Tutorial & Workshops

Bomb2.gif (615 bytes)

Ball020.gif (1002 bytes)T1     1.Get Wired and Go Digital

2.How to create a Multimedia Presentation using Powerpoint

3.How to Design a Simulation Game

Ball020.gif (1002 bytes)T2      1.Introduction to educational web site development

2.Advanced educational web site development

Ball020.gif (1002 bytes)T3 IT as an integral part of teaching

Ball020.gif (1002 bytes)T4 Learner and Facilitator Characteristics for Success in Computer-Mediated Conferencing
Ball020.gif (1002 bytes)T5 The play's the thing: enhancing learning design through game elements
Ball020.gif (1002 bytes)T6 Techno-Logic: A Micro-World for Constructivist Learning of Science and Technology

Ball020.gif (1002 bytes)T7 Image processing as a teaching tool for science and mathematics

Ball020.gif (1002 bytes)T8 Introduction to the geometers sketchpad
Ball020.gif (1002 bytes)T9 几何画板的应用
Ball020.gif (1002 bytes)T10 Integrate the Arts with Other Disciplines
Ball020.gif (1002 bytes)T11 "The need and use of second generation
Ball020.gif (1002 bytes)T12 "Ontology and its applications to courseware
Ball020.gif (1002 bytes)W1  Developing Interactive Multimedia Programs for Higher Education
Ball020.gif (1002 bytes)W2  CyberProf - A Complex Systems Approach to Education
Ball020.gif (1002 bytes)W3  Sino-Canadian Educational Partnership in Practice in China
Ball020.gif (1002 bytes)W4  Evaluating Interactive Learning (tentative)
Ball020.gif (1002 bytes)W5 Learning to Think, Thinking to Learn: A Constructivist Educator's Guide to   the Information superhighway
Ball020.gif (1002 bytes)W6 New Approaches to Net-Based Collaborative Learning
Ball020.gif (1002 bytes)W7 Virtually Possible, and Probable,Too!Finally,Virtual Reality for   Educators
Ball020.gif (1002 bytes)W8  Web-Based Teaching / Learning

T1 1.Get Wired and Go Digital

2.How to create a Multimedia Presentation using Powerpoint

3.How to Design a Simulation Game

Dr. Arlene O'Leary, Director Instructional Resources Center for Information Services, Dowling College,Oakdale, New York


1. Get Wired and Go Digital: a tutorial on How to Design Web pages for Teaching, Learning and Research. This tutorial is designed to enable the participants to understand how to create a presence on the World Wide Web.

2.How to create a Multimedia Presentation using Powerpoint: This three-hour workshop will be hands on with Windows 95, Microsoft PowerPoint. The participants will collaborate with each other to design, construct and present a multimedia presentation using the authoring tool PowerPoint.

3.How to Design a Simulation Game: This tutorial is design to enable the participants to establish a conceptual framework to understand the "worlds" created by researchers and theorists in the study of real human problems.

Intended Audience

No previous knowledge of using computers is required.

About the Presenter

Dr. Arlene O'Leary is the Director of Instructional Resources for Dowling College. Her interest in Simulation and multimedia dates back to the Internation Simulaltion model which she redesigned and used and researched over a ten year period in conjunction with the IBM Corporations' advanced education research studies. She has directed over 23 different simulations and designed severn games - The Revolutions, Game, the Nuclear Energy Game, Territorial Sea, Imperialism, Centralized Power Game, the History Game and most recently The Administrative Preparation Game. She is also an expert in multimedia and acts as the web master for the college.

T2 1.Introduction to educational web site development

2.Advanced educational web site development

Anthony J. Klejna, State University of New York College at Buffalo Computer Information Systems Chase Hall, 1300 Elmwood Avenue Buffalo, NY 14222, USA


These two tutorial sessions will provide the working educator with background and development techniques helpful to placing course content on line. The techniques used in these tutorials may also be used to develop curriculum materials for internal or Intranet networks. Any educator familiar with the use of a modern word processor is capable of developing on-line curriculum resources. The first tutorial session will guide the educator through the creation of a basic web page with several hyperlinks and images. The second sessions will build upon the initial topics to develop more professional page layout techniques. The use of forms will be discussed in their relation to gathering user input for surveys and on-line testing applications. The use of educational web sites for distance learning applications will be discussed and demonstrated. Emerging multimedia enhancements and dynamic web pages will be covered with multiple demonstrations of their use in the education environment. The topic of web site administration and the ease at which educators can maintain a web site with modern tools will be highlighted. Multiple editing environments may be discussed with the use of Microsoft FrontPage 98 used as the primary development and administration tool.

