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RESEARCH OVERVIEW Prof. Dr. Betty Collis

(Last update, 19 May 2006)

Overview of funded research projects:

Research projects and activities, completed 2005-2006

Research projects and activities, completed 2000-2004

Research projects, completed 1996-99

Research projects, completed 1990-1995

Research projects, completed 1980-89

Research activities and projects, completed in 2005-2006 :

"Academics in Control: Instructor time and management tasks associated with the use of Web-based systems"

(2000-2005). Funded by the Faculty of Educational Science and Technology. The purpose of this research is to analyse the time and effort spent by instructors when using Web-based tools to support instruction, and to develop and test tools and strategies to reduce the time and effort spent on management tasks. PhD work is associated with the research (Gerard Gervedink Nijhuis). Role of B. Collis: Researcher and promoter (chief supervisor) of the PhD work.

"Shell - University of Twente Collaborative Project"

(2000-2005) Funded: Shell International Exploration and Production (SIEP) Learning and Development. The purpose of this research is to identify an appropriate and innovative model of e-learning for Shell, to study the technology requirements for support of the model in the unique Shell situation, and to test the model and technology requirements via the use of the TeleTOP Web-based course-management system. The research involves return on investment studies as well as work with standards and re-use and with the implementation of blended learning. Role of B. Collis: Researcher and Project leader.

Within the Shell Project, there are several associated research projects, three of which led to a dissertation for the PhD candidate involved. These include:

"Reusability of learning objects in context: Human and technical aspects"

(2001-2004). Funded by TNO-FEL (2001-2002) and Shell EP. The purpose of this research is to develop and validate tools for applying international standards for metadata and re-use (initially, SCORM) to the TeleTOP system and to study the use of the standards in practice. PhD work is associated with the research (Allard Strijker). Role of B. Collis: Researcher and Promoter

"Support for work-based learning: Implementing strategies and instruments to involve the supervisor and the workplace community”

(2002-2006). Funded by Shell EP. This research focuses on the strategies related to learning and change within the multinational organisation and the role of technology in those processes. Phd work is associated with the research (Manuela Bianco). Role of B. Collis: Researcher and Promoter (chief supervisor).

"Work-based learning: A blend of pedagogy and technology"

(2001-2005)   Funded by Shell EP.  This research focuses on the development and implementation of blended learning for the Shell context and the role of technology in these processes. Phd work is associated with the research (Anoush Margaryan). Role of B. Collis: Researcher and Promoter (chief supervisor).

"Knowledge sharing"

(2003-2004)   Funded by Shell EP.  this research focuses on the integration of knowledge management tools and resources for learning. A Masters project on measuring the value of the communities of practice is part of the research. Role of B. Collis: Researcher and chief supervisor.

In addition, there have been four Masters projects completed in 2002, six completed in 2003, and one completed in 2004. For all of these I am the direct supervisor.

"VRL-KCiP (Virtual Research Lab for a Knowledge Community in Production )"

(2004-2007) Network of Excellence. EU SIXTH FRAMEWORK PROGRAMME, PRIORITY 2-3, IST-NMP. Contract no.: FP6-507487-2. Role: Member, Senior Core Group.

"PRO-LEARN (Professional Learning )"

(2004-2007) Network of Excellence. EU SIXTH FRAMEWORK PROGRAMME, PRIORITY 2-3, IST-NMP. Role: Associate member.

"A-Services Internet"

(2003- ). Leveraging network and service platform capabilities to meet future personal and business needs. Strategic Research Orientation (SRO) CTIT (Center for Telematics and Information Technology, Interdisciplinary research institute, University of Twente). Role: Participating chair.

Research activities and projects, completed 2000-2004:

"E-Coach: Linking learner and coach through adaptive technology and user profiling"

(2003-2004). Funded by TNO-FEL. The purpose of this research is to gain insight into the variables that play a role in the context of user profiling for e-learning, including variable related to the role of a human coach and variables relating to the instructional settings, defining/building models for user profiling that take a human coach and the instructional setting into account, developing tools to realize the models, and testing these in different settings. PhD work is associated with the research (Martijn Biewenga). Role of B. Collis: Researcher and promoter (chief supervisor) of the PhD work.

