Titolo: World Conference on Computers in Education: Proceedings of the Sixth Ifip World Conference on Computers in Education, 1995: Vol 6
Editore: Chapman & Hall
Data di pubblicazione: 1995
Lingua: Inglese
ISBN 10: 0412626705
ISBN 13: 9780412626708
Rilegatura: Hardcover
Condizione: Brand New
Peso: 1,79 chilogrammi

Descrizione articolo

Riassunto

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.

Contenuti

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 education.- 80 Lessons from a decade of policies for stimulating computer use in the Netherlands.- 81 Computers, telecommunications and Western culture.- 82 The impact of our questions on Information Technology policy and practice.- Eighteen Resources.- 83 Hypermedia authoring in the classroom: but what is required to make it really creative?.- 84 STILE: the growth of a flexible, interdisciplinary resource base for open learning.- Nineteen Social Issues.- 85 Findings from the Young Children’s Computer Inventory Project.- 86 Ethics: the neglected factor in computing education.- 87 Collaborative learning: teaching ethical theory in a computerized, case study format.- Twenty Software.- 88 SIM-BEST: integrated tools for developing computer based educational simulation programs.- 89 Logic programming: a tool for development of educational systems.- 90 Computer simulated laboratory experiments and computer games: a designer’s analysis.- 91 Children and computer modelling: making worlds with WorldMaker.- 92 Hypermedia for mathematics: authoring courses with HMLE.- 93 Creating and using a computer debt simulation model for teaching the economics of developing countries.- 94 Human-computer interface for educational software: an electronic communications software implementation.- Twenty-One Teacher Education.- 95 Breaking with tradition in mathematics education: experiences of Turkish student teachers within a Logo-mathematics environment.- 96 Involving the school teacher in liberating the learner from traditional school culture.- 97 Technology preparation for preservice teachers: do they feel prepared for 21st century classrooms?.- 98 Computers and learning in primary schools: a case study in teacher development.- 99 Technology tools and the Curie Internet delivery system.- 100 Constructing staff development and educational change.- 101 Preservice teacher education in Information Technology: a critical perspective.- Twenty-Two Tutoring.- 102 Research and practice of CAI in Chinese basic education.- 103 Fostering mathematical thinking through gradual progression Computer Assisted Instruction.- Twenty-Three Visions.- 104 Realizing a vision?.- Index of contributors.- Keyword index.- Keyword list.

Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.

Descrizione libreria

Visita la pagina della libreria

Informazioni sull?azienda del venditore

Edward Bowditch Ltd
Exstowe, Exton, Exeter, EX3 0PP, United Kingdom

Condizioni di vendita e spedizione

Condizioni di vendita

Legal entity name: Edward Bowditch Ltd
Legal entity form: Limited company
Business correspondence address: Exstowe, Exton, Exeter, EX3 0PP
Company registration number: 04916632
VAT registration: GB834241546
Authorised representative: Mr. E. Bowditch

Diritto di recesso

Se sei un consumatore, puoi esercitare il tuo diritto di recesso seguendo le istruzioni riportate di seguito. Per "consumatore" si intende qualsiasi persona fisica che agisca per fini che non rientrano nel quadro della sua attivit� commerciale, industriale, artigianale o professionale.

Informazioni relative al diritto di recesso

Diritto di recesso

Hai il diritto di recedere dal presente contratto, senza indicarne le ragioni, entro 14 giorni.

Il periodo di recesso scade dopo 14 giorni dal giorno in cui

tu acquisisci, o un terzo designato diverso dal vettore e da te acquisisce, il possesso fisico dell'ultimo bene o l'ultimo lotto o pezzo.

Per esercitare il diritto di recesso, sei tenuto a informare Revaluation Books, Exstowe, Exton, EX3 0PP, Exeter, United Kingdom, 44 1179083586, della tua decisione di recedere dal presente contratto tramite una dichiarazione esplicita (ad esempio lettera inviata per posta, fax o posta elettronica). A tal fine puoi utilizzare il modulo tipo di recesso, ma non e' obbligatorio. Puoi anche compilare e inviare elettronicamente il modulo tipo di recesso o qualsiasi altra esplicita dichiarazione sul nostro sito web, dalla sezione "Ordini" nel "Mio Account". Nel caso scegliessi questa opzione, ti trasmetteremo senza indugio una conferma di ricevimento su un supporto durevole (ad esempio per posta elettronica).