Intended Audience

1.Introduction to educational web site development (1) Understanding of Windows 95(2) Web surfing experience(3) HTML programming experience (beneficial but not required)(4) Familiarity with Microsoft Word or another major word processing application

2.Advanced educational web site development

(1) Ability to use Windows 95

(2) Web surfing experience

(3) HTML programming experience (helpful but not required)

About the Presenter

National winner - Microsoft "Innovator in Higher Education Challenge", showcased academic innovations in higher education. Entry of "School-to-School-to-Work" highlighted innovation of linking cooperative college workgroups with local businesses and industries. Presenter: - CIT98 (http://www.cortland.edu/cit98/) -The State University of New York Conference on Instructional Technologies. Presentation topics: "School-to-School-to-Work - Academic and Professional design groups link together on the Internet", etc.

T3 IT as an integral part of teaching

Grace Lim, Center for IT in Education & Learning, Temasek Polytechnic, Singapore.


As IT is increasingly prevailed in our daily lives, there is a need for teachers to use IT in modern classrooms. Research has shown that effective use of IT in teaching can enhance learning among students. However, the success of integrating IT in education depends largely on the acceptance and adoption of IT among teachers. Unless teachers have acquired the confidence and competence in using IT and see the benefits of IT in education, they are unlikely to change their teaching methods.

This tutorial is intended to assist teachers & lecturers, from schools, colleges & universities, in gaining fresh perspectives and insights on accepting, adopting and integrating IT in teaching.

Intended Audience

1.Familiar with Windows 95.

2.Have a working knowledge of Microsoft PowerPoint 95 or 97

3.Familiar with a graphical Web browser e.g. Netscape or Internet Explorer

4.Have a very basic understanding of HTML ( optional )

About the Presenter

Grace Lim is a Senior Instructional Designer in the Center for IT in Education & Learning, Temasek Polytechnic, Singapore. She has previously worked as a Media Specialist in the Nanyang Technological University, Singapore. She holds a Masters degree in Education from the University of Sydney, Australia. Grace has been actively involved in interactive multimedia & hypermedia design and courseware development in the last 9 years. She has 16 years of teaching / training experience in schools, staff training & development as well as professional training for the industry. Grace has conducted courses on Preparing Multimedia Lectures, Creative Effective & Interactive Multimedia Presentations, Using Internet for Education, Creating Online Instructional materials, Web Design & Development Using FrontPage 97.

T4 Learner and Facilitator Characteristics for Success in Computer-Mediated Conferencing

Katy Campbell, University of Allverta Edmonton, Canada


Supporting social negotiation through conversation, computer-mediated conferencing (CMC) offers a collaborative learning environment for deep learning.Advantages include extensive and sustained interaction through learner centered-ness (Kearsley et al., 1994); shared transcripts which are always available online to re-visit retrospectively, creating an artifact of learning which can be reorganized, reassessed, restructured, and which lead to new relationships of ideas and people, or a community of learners (Harasim, 1990, Burge, 1994); a greater degree of interactivity than in face-to-face classrooms (Eastmond, 1992); the enhancement of meta-cognitive skills; and an excellent pedagogical framework for situated learning.

Intended Audience

Participants should be reasonably familiar with the standard Web browsers and be able to navigate within them. Each participant will need an active e-mail account to be able to participate in the follow-up conference.

About the Presenter

I have worked as an instructional designer in the field of educational technology since 1983, focusing for much of that time on the design of interactive video (CD-ROM and videodisc). In 1992 I began a Ph.D. program in instructional studies, specializing on learning technology. I achieved my degree in 1994: My doctoral research explored the design of a videodisc through social conversation and resulted in the dissertation Collaborative instructional design : A transformative social activity . During that time I joined the faculty of the State University of Mew York (SUNY) as an assistant professor in teacher education and educational technology (1993-95).

After a short time working in Northern Canada as a distance educator, I returned to the University of Alberta as an assistant professor/instructional designer for the Academic Technologiesfor Learning department. In this capacity, I work with faculty members to develop courses for distributed learning, design and deliver professional development workshops, teach, and conduct a research program that focuses on discourse in technology environments, especially of facilitators and learners in interaction, and among members of instructional design teams. Most of my design work now includes the development of virtual environments on the Web, supported through computer-mediated conferencing.

