. Information Technology for Basic Education of Adults — An Information Project for a Teaching Staff;612
14.15.1;ABSTRACT;612
14.15.2;KEYWORDS;612
14.15.3;INTRODUCTION;612
14.15.4;PROBLEM SITUATION;612
14.15.5;DESIGN STRATEGY;613
14.15.6;'INFORMATION TECHNOLOGY DAY';613
14.15.7;RESULTS;615
14.15.8;THE FUTURE;615
14.16;Chapter 84. Networking, Twinning, Professionalism . .. The Role of Professional Societies In Computers and Education;618
14.16.1;ABSTRACT;618
14.16.2;KEYWORDS;618
14.16.3;INTRODUCTION;618
14.16.4;PROBLEM 1 - CURRICULA PLANNING;619
14.16.5;SOLUTION 1;619
14.16.6;PROBLEM 2 - DISSEMINATION OF INFORMATION;619
14.16.7;SOLUTION 2;620
14.16.8;PROBLEM 3 - SOCIAL/ETHICAL ISSUES;620
14.16.9;SOLUTION 3;620
14.16.10;PROBLEM 4 - ACCREDITATION/CERTIFICATION;621
14.16.11;SOLUTION 4;621
14.16.12;CONCLUSION;623
14.16.13;REFERENCES;623
14.17;Chapter 85. From Computer Literacy to the Scholastic Integration of Information Technology;626
14.17.1;ABSTRACT;626
14.17.2;KEYWORDS;626
14.17.3;I. INTRODUCTION : BETWEEN INFORMATION TECHNOLOGY AND EDUCATION , A DEEP INTERACTION;626
14.17.4;II. THE CHARACTERISTICS OF THE SCHOOL AND THE TEACHING PROFESSION;627
14.17.5;III. THE GENERAL QUESTIONS FOR THE IMPLEMENTATION OF IT;627
14.17.6;IV. WORKING TOWARDS IMPLEMENTATION (1983-1985);628
14.17.7;V. FIRST IMPLEMENTATION (1985-1987);630
14.17.8;VI. CONCLUSION: ONLY A SHORT STEP IN THE GOOD DIRECTION;632
14.17.9;REFERENCES;633
14.18;Chapter 86. Planning 60-hour Information Technology Courses for Students Studying for Arts/Humanities Degrees: a Practical, Problem-solving, Self-learning Approach;634
14.18.1;Abstract;634
14.18.2;Keywords;634
14.18.3;Introduction;635
14.18.4;Main paper;635
14.19;Chapter 87. Effective Educational Courseware (The Microcomputer as a Learning Medium);640
14.19.1;ABSTRACT;640
14.19.2;KEY-WORDS;640
14.19.3;INTRODUCTION;640
14.19.4;COURSEWARE - THE STORY TO DATE;641
14.19.5;COURSEWARE - PROBLEMS TO DATE;642
14.19.6;COURSEWARE - OR SOFTWARE?;643
14.19.7;RECENT COURSEWARE TRENDS - HOPE FOR THE FUTURE?;644
14.19.8;THE INTEGRATION APPROACH: THE COMPUTER AS A LEARNING MEDIUM;645
14.20;Chapter 88. Modern Media Instead of Traditional Practical Work;648
14.20.1;0. Introduction;648
14.20.2;1. Characteristics of distance education;648
14.20.3;2. The rationale of lab-work; some common misunderstandings;648
14.20.4;3. The case of the Open University: a policy on the use of media;650
14.20.5;4. Some examoles: the use of media at the Open University;651
14.20.6;5. About the sophistication of CAL packages;654
14.20.7;6. Conclusions and perspectives;654
14.21;Chapter 89. The Use of Current Software and Technology and the Selection Pressure for New Developments to Support the Science Curriculum;656
14.21.1;ABSTRACT;656
14.21.2;INTRODUCTION;656
14.21.3;REFERENCES;662
14.22;Chapter 90. Computer Assisted Information Handling as a Tool for Change;664
14.22.1;ABSTRACT;664
14.22.2;KEYWORDS;664
14.22.3;INTRODUCTION;664
14.22.4;INFORMATION HANDLING AND THE SECONDARY CURRICULUM;665
14.22.5;CHILDREN'S LEARNING;665
14.22.6;INFORMATION HANDLING AND THE PRIMARY CURRICULUM;666
14.22.7;NATURE OF THE SOFTWARE;667
14.22.8;STRATEGIES OF SOFTWARE USE;667
14.22.9;ORGANISATION;668
14.22.10;TEACHERS ATTITUDES TO THE COMPUTER AS AN AGENT OF CHANGE;668
14.22.11;PROFESSIONAL DEVELOPMENT;669
14.22.12;REFERENCES;670