"DELFE: Decision Support for E-Learning Flexibility and Enrichment"

(1997-2004). Funded by the Faculty of Educational Science and Technology. The goal of this research project is to develop and implement various decision support tools for course-redesign decision making when moving toward more-flexible learning, both in companies and universities. New didactics must also be designed, accepted and used by staff and students.A key tool in the research is the TeleTOP System, a Web-based course management system developed in the context of the research and in use throughout the University of Twente as well as a number of other institutions and training centres. The development of the TeleTOP system was a major focus during the initial years of the research. A PhD project is underway (Wim de Boer). Role of B. Collis: Project leader and promoter (chief supervisor) of the PhD research.

"CANDLE"

(2000-2003). Funded by the EU. The CANDLE Project involves a multinational consortium working together to share Web-based learning resources relevant to the teaching of telematics. Metadata and re-use are key themes in the project. Role of B. Collis: Researcher.

"Corporate-University Partnerships in Australia"

(2002). Funded by SURF. The purpose of this research was to inventory and analyse the forms and extent of collaborative partnerships between corporate sponsors and universities in Australia in order to draw suggestions for the Netherlands.  The research took place before and during a study trip to Australia in March 2002.

"Strategic Pathways for Higher Education and IT"

(2001-2002). Funded by SURF. The purpose of this research is to develop and apply a survey instrument to study patterns in IT use in a number of countries including The Netherlands. Of particular focus are two models of change in higher education: Stretching the Mold and The New Economy. Role of B. Collis: Researcher.

"The 4-E Model: Predicting the Implementation of Telematics Applications in Education"

(1997-2000) Project funded by KPN Research, Groningen, Netherlands. The aim of this project was to conduct research to aid KPN Nederlands (the national telecommunications utility) in predicting the success and failure factors relating to telematics applications in education. The 4-E Model identifies environment, (perception or expectation of) educational effectiveness, ease of use, and personal engagement as four key factors in predicting use in practice. Role of B. Collis: Project leader.

"Asynchronous Video in WWW-based Learning Environments"

(1999-2000) The purpose of this research was to study the use of asynchronous streaming video within educational Web environments where the focus was student-made videos and constructivist learning activities. Role of B. Collis: Project leader; research funded by PROO-NWO.

"CTIT Senior Researcher, Telematics Learning Technologies"

Appointed, Senior Researcher, Telematics Learning Technology, CTIT (Centre for Telematics and Information Technology), , University of Twente, Enschede, The Netherlands (five years, 0,2 fte, 1996-2001). As part of this task I was on (and remain on) the Management Team of this research institute.

"E-BOSNO"

(2001-2002). Funded by KLICT. The purpose of this project was to develop and try out a new model for professional management education offered by the BOSNO group. The TeleTOP system was used to support the new approach. Role of B. Collis: Researcher and Project Leader.

"e-Learning at the Heineken University"

(2001-2002). Funded by Heineken University. The purpose of this project was to develop and try out a new model for professional development for HRD officers offered within Heineken. The TeleTOP system was used to support the new approach. Role of B. Collis: Researcher.

"E-Learning at Philips Centre for Technical Training"

(2001-2002). Funded by Philips Centre for Technical Training (CTT). The purpose of this research was to identify an appropriate and effective model for e-learning for the CTT and to test the model with the TeleTOP system. The research also involved return-on-investment studies and a tailor-made decision support tool for instructors. Role of B. Collis: Researcher and Project leader.

"Expert Case Studies on the Use of the Internet in Higher Education: Finland"

(2001). Funded by HEFCE (Higher Education Funding Council-UK). The purpose of this research was to carry out a series of case studies of examples of exemplary and innovative use of technology in higher education in Northern Europe. Role of B. Collis: Researcher, with prof.
Jef Moonen, on the Finland case study.