T5 The play's the thing: enhancing learning design through game elements

Clark N. Quinn, School of Computer Science & Engineering, The University of New South Wales, Sydney NSW 2052, Australia


Computer games are easy to learn and fun to use; these are the same characteristics we desire out of learning environments. While the best learning environments are engaging, most are dull and tedious. Yet there are principled ways to make learning environments engaging, and there is considerable overlap between the elements that create engagement and the elements that lead to effective learning.

This half-day tutorial systematically explores game elements and their use in learning environment design. The goal is add engagement to learning; how game-like elements can systematically improve the motivation and effectiveness of learning environments.

This tutorial mixes activities that demonstrate and provide practice in game ideas with a practical introduction to the underlying concepts and their application. The advantages include increasing the appeal of learning environments, and their effectiveness.

Intended Audience

This tutorial is designed for designers of learning environments who wish to enhance the engagement of their products. Attendees should have experience in learning environment design.

About the Presenter

Dr. Quinn has been designing educational computer games for almost 20 years. He started with DesignWare in 1980, where he developed a number of games including FaceMaker and Spellicopter. He studied cognitive engineering with Donald Norman, receiving his PhD in 1989 from the University of California, San Diego.

He has been involved in designing engaging and effective learning environments at the Learning Research and Development Center at the University of Pittsburgh and now at the University of New South Wales, where he teaches interaction design. His research and learning environment projects include Voodoo Adventure and Quest for Independence (now available on the Web: http://www.cse.unsw.edu.au/Quest). Recently, Dr. Quinn has served as Multimedia Manager for Open Net Pty Ltd., designing their on-line learning methods, and currently is Director of Educational Technology for the Access Australia Cooperative Multimedia Centre. He currently is engaged in developing commercially engaging online learning, as well as learning effectiveness evaluation, and integration of learning into corporate web-sites.

T6 Techno-Logic: A Micro-World for Constructivist Learning of Science and Technology

Dr. Nira Krumholtz, Moshe Lahav, IDEA Center, Faculty of Engineering, Tel-Aviv University, Israel


Techno-Logic is a micro-world developed to facilitate the learning of both scientific concepts and their technological applications. It integrates creative construction of concrete machines and models with an introduction to computerized processes control. Techno-Logic was developed at the IDEA Center at the faculty of Engineering at Tel-Aviv University, designed to be suitable, attractive and effective in teaching even young beginners. Through the suggested constructivist learning the student not only learns about science, but also practices science. The learner seeks solutions, asks questions, extrapolates, raises hypotheses, plans ways to verify them, and evaluates the results. In this way, he or she learns not only abstract scientific and technological principles, but about scientific and technology processes as well. With appropriate guidance and direction, the Techno-Logic environment enables the learners to build their knowledge through varied, rich experience.

Intended Audience

No previous knowledge of using computers is required.

About the Presenter

Dr. Nira Krumholtz is the head of IDEA, an R&D Center at the faculty of Engineering at Tel-Aviv University in Israel. Moshe Lahav is in charge of the technological aspects of developments and implementations at the IDEA center.

T7 Image processing as a teaching tool for science and mathematics

Bob Kolvoord, Ph. D, Integrated Science and Technology, MSC 4102 701 Carrier Dr. James Madison University, Harrisonburg, VA 22807


This tutorial will give participants an opportunity to learn about image processing and its applications in science and math. Classroom use by over 5,000 teachers in the United States and Canada has shown that image processing provides a powerful medium to excite all students about science and mathematics, especially those whose needs have not been met by traditional "coded" ways of teaching these subjects. Visual learners are particularly attracted to this tool. Many teachers use the image processing tools as a vehicle to bring more discovery/inquiry-based tasks to their students.

Intended Audience

Participants must have basic familiarity with Pentium computers(opening, closing, and saving files) and basic keyboard and mouse operation. This tutorial would be most useful to teachers of math and science or teacher preparation professors, however people with other disciplinary interests may benefit.

About the Presenter

Prof. Kolvoord is an assistant professor of integrated science and

technology at James Madison Univ., where he also directs the CISAT

Medialab, an educational technology research and production facility. He was a co-founder of the Center for Image Processing in Education (Tucson, AZ), a non-profit company that develops image processing curricula and delivers staff development workshops. Kolvoord is the executive editor of a number of award-winning sets of curriculum materials, including HIP Biology and HIP for Educations. Dr. Kolvoord is a very experience conference and workshop presenter. He has given more than 100 presentation on image processing and has taught image processing workshops across the United States. He has been a featured or keynote speaker at a number of conferences, most recently including the NCCE annual meeting in Spokane, WA. He was also an invited presenter at the National Education Summit in the US in 1996.