14.23;Chapter 91. Otopia: An Implementation Strategy for Computers in Education;672
14.23.1;ABSTRACT;672
14.23.2;KEYWORDS;672
14.23.3;INTRODUCTION;672
14.23.4;PRACTICAL OBSERVATIONS;673
14.23.5;THE OTOPIA STRATEGY;674
14.23.6;DISCUSSION;677
14.23.7;REFERENCES;678
14.24;Chapter 92. The Curriculum Conference — a Procedure for the Formulation of a Computer Literacy Curriculum for All Pupils;680
14.24.1;Abstract;680
14.24.2;Keywords;680
14.24.3;Introduction;681
14.24.4;The procedure for a curriculum conference;681
14.24.5;Basic elements of the curriculum conference;681
14.24.6;The participants;681
14.24.7;Aids for a construetiv working procedure;682
14.24.8;Determination of objectives and basic question;683
14.24.9;How did the participants respond to the various proposals;683
14.24.10;Results and follow-up work;683
14.24.11;References;684
14.25;Chapter 93. Implementing Information Technology Across the Curriculum — What Does it Mean?;686
14.25.1;ABSTRACT;686
14.25.2;KEYWORDS;686
14.25.3;INTRODUCTION;686
14.25.4;TWO APPROACHES - in conflict?;688
14.25.5;MOVING ON;689
14.25.6;CURRICULUM DEVELOPMENT NEEDS;689
14.25.7;TEACHER DEVELOPMENT NEEDS;692
14.26;Chapter 94. Integration of the Computer in the "Schoolwerkplan";694
14.26.1;ABSTRACT;694
14.26.2;KEYWORDS;694
14.26.3;1.0 INTRODUCTION;695
14.26.4;2.0 GENERAL CONCLUSION;698
14.26.5;REFERENCES;701
15;Part 6: Workshops/Round Table/Demonstrations;702
15.1;Chapter 95. Creating Effective CBI Screens;704
15.2;Chapter 96. Courseware Development Using a Driver System;706
15.2.1;ABSTRACT;706
15.2.2;KEYWORDS;706
15.3;Chapter 97. Ecological Integration of Educational Microcomputers;708
15.3.1;ABSTRACT;708
15.3.2;KEYWORDS;708
15.3.3;INTRODUCTION;708
15.3.4;THE ECOSYSTEM;708
15.3.5;MICROS IN PRIMARY SCHOOLS;709
15.3.6;THE RAVENSCLIFFE PROJECT;710
15.3.7;CUMULATIVE LATENCY-OF-RESPONSE;712
15.3.8;THE TURTLE AND A BUG IN LOGO;713
15.3.9;CONCLUSION;713
15.3.10;REFERENCES;713
15.4;Chapter 98. Sources of Conceptual Dissonance in Software Production;716
15.4.1;ABSTRACT;716
15.4.2;KEYWORDS;716
15.4.3;INTRODUCTION;716
15.4.4;PROGRAMMERS AND PROGRAMMING;717
15.4.5;PROGRAMMING LANGUAGES;718
15.4.6;THE LEARNER AND THE COMPUTER;719
15.4.7;MARKET FORCES;719
15.4.8;USER EXPECTATION;720
15.4.9;CONCLUSION;721
15.4.10;REFERENCES;721
15.5;Chapter 99. Development of Courseware for Training in Social Research Methods;722
15.5.1;ABSTRACT;722
15.5.2;KEYWORDS;722
15.5.3;INTRODUCTION;722
15.5.4;EXPERIENCES WITH CIDS;725
15.6;Chapter 100. Macthesis: A Design System for Educational Computer Simulation Programs;726
15.6.1;REFERENCES;728
15.7;Chapter 101. The Elan Programming Environment;730
15.8;Chapter 102. Developing Software for Nursing Education;732
15.8.1;ABSTRACT;732
15.8.2;KEYWORDS;732
15.8.3;BACKGROUND FOR THE PROJECT;733
15.8.4;PROJECT AIMS;733
15.8.5;PROGRAM DEVELOPMENT;734
15.8.6;PROGRAMS TO BE DEMONSTRATED;735
15.8.7;EVALUATION;738
15.8.8;ACKNOWLEDGEMENTS;738
15.8.9;REFERENCES;738
15.9;Chapter 103. Application of Interactive Video in the Laboratory;740
15.9.1;KEYWORDS;740
16;Part 7: Closing Session;742
16.1;Chapter 104. The Courseware Dilemma;744
16.1.1;1. WHO ARE ENGAGED?;745
16.1.2;2. ECONOMICS;747
16.1.3;3. WHAT COSTS COMPUTER ASSISTED EDUCATION IN HOLLAND?;750
16.1.4;4. AN ALTERNATIVE APPROACH;751
16.1.5;EURIT '86: General Impressions;752
16.1.6;EURIT and the future;753
17;Index;756