"Feedback in Web-based Environments"

(2000-2001). Funded: CSOW (University Central Stimulation Funds for Educational Innovation). The purpose of this research was to study who instructors use the TeleTOP Web-based course-management system to provide feedback to students, and to assist instructors in making the feedback process more effective and efficent. Role of B. Collis: Member of the research team.

"IDYLLE"

(1996-2000) ("Innovative Distributed Learning Environments"). Improving the efficiency and effectiveness of university education through the application of advanced networks. Funding: University of Twente OSF (Educational Stimulation Project Funds). Partners: CTIT (Centre for Telecommunications and Information Technology, Faculty of Educational Science and Technology, Faculty of Informatics.
Roles of B. Collis: Research Team Member.

A number of Phd projects were associated with the research, including:

 "Project-Based Tele-learning: Analysis, modelling, design and evaluation"

For this research, I was co-supervisor of the dissertation of Jan van der Veen, realised April 2001

"NETCAMPUS"

(2001). Funded by the EU. The purpose of this research was to study models for a consortium of universities wishing to work together to provide more flexible learning. In one workpackage, the focus was on identifying problems and solutions to problems that such a consortium of universities is likely to encounter. Role of B. Collis: Researcher, as subcontractor of the DINKEL Institute.

"RDISAT: Rural Development Information in the Republic of South Africa through Telematics"

(1997-2001) The goal of the RDISAT Project is capacity building in South African universities for the development of flexible and electronically accessible learning packages relevant to rural development. RDISAT is an international cooperation programme between three institutions for higher agricultural learning in the Republic of South Africa, Wageningen Agricultural University (NL) and the International Institute for Aerospace Survey and Earth Sciences (NL). I was one of the two evaluators appointed by the Project Management. The focus was on on-going formative evaluation and advice to the project.

"Scaffolding by Design: Web-based learning support"

(1997-2001) Designing and measuring the impact of various instructional strategies and forms of Web-based learning materials to scaffold university students' development of self-regulated learning. The research resulted in a PhD (Winnips) awarded in 2001. Role of B. Collis: Researcher and Co-Assistant Promoter of the associated PhD project.

"TeleTOP"

(1997-2000). Funded by Faculty of Educational Science and Technology. The purpose of this research was to facilitate change in educational delivery in response to the faculty's decision to include working students along with "regular" students in its regular programmes.  Along with the design and development of a technical system to support this change, the TeleTOP system, the project also focused on new didactics and instructor support, and on the change process in the organisation. Role of B. Collis: Researcher and Project leader.

"TeleTOP Alpha-Beta"

(2000-2001). Funded by SURF. The purpose of this research was to facilitate the use of the TeleTOP system in technical and law faculties at the University of Twente and the University of Leiden. Along with the TeleTOP system, the project also focused on new didactics and instructor support, and on metadata and re-use. Role of B. Collis: Researcher.

"Using Information and Communication Technologies: A process of change in higher education"

(1997-2001). The goal of this research was to study factors influencing the adoption of new forms of ICT in universities. Key dimensions relating to the context for change and the motivation for change were derived and used as a framework for a series of case studies. The Ph.D project associated with the research was awarded in October 2001 (Petra Fisser). Role of B. Collis: Assistant promoter of the Ph.D. research.

Research projects, completed in 1996 - 99:

"Comparative research on the use of ICT in higher education outside of The Netherlands"

Research funded by the Ministry of Education. (1998-1999). The purpose of this research was to identify trends and key issues in the implementation of ICT in universities in the USA, UK, Australia, Finland, and Belgium. Role of B. Collis: Researcher and co-editor of the final report .

"World Wide Web Learning Support (W3LS)"

Member of the research team. Research funded by the PODIUM initiative of SURF. The purpose of the research was to evaluate WWW-based course-support systems (such as TeleTOP) in terms of their use in higher education in The Netherlands, Role of B. Collis: Advisor. Period: October 1998-February1999.