T8 Introduction to the geometer’s sketchpad

Zhonghong Jiang, Florida International University, USA


The Geometer's Sketchpad (GSP) is an innovative geometry software package designed to change the way students learn. This tutorial will introduce the participants to the most important features of GSP - its dynamic qualities. First, they will learn how to use GSP to construct a variety of geometric figures with both Euclidean construction methods and transformational geometry techniques. They will find that the shape and/or size of a constructed geometric object can be changed simply by dragging one or more of its component parts around the computer screen, so the object is not a single, static figure, but in essence a prototype for all possible figures of same geometric properties. The participants then will take full advantage of GSP's dynamic movement and measurement features to explore geometric situations. By observing the changes caused in the figures and in the corresponding measurements and calculations, they will discover what relations and properties are preserved, or what configuration gives the best results (e.g., the shortest path). Conjectures will then be made naturally, and the participants will have strong interests to verify and prove them. Finally, the participants will learn more advanced techniques such as animation, scripting, and the use of various buttons, to construct demonstration programs, and interactive learning environments.

Intended Audience

The participants only need to have learned high school level geometry. Teacher educators from universities, colleges, and research institutes, and high school mathematics, science, and technology teachers are mostly welcome.

About the Presenter

The instructor received his Ph. D. in Mathematics Education from the

University of Georgia, USA. Before that, he had obtained two master

degrees, one in mathematics education and the other in computer science. In addition, he had taught high school and college mathematics for many years. He is currently an associate professor of mathematics education and computer education at Florida International University, USA. He has years of experience in exploring and helping students explore innovative and insightful uses of technology in mathematics teaching and learning. Heavily involved in research and grant activities, his publications center on how the use of technology can facilitate students' conceptual understanding in mathematics. In this teaching/research area, he has also made numerous presentations and offered a series of workshops at state, regional, national, and international professional meetings.

T9 几何画板的应用

王鹏远 北大附中数学高级教师.


* 数学概念的形成与教育技术

* 数学思维能力的培养与教育技术

* 数学成绩差生态度的转变与教育技术

* 教育技术与直观几何和实验几何的实现

* 几何画板对教师观念转变的影响


We have been trying to use GEOMETRY SKETCHPAD software in our math classroom for two years. And we achieve greatly.

We believe Educational Technology, such as GEOMETRY SKETCHPAD, will deeply affect teacher's ideas.

This report will focus on how to integrate the computer technology into math classroom from using GEOMETRY SKETCHPAD.

This report will include the following part:

1. The Educational Technology and math concept development

2. The Educational Technology and math thinking skill development

3. The Educational Technology and the improvement of attitude of math-poor student

4. The Educational Technology and visual geometry and experimental geometry

5. GEOMETRY SKETCHPAD and the improvement of attitude of math teacher.While reporting, We will show some courseware and video. We welcome all to take part in our discussion.

T10 Integrate the Arts with Other Disciplines

John R.B.Clement, Elementary/Secondary Liaison, Education Statistics Services Institute, Washington


Frequently, teachers are unaware of easily accessible materials which exist on the WWW. Several hours worth of instruction are enough to acquire the basic search skills necessary to find resources appropriate for a planned lesson. What抯 more, these same skills can be used to advantage when developing an interdisciplinary lesson or unit. Teachers, and their students, can benefit from the diverse perspectives given by resources and projects that integrate disciplines. Student performance and learning are enhanced because of the multiple avenues for access to information that interdisciplinary projects provide. This type of instruction leads to more creative student expression and lends itself to multiple forms of assessment, as well. Teachers need help finding resources in disciplines other than their specialties, though. This workshop will provide the navigational skills and basic starting search points necessary to find a wealth of cross-disciplinary materials for project oriented learning.

Intended Audience

K-12 teachers in all curriculum areas. Basic computer literacy required. Familiarity with the Internet desirable.

About the Presenter

Lynne Clement began her tenure as ARTSEDGE Director in December of 1997. She is an educator and curriculum designer with broad experience in the application of technology to educational reform. She has taught at all levels, from primary through undergraduate, and has also led curriculum design teams and organized professional development courses. She has worked extensively in international educational settings, in both west Africa and in southeast Asia. Her particular field of interest and expertise is teaching through interdisciplinary, collaborative projects that integrate the arts across the curriculum while using computer technologies and the Internet. She holds an M.A. degree in Art Education from New York University.