Per rispettare il termine di recesso, � sufficiente inviare la comunicazione relativa all'esercizio del diritto di recesso prima della scadenza del periodo di recesso.

Effetti del recesso

Se recedi dal presente contratto, ti saranno rimborsati tutti i pagamenti che hai effettuato a nostro favore, compresi i costi di consegna (ad eccezione dei costi supplementari derivanti dalla tua eventuale scelta di un tipo di consegna diverso dal tipo meno costoso di consegna standard da noi offerto). Potremo trattenere dal rimborso le somme derivanti da una diminuzione del valore del prodotto risultante da una tua non necessaria manipolazione.

I rimborsi verranno effettuati senza indebito ritardo e in ogni caso non oltre 14 giorni dal giorno in cui siamo stati informati della tua decisione di recedere dal presente contratto.

Detti rimborsi saranno effettuati utilizzando lo stesso mezzo di pagamento da te usato per la transazione iniziale, salvo che tu non abbia espressamente convenuto altrimenti; in ogni caso, non dovrai sostenere alcun costo quale conseguenza di tale rimborso. Il rimborso pu� essere sospeso fino al ricevimento dei beni oppure fino all'avvenuta dimostrazione da parte tua di aver rispedito i beni, se precedente.

Ti preghiamo di rispedire i beni o di consegnarli a Revaluation Books, Edward Bowditch Ltd, Clifton Heights, Triangle West, BS8 1EJ, Bristol, United Kingdom, 44 1179083586, senza indebiti ritardi e in ogni caso entro 14 giorni dal giorno in cui hai comunicato il tuo recesso dal presente contratto. Il termine � rispettato se rispedisci i beni prima della scadenza del periodo di 14 giorni. I costi diretti della restituzione dei beni saranno a tuo carico. Sei responsabile solo della diminuzione del valore dei beni risultante da una manipolazione del bene diversa da quella necessaria per stabilire la natura, le caratteristiche e il funzionamento dei beni.

Eccezioni al diritto di recesso

Il diritto di recesso non si applica in caso di:

fornitura di giornali, periodici e riviste ad eccezione dei contratti di abbonamento per la fornitura di tali pubblicazioni;
fornitura di contenuto digitale (inclusi applicazioni, software, ebook, MP3, ecc.) mediante un supporto non materiale (per esempio un CD o un DVD) se al momento dell'inoltro dell'ordine hai espressamente consentito all'inizio dell'esecuzione accettando la perdita del diritto di recesso in conseguenza dell'inizio di esecuzione.

Modulo di recesso tipo

(Compilare e restituire il presente modulo solo se si desidera recedere dal contratto)

Destinatario: (Revaluation Books, Exstowe, Exton, EX3 0PP, Exeter, United Kingdom, 44 1179083586)

Con la presente io/noi (*) notifichiamo il recesso dal mio/nostro (*) contratto di vendita dei seguenti beni/servizi (*)

Ordinato il (*) /ricevuto il (*)

Nome del/dei consumatore(i)

Indirizzo del/dei consumatore(i)

Firma del/dei consumatore(i) (solo se il presente modulo � notificato in versione cartacea)

Data

(*) Cancellare la dicitura inutile.

Condizioni di spedizione

Orders usually dispatched within two working days.

Tariffe di spedizione da Regno Unito a U.S.A.

Tariffe di spedizione da Regno Unito a U.S.A.
Quantit� dell?ordine	Da 2 a 3 giorni lavorativi	Da 7 a 14 giorni lavorativi
Primo articolo	EUR 17.08	EUR 22.78

I tempi di consegna sono stabiliti dai venditori e variano in base al corriere e al paese. Gli ordini che devono attraversare una dogana possono subire ritardi e spetta agli acquirenti pagare eventuali tariffe o dazi associati. I venditori possono contattarti in merito ad addebiti aggiuntivi dovuti a eventuali maggiorazioni dei costi di spedizione dei tuoi articoli.