"The Interactive Classroom (Hewlett-Packard)"

(Begun 1997-completed 1998). The goal of this research activity, funded by Hemlett-Packard and awarded to the CTIT was test the instructional possibilities of a state-of-the-art classroom involving highspeed data communication, videoconferencing, and a video server. I am one of the two faculty members awarded the funding.

"Multimedia in Web-Based Courses using Networks".

(Begun 1997-completed, January 1998). The goal of this research project, funded by the SurfNet4 Programme was to develop and test a prototype tool for capturing real-time multimedia communication, and making it available as synchronised multimedia segments via video streaming and the WWW. The prototype developed will be further worked out for the TeleTOP Project.

"MSS: A Support Environment for the Selection and Combination of Media for Training"

(1993-1997). Design method and application for an EPSS (electronic performance support system) called MSS (Media Selection Support) related to media selection in course design in training settings. Research funded by TNO (national research organization for technology-related studies, in The Netherlands). Role of B. Collis: Researcher and assistant promotor of PhD work (C. Verwijs) associated with the project. Dissertation successfully defended, March 1998.

"PLATO"

("Promoting Learning through Advanced Technology Optimisation"). Support for European universities transforming from single-mode delivery to dual-mode delivery and support, with a particular focus on the impact of ISDN networks on this transformation. (1996-1997). Multi-national, multi-partner project, funded by the Commission of the European Communities. Role of B. Collis: Researcher.

"FORUM"

Support for language training with advanced communication technologies across Europe. (1996-1997). Multi-national, multi-partner project, funded by the Commission of the European Communities. Role of B. Collis: Research partner and leader of the evaluation team. Responsible for Workpackages 3 and 8, and a member of Workpackages 4 and 9; also a member of the Editorial Board (an executive group for the Project).

"Technology Assessment of Multimedia Systems for Pre-Primary and Primary Schools"

Commissioned by the Scientific and Technology Options Asessment Programme of the European Parlement, the task of this project was to prepare a review of research and practical experiences throughout Europe with multimedia (stand-alone and distributed via the WWW) in primary ( up to age 12) and pre-primary (before age 7) education. The team consists of five persons from the University of Twente, of which I was one.

"Cost-Effectiveness of New Educational Media"

In this five year study (1991-1996), an instrument to help educational decision makers become more sensitive to cost-effectiveness aspects of media selection for education was developed. Underlying this was a thorough literature review relating to cost-effectiveness methods and indicators, and also a series of analysis of various existing and pilot instruments for computer-based support of cost-effectiveness decisions. The dissertation produced with this project is: Wetterling, J. (1996). Decision making and educational media.

"Netherlands and the Electronic Highway"

An education-innovation project using the Internet for secondary education. (1994-96. Partners: PTT Telecom District Hengelo and the University of Twente. Role of B. Collis: Project Advisor and supervisor of a graduate student doing his Master's thesis work with the project.

"VMDL"

(Virtual Mobility and Distributed Laboratories) Multi-national, multi-partner project, funded by DG XII of the Commission of the European Communities. (1994-96). The task of the project was to study the use and impact of different forms of communication, with and without technology, on the work of researchers in distributed research teams. Role of B. Collis: Senior Researcher.

"TeleScopia"

(TransEuropean Learning Systems for Crossborder, Open and Interactive Applications). (1994-1996). Focus on factors affecting the adaptation of courses for more-flexible trans-European delivery, using different combination of components of an advanced-technology platform. Funding: Commission of the European Communities, DG XII, DG XIII, and DG XXII. Partners: Seven institutions from six European countries. Role of B. Collis: Research Coordinator.