Mr. Clement is an educational researcher with wide-ranging experience in curriculum design and evaluation and in the applications of technology (especially computer-based networking and the Internet) to education. He is especially interested in the creation and maintenance of collaborative enterprises in education, and in assessments of performance in integrated-curriculum projects with multiple participants at diverse locations.

T11 "The need and use of second generation Web technology"

Professor Dr.Dr.h.c. Hermann MAURER Graz University of Technolog Austria

Content: In this tutorial shortcomings of current WWW server technology and how this relates to educational applications are analyzed. In particular it will be explained why it is very difficult to manage large amounts of data based on ordinary WWW servers and why more "interactivity" is required. In essence this is due to the fact that ordinary WWW servers have no built-in data base facilities, do not support the administration, maintenance and customization of information to the extent necessary. More specifically, documents should not be inserted into WWW servers without meta-data, and

such meta-data should be exploited by the system for e.g. combining them with user profiles for learning, for hiding obsolete or not yet relevant documents, generating automatic notification of changes and news items to users if desired, for locating information, etc. Also, most of the link mangement that is now the sole responsibility of the webmaster should be carried out by the WWW server as much as possible, and different users should be able to see a different set of links. It will be shown that techniques to minimize problems such as the ones mentioned above do exist, and that they help both the administrator and the user of WWW sites, be it in Internet or Intranet environments.

Intended audience: Webmasters or potential Webmasters of large WWW sites who have become frustrated because of the difficulties maintaining and navigating large WWW sites without proper support from the system. University institutions intending to establish major WWW sites for educational material with ample communicative support.

About the Presenter: Hermann Maurer ---CURRICULUM VITAE

Born in 1941 in Vienna, Austria. Study of Mathematics at the Universities of Vienna (Austria) and Calgary (Canada) starting in 1959. System Analyst with the Government of Saskatchewan (Canada) in 1963. Mathematician-programmer with IBM Research in Vienna 1964--1966. Ph.D. in Mathematics from the University of Vienna 1965. Assistant and Associate Professor for Computer Science at the University of Calgary, Canada 1966--1971. Full Professor for Applied Computer Science at the University of Karlsruhe, West Germany, 1971-1977, and Visiting Professor at SMU, Dallas, and University of Brasilia (Brazil) for three months, each, and at the University of Waterloo, during the same period. Full Professor at the Graz University of Technology since 1978. In addition, director of the Research Institute for Applied Information Processing of the Austrian Computer Society since 1983; chairman of Institute for Information Processing and Computer Supported New Media since 1988, and director of the Institute for Hypermedia Systems of Joanneum Research since April 1990.

Adjunct Professor at Denver University 1984--1988. Professor for Computer Science at the University of Auckland, New Zealand, in 1993 (on leave from Graz). Honorary Adjunct Professor since October 93. Honorary Doctorate Polytechnical University of St. Petersburg (1992), Foreign Member of the Finnish Academy of Sciences (1996).

Author of fourteen books, over 450 scientific contributions, and dozens of multimedia products. Holder of patent for optical storage device. Editor-in-Chief of the Journals J.UCS and J.NCA. Member of steering committee of WebNet and ED-MEDIA Conference series. Member of program committee of numerous international conferences. Chairman of Working Group Hypermedia Systems in Austria. Project manager of a number of multimillion-dollar undertakings including the development of a colour- graphic microcomputer, a distributed CAI-system, multi-media projects such as ``Images of Austria'' (Expo'92 and Expo'93), responsible for the development of the first second generation Web system Hyper-G, now HyperWave, and various electronic publishing projects such as the "PC Library", ''Geothek" and "J.UCS"; participation in a number of EU projects (e.g., LIBERATION, EONT, Europe-MMM, HYPDOC, etc.). Main research and project areas: networked multimedia/hypermedia systems (Hyperwave); electronic publishing and applications to university life, exhibitions and museums, Web based learning environments (GENTLE); languages and their applications, data structures and their efficient use, telematic services, computer networks, computer assisted instruction, computer supported new media, and social implications of computers.

T12 "Ontology and its applications to courseware organization”

Riichiro Mizoguchi


Ontology research has been becoming popular in artificial intelligence community. It is expected to make a breakthrough in the knowledge engineering. It gives a great influence not only to intelligent systems but also to non-AI systems such as computer-based learning systems, since its contribution is not to making the systems intelligent but to making building process intelligent. That is, it opens a way to reuse of the existing courseware and hence it makes the system building process efficient.

In this tutorial, I will give an introductory explanation of ontology

And its roles in advanced computer-aided learning/instruction system building.