"Portability of Computer-Related Educational Resources":

(1991-1996) This project over its lifespan, yielded two PhD dissertations, a Special Issue of an international journal, two Masters' level theses, several invited chapters, and more than a dozen papers in scientific journals and conferences. The major results of the project are that techical issues related to portability have changed considerably over the time of the project, but issues related to cross-cultural communication and teacher-acceptance remain serious obstacles to portability success. Various tools and approaches have been produced to help respond to these issues. The two dissertations produced in 1996 with relation to this project are:

Zhang, J. P. (1996). Investigating the portability of multimedia learning resources: Design for a "Teaching Models Toolkit".

Zhu, Z. T. (1996). Cross-cultural portability of educational software: A communication-oriented approach.

"Tele-Cooperation Support Tools"

This research, which lasted from 1991-1996, generated a dissertation, several associated Masters' theses, and many scientific papers and publications. Among the major results of the research: A function-rich support environment may not be as effective for collaborative learning as a function-sparse environment, if the latter stimulates the learners to a higher level of cognitive engagement. However, for efficiency of reaching a result, as is often the case with computer-support problem solving in a workplace situation, a function-rich environment may be more appropriate. The selection of support-tool characteristics should not be based on the potential of the technology, but the learning needs and profile of the participants.The dissertation produced in 1996 with relation to this project is Heeren, E. (1996). Technology support for collaborative distance learning.

Research projects, completed 1990-1995:

"PIT"

(Project Informatie Technologie in de basisvorming; Information Technology in Lower Secondary Education). (1993-1995). Focus on factors affecting the uptake and use of computer applications by teachers in lower secondary school when the teachers work together over two years in subject-specific teacher networks. Funding: CPS (national agency for teacher support). Main result: Testing of a model over two years (750 teachers) showed that teachers are most influenced by the comments and experiences of their peers when it comes to making decisions about using computer technology in their teaching. The project supported a Masters thesis and led the way to a subsequent PhD project. Role of B. Collis: Primary researcher.

"A Trans-European Network for Education and Training: Guidelines for Decision Makers"

The Task Force Human Resources, Education, Training and Youth commissioned an analysis of factors that would influence the success and uptake of a trans-European network service for education and training. In this two-year study (1993-1994) I and a colleague analyzed network organization strategies from a supply- and demand perspective, and developed an extensive set of guidelines for an eventual self-sustaining network service.

"Tele-eval"

PTT Telecom is active in a number of initiatives to help teachers use telematics. One of these involved the support of special telecommunications software for teachers, and a simulation package of off-line software so that teachers could learn to use the data communications package (called "Telelijn") through experimenting with its simulated version ("Telesim"). I headed an evaluation team that studied teachers' experiences with these packages, as well as their needs more generally with respect to data communications software. I supervised a master's thesis based on the design of this software.

"Evaluation of Project Connect"

The Hogeschool Utrecht has been active in dual mode delivery of some of its courses. In 1992-93 I was asked to evaluate to evaluate the activities of the Hogeschool particularly with respect to the use of a Gopher system for on-line support of its students. The major finding of the study was that the human aspect of getting interesting and up-to-date information in the system is a major problem.

"CISO"

CISO stands for " Communicatie en Informatie Systemen voor het Onderwijs" (Communication and Information System for Education) and was an extensive study, commissioned by PTT Telecom and PRESTO, to make recommendations for the design and implementation of a national on-line network service for teachers in secondary and middle-vocational education. I was one of the three main researchers on the project, which lasted from 1992-1994. During the project, a variety of subsidiary studies were carried out, ranging from an analysis of national on-line services in other European countries to the in-depth study of eight teachers as they worked with a prototype system in the Netherlands. Extensive recommendations were made, not only for the interace and network aspects, but also for the staffing and support of the service as an organization.