An ontology is an explicit specification of conceptualization which is usually implicit in almost all the systems built thus far. The very implicitness is one of the causes of the impediments in building and reusing systems. I will explain how to use ontology in building a training system courseware.

The autdience is required to have an elementary knowledge about logic and object-oriented paradigm. Knowledge about AI is not necessary, though it will help better understanding.

W1  Developing Interactive Multimedia Programs for  Higher Education

Speaker: Dr Ron Oliver
Co: Mr. Martyn Wild  Ms. Sue Stoney

Description of objectives

The purpose of this workshop is to develop participants' skills and knowledge in designing interactive multimedia applications for higher education. At the end of the session, participants will:

Have participated in a collaborative and interactive learning environment aimed at developing skills. knowledge and understanding in designing IMM materials for adult learners;

have a knowledge of the principle learning theories guiding the development of IMM for adult learners;

understand important attributes of IMM design that can influence the levels of motivation and engagement of adult learners.

have a knowledge of instructional design strategies that can be employed to deliver higher order learning outcomes;

be aware of important considerations in planning and designing IMM screens and user interfaces,

have a knowledge of instructor and student roles in application and implementation of IMM programs which can enhance learning outcomes ;

have access to a range of materials facilitating the use of the gained knowledge and skills in personal, projects and IMM developments.

Intended Audience

The intended audience will be instructional designers working with IMM, and university instructors and teachers with some knowledge of IMM and some experiment with curriculum development. No prior experience in IMM development is needed. Any instructor in higher education looking to become involved in IMM development either on CD-ROM or WWW will gain significantly from this workshop.

Workshop Length

The workshop will be a half day in duration.


This workshop is based on the popular and very successful workshop presented by this team at ED-MEDIA in 1997(and 1998) and which was rated extremely highly by its many is to give participants an understanding of the important considerations necessary for creating effective multimedia materials . Much of the extant research and development in IMM assumes fides generic guidelines for materials development the purpose of this workshop is to focus specifically on issues that emerge when developing IMM for higher education. Topics that will be treated will include:

instructional design strategies for higher education interactive learning

motivating and engaging adult learners, design considerations for creating

motivating and engaging materials for adult learners,

interaction design, issues to consider when creating and designing interactions ,

implementation strategies, planning and designing learner and instructor roles for use and application of IMM materials, coll4borative environments, scaffolding and coaching and integrated assessment.

Participants will be given a brief theoretical treatise describing each of these topics and will participate in practical collaborative activities organized to develop knowledge and understanding. The workshop will present an array of instructional materials designed for use in Higher Education including CD-ROM and WWW. Each participant will receive comprehensive print materials and workshop activity sheets.

outline of Content

1.Overview and Introduction of Session (40 mins)

Problems with existing IMM

what we know about learning and effectiveness

strategies to improve materials development

situated Learning as a Design Strategy for IMM

a discussion of the critical elements of situated learning

a demonstration of an IMM program designed to encompass principles of learning

activity 1: students use program and discover which elements provide effective attributes.

2.Effective Interactions (40 mins)

a discussion of interactions and interactivity

the impact of interactions on learning

demonstration of interactions in IMM and WWW

activity 2: Students will be given a learning objective and asked to design an IMM based interaction to achieve this.

3.Motivating and Engaging Adult Learners (40 mins)

a discussion of the important attributes of IMM materials which engage and motivate

a demonstration of Principles of F4inance, an IMM program built with these characteristics Activity 3: students will use this program and identify the design elements which have been included to increase learner motivation and engagement

4.Implementation Strategies for IMM(40 mins)

Using IMM for flexible delivery and flexible learning

student-centred activities, resource-based learning, problem-based learning

a discussion of teacher roles, student roles in implementing IMH materials

Examples of implementation strategies across various IMM forms Activity 4; an application with specific materials noting teacher and student roles to indicate how each contributes to learning

5.Summary and Discussion (15 mins)

What has been learned?

major points to take home contributions and feedback from the participants.

W2  CyberProf - A Complex Systems Approach to Education

Speaker:: Alfred Hubler, University of Illinois at Urbana-Champaign, USA


Complex systems a systems with a large flow of energy or information, including education and learning. Complex systems have common features and paradigms, such as the leadership princiciple, the principle of the dynamical key, the priciple of minimum resistance, the simplification paradigm, and the equipartition paradigm for controlling chaos. We will discuss these principles in the context of

education and give hands on demonstration of WWW software implementations.

Intended Audience: School Teachers, University Teachers, Learning Researchers

About the Presenter: A.W. Hubler is the associate director of the Center for Complex Systems research. He has investigated both

experimentally and theoretically properties of open dissipative systems including turbulent flows, fractal agglomerates, and chaotic electronic circuits. Recently he received a patent for a dissipation free quantum dot transistor. One of his specific interests is the application of complex systems theory in education. Based on his research he has developed educational software which is widely used in middle school, high school, and university education.

W3  Sino-Canadian Educational Partnership in Practice in China

Present: Olivia Zhu
Associate Director
Office of International Partnerships
Information Highway Applications Branch
Industry Canada


1) Canada?ˉs SchoolNet - Preparing Canada for a Knowledge – based Society

This workshop will demonstrate Canada?ˉs SchoolNet programs. Canada?ˉs SchoolNet is a government program designed to facilitate the use of information technology to restructure Canada?ˉs education program. It is based upon the collaboration and mutual interest of our provincial partners. We bring knowledge in the areas of infrastructure, content development, teacher training, and other programs that promote the effective use of information technology. We are providing a single door to Canadian expertise, sharing our knowledge and promoting partnership between Canadian companies and their foreign counterparts. 2) Beijing Concord College of Sino-Canada Virtual Campus BCCSC will show how partnerships between Chinese and Canadian governments, schools, and private sector businesses will enable the establishment of a Sino-Canada Virtual Campus and the potential effect this could have on education in China. This virtual campus will be modified to suit the needs of Chinese learners. In conjunction with Industry Canada SchoolNet, the stages of development for the virtual campus will be discussed as a case-in-point illustrating the importance of partnerships to achieve success. The implementation strategy for establishing the virtual campus infrastructure and programs and the phases involved in this strategy will be presented and discussed.

Intended Audience:

This session will be of interest to international representatives, senior officials and educators at the national or regional level who are responsible for the implementation of ICT in education.

About the presenters:

Olivia Zhu obtained a Master?ˉs Degree in Public Administration from Carleton University, Ottawa, Canada, and a B. Commerce from Beijing, China. She is responsible for the China partnership projects at the Office of International Partnerships, Information Highway Applications Branch, Industry Canada. Prior to Industry Canada, Olivia worked with the Office of the Auditor General and other Canadian federal government departments. She worked for six years in the Chinese public sector. Having worked for many years in both Canada and China , Olivia has in depth knowledge of the social culture, political and economical systems of both countries. She has great understanding of the importance of information and communications technology in the development of the skill sets required to meet the new challenges in a globally competitive marketplace.

At present, Olivia is working on the development of a successful partnership with China. The purpose of this partnership is to explore opportunities for the collaborative development of educational infrastructure using information communications technology. Francis Pang is a Canadian entrepreneur and has enjoyed a long business relationship with China. Francis Pang?ˉs efforts in education have opened up opportunities for the people of both China and Canada. In January 1998, Mr. Pang organized and funded a cultural and educational visit to Canada for 76 Chinese students and teachers for three weeks. He has provided employment opportunities for Canadian teachers at the college in Beijing, organized a Chinese Language and Cultural Summer Camp for Canadian and foreign students, established Canadian scholarships and awards in partnership with Canadian corporations for Chinese students, and has established an internship program for Canadian post-secondary students. In recognition of his efforts, Mr. Pang has been appointed Honorary Director of the National Federation of UNESCO Associations of China and Executive Director of Beijing Superior Educational Award Foundation.

W4  Evaluating Interactive Learning (tentative)


Ian Hart Center for the Advancement of University Teaching University of Hong Kong

Participants in this workshop will learn how to implement specific procedures for evaluating interactive learning at all levels of education and training. The content of the workshop includes specific plans, strategies, and tools for evaluating interactive learning systems during both development and implementation. A variety of print and electronic resources will be provided, including access to a World Wide Web-based electronic performance support system (EPSS) for evaluation.

The following topics will be presented in this workshop:

- Establishing a Rationale for Evaluating Interactive Learning

- Six Facets of Evaluation for Interactive Learning

- How to Prepare a Plan for Evaluating Interactive Learning

- Specific Evaluation Strategies including Usability Testing and Expert Review

- Reporting Evaluations for Maximum Effect

- Ten Commandments for Evaluating Interactive Learning

Intended Audience:

Developers and users of interactive learning software

About the Presenters:

Dr Ian Hart is Associate Professor in the Centre for the Advancement of University teaching at the University of Hong Kong and Head of the Educational Multimedia Unit. Since 1970 Ian has worked as a documentary film, television and multimedia producer in Europe, Australia and Asia and as an academic and educational technologist. Before coming to Hong Kong in 1992 he was Head of the Centre for Media Studies at the University of Canberra. Ian's doctorate, entitled "Learners as designers: computers as cognitive tools in Architecture education," was a constructivist approach to the question of learning with multimedia. His primary area of responsibility at HKU is research, development and evaluation of educational multimedia.