"The SLO-LIJN Evaluation"

SLO-Lijn is the name of an educational bulletin board system, made available to Dutch teachers at a nominal cost through the support of PTT Telecom. SLO, the national curriculum institute in The Netherlands, is responsible for the BBS, its moderation and content as well as dissemination. In 1994 I was asked to conduct an evaluation study of SLO-Lijn, which was carried out through extensive survey and interview work as well as through analysis of the usability of the software interface itself. The major conclusion was that the interface was not conducive to stimuating teacher use of the system, although many useful resources were available for downloading. Interestingly, the evaluation also showed that nearly all regular SLO-Lijn users were males.

"Evaluation Study of the Handbook for the Implementation of Educational Software in Education"

The Dutch software development company Courseware Midden Nederland developed a handbook to help teachers anticipate problems in the use of educational software in their lessons. I was asked to evaluate the handbook, which occurred through a series of eight small studies. The general finding was that a print-based, lengthy document is probably not the optimal media choice for its target task and audience.

"Telecommunications in Secondary Education"

In 1991, PRINT-VO, a teacher-support organization funded by the Ministry of Education in The Netherlands, funded a study relating to the use of telecommunications not only in Dutch secondary schools but throughout Europe. I was one of the two researchers working on this study. We collected data and information from throughout Europe, and in particular in The Netherlands, conducted interviews and surveys, and derived a model for the prediction of teachers' acceptance of telecommunications use in their classrooms: the "3 G" Model (for the Dutch words, Gewin (payoff), Gemak (lack of problems in use), Genot (pleasure)) as well as an analysis of first-level and second-level barriers to classroom implementation that have been used extensively by us and others since the research was completed.

"Multimedia in Education: A feasibility study"

In 1991, a feasibility study was commissioned by the Ministry of Education in The Netherlands to review the literature and provide a framework for the use of multimedia in Dutch schools. I was one of the two researchers involved. Our analysis distinguished three forms of multimedia: conceptually related multiple media, multimedia integrated in one stand-alone computer, and distributed multimedia.

"Evaluation of Computerjournaal"

"Computerjournaal" is a multimedia lesson series involving educational television broadcasts, print materials, and electronic data communication activities. An evaluation study was carried out on Computerjournaal in 1988-1990, for which I was responsible. Results included the findings that teachers do not use the various materials in the integrated way envisaged by their designers, and in particular the integration of time-sensitive on-line activities with the fact that teachers prefer to tape the television broadcasts and use them at later and more convenient times means that the impact of the on-line activities was generally not realized.

"PRECISE"

The PRECISE Project was one of the successful consortia within the DELTA Exploratory Action, sponsored by the Commission of the European Community in 1989-1991. The PRECISE Consortia was one of the consortia involved with information integration and dissemination within the DELTA community and between DELTA and the outside world. The University of Twente was responsible for an on-going evaluation of the effectiveness of the information integration within the DELTA Exploratory Action. I was particularly involved in a number of surveys as well as document analyses, and also in recommendations for the improvement of information integration and dissemination in the future.

"The ITEC Project"

The ITEC Project ("Information Technology in Education and Children") began in 1986 and was concluded in 1991. The major sponsors for the Project were UNESCO and the Government of the People's Republic of Bulgaria. The project involved the comparative study of young children in classrooms in 17 countries were teachers were doing "exemplary activities" with computer use in 1988-1989. A special focus was the impact of classroom computer use on children's metacognitive development. A major result of the study, which over its course involved hundreds of researchers and participating teachers as well as more than 900 ten- and eleven year old children, was that computer use was coorelated with a variety of indicators of metacognitive development, but that no particular pattern existed between type of software, type and number of computers, instructional strategy for computer use, or subject area and these indicators of metacognitive activity. The key variable is the teacher. This project involved nine international project meetings, visits to many of the participating countries, and many presentations and articles. I was the Co-Chair of the project throughout.

"Audio in Interactive Tutorial Courseware"

(Methodological and design considerations). (1989-1994). Focus on factors affecting the impact of digital audio in interaction tutorial software. The project yielded a PhD (Diana Aartzen) . Funding: Faculty of Educational Science and Technology, University of Twente. Role of B. Collis: Assistant promoter.

"The Effects of IT Inservice for Secondary School Teachers"

The National Research Agency (SVO) in The Netherlands awarded a University of Twente research team, of which I was a member, a grant (1988-1990) to do an analysis of the research and experience with regard to inservice training of teachers for the use of computers in schools, and to suggest alternative practices. In the study our major finding was that classical, "one-shot" workshop sessions remain the dominant mode in The Netherlands, even though the research continually shows weaknesses in the model.

Research projects, completed 1980-89:

"Evaluation of EuroPACE as an Aspect of Professional Education at IBM"

EuroPACE was an ambitious project to provide professional education to engineers and senior managers in technically oriented companies across Europe via a combination of satellite-broadcast television, computer conferencing, and the use of fax and occasionally mail. IBM was a partner in the EuroPACE consortium. This evaluation study was commissioned (1988-1989) to examine the appropriate of EuroPACE courses for use within IBM research centres across Europe. The results of the evaluation included documenting the fact that the target group were not much interested in the opportunities for communication and computer conferencing, and tended most likely to tape the live television broadcasts to look at them in their own time and place. From the perspective of the training managers of the various IBM centres, the EuroPACE materials were seen through "not invented here" perspectives. In general, the evaluation concluded that EuroPACE was not a success for IBM professional education, at least in its 1988-89 implementation.

"DELTA Pre-Pilot"

The DELTA Pre-Pilot Project was initiated by the Commission of the European Community DG XIII DELTA Office in September 1987 and lasted until 1989. The object of the Pre-Pilot Project was to contribute to the preparations for the upcoming full-scale DELTA Project. In particulary the concept of a Learning System Reference Model was worked out as a framework for future modelling of the domain of the application of advanced learning technologies to trans-European training. Partners included several corporate units, such as Philips and Klett Verlag, as well as some university organizations, including the University of Twente. I was particularly involved in the validation of the experiments that took place within the study.

"Evaluation of the POCO Project, Cycle 1"

The POCO Project was an ambitious national project for educational software development in the Netherlands. The first cycle of this project was from 1987-1988. I was the external evaluator for the project, and carried out on-going analyses of the project's activities. Eight evaluation reports were commissioned and produced. The general conclusions of the evaluation were that the Project was well conceived and managed, but that a real momentum and market for the products, particularly in terms of commitment by educational publishers, generally did not develop.

"The Saanich Technology Evaluation Study"

The Saanich School District in British Columbia, Canada had been actively involved in the use of computer technology in classrooms and for adminstrative purposes since 1980. In 1987, a broadscale evaluation study was commissioned. Of particular focus was the balance between ongoing integration of computer use in the curriculum and in teacher professional development with special projects involving exploratory, high-profile collaboration. The evaluation, of which I was in charge, took place in 1988 and involved approximately 25 sub-studies, as well as broadscale surveys. Results were that the District was to be commended in its vision and energy, but that the high-profile projects had some counter-productive aspects, such as alienating some of those not able to be centrally involved. The balance between exploratory, innovative work and dissemination-oriented work for broadscale practice is not easy to maintain, and different priorities and management skills are needed for each.

"The Investigation of Computer-Augmented Training on Selected Managerial Skills of Physical Education Student Teachers"

The purpose of this study (1984-86) was to develop and evaluate the effectiveness of a computer-augmented training system (CATS) on physical education student teacher managerial skills. Using the system, student teachers observed and responded to 26 videotaped physical education lesson segments. The responses, via the computer keyboard, recorded the student teachers' recognitions of either pupil misbehaviours or teacher slowdowns. In addition, the student teachers were observed and coded during their actual classroom practice before and after using CATS, to evaluate the impact on their managerial skills in practice. Although the findings from these observations were inconclusive, the student teachers responded very positively to the CATS experience. I was responsible for the software-hardware design and implementation.

"Evaluation of the Program II (severely learning disabled) Computer Project, Greater Victoria School District"

The Program II Computer Project of the Victoria School District in British Columbia, Canada, provided hardware, software and personnel support for nine classes of severly learning disabled elementary-age children. Extensive teacher inservice was also involved. All students gained proficieny in written communication skills and technical competency with word processor use. Students, teachers and parents were enthusiastic about the use of word processing as a writing medium . Various educational software packages were also used, but with less consistent results. The impact on the professional development of the teachers involved was seen as an important outcome of the project. I was responsible for the evaluation (1987-1988).

The "Writing to Read" Evaluation

"Writing to Read" was a program of learning materials for introductory language arts instruction. The system involved a total package of hardware and software, other audio-visual materials such as audio tapes, books and print materials, and also teacher training. Even more, WTR involved a philosophy of how language skills should be taught to young children. IBM Canada supported WTR in various Canadian school districts. This evaluation study (1985-87), sponsored by IBM Canada, involved a careful study of two years of WTR in a Victoria, BC school. The results of the study were yes, that WTR made an impact on introductory language skills, but the same or even greater impact was shown by teachers using other intensive language methods, without the high cost and high conceptual overhead of WTR.

"Gender Differences in Attitudes toward Computer Science in University and College Students"

Concerned about the small number of females in computer science courses at the University of Victoria, a grant was awarded for a two-year (1986-87) study of which I was co-chair. Among the findings was the negative impact of the physical surroundings in the computer lab as well as female students' more practical orientation with regard to future work opportunities.

"Computers and Canadian Youth Project"

Supported by a national research grant, (SSHRC Grant No. 499-85-0021), this two-year study (1986-87) examined the experiences and attitudes of nearly 3,000 Canadian students in Grade 11 throughout the country. A model of factors affecting student use of computers was developed, and tested with the data for gender and regional differences among the young persons. Major results of the study were that computer use was well established, as were gender differences. However, factors influencing computer use are complex, and many curvilinear relationships apply.

"Individualized Instruction in Statistical Techniques"

In order to stimulate better instruction in statistical techniques for social science students at the University of Victoria, a special innovation fund grant was given to a team of three developer-researchers to implement and investigate the effectiveness of computer-based instruction for statistics (1985-1986). I was one of the team, responsible for the software development and also the evaluation study. The results were highly encouraging; students appreciated the individualized pace and practice opportunities and improved their success rate in statistics courses.

"IBM Canada/University of Victoria Software Engineering/Education Cooperative Project"

This was a major project, involving not only a collaboration between IBM Canada and the University of Victoria, but also between computer scientists and educators. The goal of the project was the development of state-of-the-art educational software. An accompanying goal was the development of a method and tools for computer scientists and educators to work productively together on design and development research. The Project, which lasted from 1984-1987, generated a large number of reports, articles, conference presentations and also three exemplary software packages with accompanying instructional materials for teachers. I was one of the team, extensively involved in all aspects of the project.

"Attitude Assessment in Young Children"

In 1984-86 I was involved in three funded projects all relating to the measurement of young children's attitudes toward school subjects, themselves and toward computers. In particular, I was responsible for the measurement aspects. The general finding was that gender differences in attitudes toward mathematics, science and computers already are in evidence in children as young as three-year old, and in a variety of different countries and contexts, whereas such differences do not show up in attitudes toward other selected targets, such as writing.

"Gender Differences in Secondary School Students' Attitudes Toward Computers"

From 1981 through 1984 I was engaged in the study of gender differences in secondary school students' attitudes toward computers and uses of computers. In this research, I piloted and developed various measuring instruments and used these to collect data from more than 3,000 young persons. A major finding was the "We can but I can't" paradox among females: "We females can be as successful with computers as males, but not me particularly, oh no…".

This work led to my dissertation: Collis, B. (1984). The development of an instrument to measure attitudes of secondary school males and females toward computers. The dissertation was awarded Dissertation of the Year awards from the Canadian Society for Educational Psychology and the Western Region of Phi Beta Kappa.

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