W5   Learning to Think, Thinking to Learn: A Constructivist Educator's Guide to the Information Superhighway

Lisa Thomas, Coordinator of Distance Learning in Continuing EducationMississippi State University


The Information Superhighway is littered with Industrial Age educational refuse. However, in this workshop strategies and techniques, appropriate for the Information Age, will establish streamlined navigational paths that educators can travel for effective curriculum integration and implementation. The construction of the classroom environment, the implementation of mentors, the administration of classroom management strategies, the facilitation of student-centered activities and the creation of authentic assessment rubrics used will be explored.

Participant activities may include:

- Creation of Rubrics for Authentic Assessment

- Creation of Constructivist Portfolios Which Will Include Activities

Based on Workshop Strategies and Techniques Discussed

Intended Audience:

About the presenters

W6 New Approaches to Net-Based Collaborative Learning

Prof. Dr. Heinz Mandl Ludwig-Maximilians-University Munich Institute for Educational Psychology


Net-based communication and collaboration mediate learners' cognitive and social processes in learning: With new forms of technology, new settings and conditions for knowledge construction and problem-solving have developed. Social knowledge construction and distributed cognition are important topics of discussion. Therefore the following aspects can be regarded as important issues and will be discussed in the workshop:What are the roles of technological tools in collaboration. A new generation of technological tools for net-based communication and collaboration has currently been developped. It is a question of great importance, which tools or tool features could be regarded as appropriate to promote different collaborative activities. How can we structure activities in tele-collaboration. In traditional research on coopeartive learning, it has been shown that collaboration suffers if it is not provided with adequate degree of structure. But what are appropriate degrees of structuring in net-based collaboration scenarios.And what are the instructional technologies to provide this structure Culture of learning and communication

Intended Audience:

W7 Virtually Possible, and Probable, Too! Finally, Virtual Reality for  Educators

Presenter: Lee Hodges,Department of Technology and Education Mississippi State University

           Lisa Thomas, Coordinator of Distance Learning Department of Continuing Education
            Mississippi State University

            Kim Phillips, Research Assistant Curriculum and Instruction Mississippi State University

            Kay Brocato, Project Coordinator Center for Educational Partnerships Mississippi State


In this half-day hands-on workshop, educators will download "Active Worlds" virtual reality browser from the Internet, and will experience communication, manipulation of an avatar, and constructing learning spaces in this virtual reality environment. The Active Worlds browser attaches to the Internet Explorer Browser to provide an easily accessible, yet highly motivational and friendly learning experience through the Internet. Educators will be guided through a collaborative online lesson with students from different areas of the world conducted within the virtual world. Educators will be shown tips and tricks of building, linking objects to HTML pages, sounds, and executable programs, as well as suggestions for the use of this technology within

any school environment. An Active Worlds How-To Workbook describing all activities completed during the workshop will be provided to the participants.

Intended Audience: Teachers or administrators interested in expanding the educational experience of their students through virtual reality. Only point and click Internet experience is necessary.

About the presenters:

Lee Hodges teaches telecommunications at Mississippi State University. She also teaches several hands-on computer courses via the Internet, the

Only such courses of their type offered by universities in the Southeast. In addition, she is the Associate Editor of Online Publication for the

Journal of Online Learning, the publication of SIGTel.

W8  Web-Based Teaching / Learning

Presenter: Gao Liming Associate Prof.  The Center for Audio-Visual Education Peking University


This workshop will investigate the following questions:

1. What is the difference between web-based teaching/learning and face to face teaching/learning ?

2. What conditions of starting a web-based teaching/learning are required for the hard ware, software, and thinking style?

3. What kind of preparation shall teachers/students do to participate a web-based teaching/ learning ?

4. What kind of helps and supports are needed by teachers or students during web-based teaching/learning process?

5. How to train the teachers who are strange to web-based teaching/learning ?

Intended Audience: Participants who are suitable for the workshop are experienced teachers/students on web-based teaching/learning, or those who are going to do that work on the condition that they are familiar with Internet and  WWW use.

About the presenters: