Educational Computing: Resourcing the Future

Educational Computing:
Resourcing the Future

David Loader, Principal, MLC

Liddy Nevile, Senior Lecturer, RMIT

IARTV Occasional PaperNo 22. September, 1991

INTRODUCTION

This paper was written in response to the recent paper from Wayne Rice "The Provision of Computer Resources in Schools", IARTV Occasional Paper No. 20, May 1991. The aim of this paper is to broaden the discussion of computers in education to include 'the future'.

In developing educational computing, it is important not to be constrained by the past. We believe many of these constraints are based on inadequate models of computers and of education. The models that we have in our minds lead us to define computer use in particular ways: imagining computers as teachers or knowledge transmission devices is an example of this. While computers can at times deliver instruction and information, to see them as only in these roles is to limit unnecessarily their potential for the ' construction of knowledge'.

Tomorrow's classroom, as envisioned by us today, is characterised by the transparency of the computers within it. In the near future these devices will be ubiquitous but not dominating the classroom ambience. They will be found among the students' books, papers and pens. Furthermore, we anticipate that some of the traditional forms of knowledge representation--what we are familiar with now--will be found inadequate for many of our purposes. Thus we expect that the forms and content of knowledge considered relevant and appropriate to students in compulsory education will change.

We also anticipate an extension of the range of cognitive styles being supported within education. We are assuming that 'technology' will be curriculum as well as being integrated into the curriculum in much the same way as English expression is today.

In particular, this paper is based on a constructivist theory of knowledge. As such, it emphasises the subjective and evolutionary nature of knowledge: what is 'knowledge' for one person may not be for another.

In this teaching framework, students are encouraged to broaden their knowledge 'beyond what they know'. They are encouraged to find out ' ways of knowing ' . Students need to develop an awareness of ' what they know ' and 'how they know' it and then negotiate this with their peers and the wider community. For this reason, we advocate 'constructionism' as a pedagogy: the teacher has a special role in this context.

We are trying to develop an 'enterprising' approach to schooling which includes the provision of resources by schools. This assumes it is the responsibility of teachers and schools to generate energy for learning and then to support that learning in ways which recognise the differing needs, interests, abilities and cognitive styles of the students.

In this 'future', teaching will be greatly enhanced by the provision of appropriate media. The traditional forms and ways of knowing can then be extended to take advantage of the development of computational media.

To achieve this requires a proactive stance towards such things as imperative forms of knowledge (including programming) and extended forms of representational media (including animation and hypertext, for instance).

In our model, computing (a process not an object) extends the range of media within which teaching and leaming can take place. We see the computer (an object) as a convivial tool with which humans (our students) can develop their personal knowledge.

We think of the computer as a new sort of 'pencil and paper'. We even go so far as to be interested in whether the computer is an intelligent tool with which we can form meaningful relationships.

In her seminal work, Turkle (The Second Self, p 13) warns us that: "the computer.affects the way that we think, especially the way we think about ourselves ....The question is not what will the computer be like in the future, but instead, what will we be like, what kind of people are we becoming.

The Role of Personal Computer

In our vision of the future, the computer as a personal tool becomes a vital element. A personal computer is not just a computer which has only one owner. It is personal in that it allows its user to create a personal 'knowledge space' with idiosyncratic ideas, data and software of personal value. The ownership involved is not just of a machine, but of knowledge and power.

Personal computers are like diaries. They have our information--often private--the programs that we need, our particular sets of tasks; and all are arranged in a way which is convenient to us. We use personal computers for private purposes such as writing essays, solving a mathematical problem and so on. We are responsible to ourselves for our use of our computers. We consider this view of computers stands in sharp contrast to what we call school computers.

School computers are for school purposes. In arriving at this stance, we have had to work through our ideas of the purposes of school computing. Many purposes to which priority was given in the past have been rejected and some new ones adopted.

For example, we do not believe that schools should feel obliged to give all students a number of hours of exposure to computers. What is the value of experiencing episodes of school computing, such as 45 minutes of word processing per week, when writing with a word processor is not part of the school curriculum?

Using the computer in this limited way does not necessarily merit priority over the many other life skills which our students need help to develop.

There is little evidence to establish that small doses of school computing enhance the lives of our students. There are many professionally-expert teachers who are yet to be convinced they should give up classtime for such activities.

On the other hand, once students have personal computers, there is a substantial role for school computing. That role is the process of making personal computers suitable for educational purposes. In our case we have decided this means such things as school provision of networking facilities. This allows students and teachers both on and off campus to have access via their computers at any time to school resources such as electronic encyclopaedia, international electronic data bases, bulletin boards and mail, and most importantly to each other.

This model of the computer allows for it to be used for interaction with, and communication of, ideas. In this way it supports constructionism in the classroom. School computing, as we define it, does not stop at hardware provision. School computing is an attitude to computer use, a culture which supports computer use, and it must extend into the general curriculum.

Many elements of the established syllabus are no longer relevant in a community where computing is promoted (we adopt a proactive approach to computer use). In addition, schools are forced to make decisions about how students should work and this in turn questions how their efforts should be evaluated. (In our case we have chosen to promote collaboration.)

At this point it is useful to re-consider some models of school computing from the past. No longer will schools need laboratories of computers and computer teachers struggling to give all students equal doses of 'computing exposure'. Instead, schools are burdened with an increasing need for all teachers to be prepared to re-examine their practices and to consider fresh approaches to teaching which will take advantage of the expanding medium in which their students are working.

'Professional development' is not about training teachers to use computers in specific ways so they can train their students to do likewise. It is helping teachers to stand back trom their practices and see which elements are still their exclusive responsibility and which roles the students can assume. This is being 'enterprising'. 'Enterprising' (in the educational context) was coined by the authors of an OECD report some years ago (Ball, 1989). It is a way of thinking which helps bring into focus the real purposes of teaching and aims to increase the energy and resources available for these purposes.

For example, an 'enterprising ' teacher would not consider herself the only teacher in a classroom: while there may well be only one school-employed adult in this role, there are usually available many others who can play that teaching role. In an enterprising classroom, alI participants are teachers at times, in one of three ways: as school teacher, as peer teacher or as inner teacher.

An enterprising teacher does not carry the responsibility for creating all the learning experiences: learners assume responsibility for many of the aspects of the learning/teaching process and they, not the teacher, generate many of the problems on which they work. (This might mean that learners are engaged in investigative work which raises unexpected new aspects of a topic with which they are concemed. Equally it might mean a problem such as how to model a particular idea or how to save data on a computer.)

The OECD model of enterprise depends on giving students REAL RESPONSIBILITY which is not sanitised to eliminate RISK. The three R's (reality, risk and responsibility) are used to generate energy for learning and there are many examples of cases in which they do just this.

In our case, the increased need for skill development among both teachers and students is being responded to in remarkable ways and we believe that the combination of the three R's is working.

Some may think that we are taking unnecessary risks by casting aside familiar practices. While the school gives help in material and technical ways, it is left to the teachers and students to decide how to use their computers and when they need them. Of course personal ownership of the computers magnifies all three R's.

THE MLC APPROACH

The current MLC educational computing program is designed around a personal computer. We have chosen a portable computer because this allows for different types of environmental influences.

At Mallacoota, our residential site, students can take laptops into the rainforest to write their essays, poems, or to write to their parents. At both Mallacoota and Kew, students are freed from desk-driven social placement and are found choosing to sit close to a friend, alone, at a desk or on the floor.

In order to achieve anything like a meaningful experience of personal computing, we have had to find ways of placing personal computers in the hands of all our students. We have chosen to invite our parents to support us in our endeavours. We are pleased to report that the overwhelming majority of our parents have chosen to accept this invitation.

This support has made it possible for MLC to negotiate reasonable prices and financial programs for the purchasing of the computers and to develop an insurance policy for their protection.

MLC provides students with technical support in excess of that which would normally be available to families who, in isolation from others, acquire computers. MLC has also taken responsibility for evaluating available and future hardware and advising parents in their choice of computers.

MLC commenced this program acutely aware of the limited computing expertise within the school community. Rather than try to solve this problem in advance, MLC made it part of the process and have been most gratified to find that teachers and students, once they become the proud owners of laptop computers, will acquire uncommonly high levels of expertise from manuals (the inner teacher again), peers and formal instruction

In a recent survey it was established that many teachers have extended their repertoire of computer use far beyond the requirements for their particular teaching role. Similarly, students adopt naturally the same approach to learning to use their computers as they do to using the family VCR; formal classes in abstract computing skills are not required very often.

In the classes which have fully adopted our new computing policy, the model of computer as medium is taken seriously. This has at times produced some surprising results which have had to be considered with care. A good example is provided by the students in Year Seven whose work in Biblical Studies resulted in a set of animated stories about Moses.

Seen in isolation, it might seem strange to find a Biblical Studies class writing computer programs to make cartoons of Moses running up and down a hill. Given the broader scenario, the fact that these students could use the Cartesian plane so easily will delight any mathematics teacher.

Shifting the focus of consideration of this example back to the teacher, we find that the task of assessing the work is less burdensome than it might be: the promotion of particular models of computing provides the teacher with guidance which helps her make decisions with respect to the students' work. We have used this technique deliberately.

Depending upon the non-school teachers in the classrooms has also been rewarding. Our experience is that there is a great deal more student co-operation in the personal computer classrooms and student social interaction seems to be more often work-oriented than in other classrooms.

THE MLC EXPERIENCE

The MLC experience is based upon more than twelve years of involvement with computers at MLC, two and half years with the Sunrise school and one and a half years with the laptop program.

The staff are now reporting a number of positive outcomes. A culture is developing in which risk-taking is enhanced with the immediacy of feedback encouraging further investigation. For the computer, no idea is too wild or too far-fetched. As a result, imagination and creativity are liberated in new and exciting ways.

MLC parents and teachers repoIt that students are generally more prepared to persist with problems in order to find a solution now that they have a computer. A consensus seems to be that students are becoming more effective and more independent as learners.

THE FUTURE

The future is not far away! Today's Grade 3 students will be graduating from school in the year 2000. What will their world be like? We are living in a society with an increasing rate of change in complexity and technology.

In these times we educators must be bold, so that the future to be achieved is our chosen future. In order to do this, education should play a proactive role now. With this in mind, MLC is planning for nearly 1,000 laptops by 1992 and 2,000 by 1994. This means that by 1994 all MLC students above Grade 3 will be using personal computers.

Written text, of which this paper is an example, is a technology that dominates our present culture and provides us with intellectual capabilities that we could not have without this technology. Is it too bold to assume that with this new computational medium people will be able to unlock skills and intelligences as yet unknown?

BIBLIOGRAPHY

TURKLE, Sherry, Second Self: Computers and the Human Spirit. Granada, London, 1984

BALL, Colin, Towards an 'Enterprising' Culture - A Challenge for Education and Training. Education Monograph No 4, OECD, Paris, June 1989.

Publications (by type)

International standards

An editor of the following international standards:

2005 Nevile, L. et al, IMS specifications for standardization: Individualized Adaptability and Accessibility in E-learning, Education and Training Part 1: Framework http://jtc1sc36.org/doc/36N1024.pdf,

2009 Individualized Adaptability and Accessibility in E-learning, Education and Training Part 1: Framework and reference model ISO/IEC 24751:1

2009 Individualized Adaptability and Accessibility in E-learning, Education and Training Part 2: AccessForAll Personal Needs and Preferences Statement ISO/IEC 24751:2

2009 Individualized Adaptability and Accessibility in E-learning, Education and Training Part 3: AccessForAll Digital Resource Description, ISO/IEC 24751:3

2011, 2023 Metadata for Learning Resources, ISO/IEC 19788-1

2023 AccessForAll Core Accessibility Properties - ISO/IEC 4932

Books

With Carolyn Dowling, illustrated by Adrienne Higgs:

1983 Let's talk Apple Turtle. Sydney: Prentice-Hall of Australia.

1983 Let's talk Apple Turtle: teachers' and parents' edition. Sydney: Prentice-Hall of Australia.

1984 Let's talk Tandy Turtle. Sydney: Prentice-Hall of Australia.

1984 Let's talk Commodore Turtle. Sydney: Prentice-Hall of Australia.

1984 Let's talk Commodore Turtle - Teacher's and parent's ed. Sydney: Prentice-Hall of Australia.

1984 Let's talk Commodore Turtle. Englewood Cliffs, N.J.: Prentice-Hall of Australia.

1988 Let's talk BBC Turtle: (BBC & Electron) Cambridge: Cambridge University Press.

1988 Let's talk BBC Turtle: (BBC & Electron) - Teachers' and Parents' ed. Cambridge: Cambridge University Press.

1988 How BBC Turtles Talk Teachers' edition. Cambridge: Cambridge University Press

1988 How BBC Turtles Talk Pupils' edition. Cambridge: Cambridge University Press

Other books:

1987 Evaluation of uses of computers in education: report of a UNESCO Regional Seminar, Melbourne, 24-29 May 1987. Hawthorn, Vic: Australian Council for Educational Research.

1991 (with David Loader) Educational computing: Resourcing the future. Jolimont [Vic.] Incorporated Association of Registered Teachers of Victoria, - Occasional paper no. 22. (document)

1992 Proceedings of Logo and Mathematics Education Conference: LME5: Lake Tinaroo, Queensland, Australia, April 1-5, 1991 / edited by Liddy Nevile; with introductions by Richard Noss. Hawthorn, Vic., Australia: Australian Council for Educational Research available at https://catalogue.nla.gov.au/Record/1134494

1995 (with Ian Reid and John Turner). Using Internet in schools: perspectives, possibilities and issues. Jolimont, Vic.: Incorporated Association of Registered Teachers of Victoria, - IARTV seminar series; no. 46.

1998 (with Charles McCathieNevile). OZeWAI: universal Web accessibility information for Australians. Compact disc. [Melbourne, Vic.]: Sunrise Research Laboratory at RMIT for OZeKIDS.

Book Chapters

1994 "Sunrise: From local and institutional to global and personal computing", in Interactive Multimedia in University Education, Ed: K. Beattie, C. McNaught, S. Wills, Elsevier, Amsterdam, pp. 183-192.

1995 "Do users inhabit or build their Boxer environment?" in Computers and Exploratory Learning, diSessa, A. and Hoyles, C. & Noss, R. (Eds.), Berlin: Springer-Verlag.

1995 "Looking at, through, and back at: Useful ways of viewing mathematical software" in L. Burton and B Jaworski (eds.), Technology in Mathematics Teaching. Bromley, Kent, UK: Chartwell-Bratt

1997 “W3C's Metadata strategy” in McLean, N. (ed) Metadata: Wednesday 30 July 1997, Metcalfe Auditorium State Library of New South Wales. [Sydney, N.S.W.]: ALIA Information Science Section,

2002 Liddy Nevile:
Why is Accessibility Metadata Proving Difficult? Dublin Core Conference 2002: 237-241Available at https://dcpapers.dublincore.org/pubs/article/view/722

2003 Christopher Simpson, Liddy Nevile, Oliver K. Burmeister:
Doing Ethics: A Universal Technique in an Accessibility Context. Australas. J. Inf. Syst. 10(2) (2003) Available at https://journal.acs.org.au/index.php/ajis/article/view/159/141

2003 Liddy Nevile, Oliver K. Burmeister:
Acting Accessibility: Scenario-based consideration of Web content accessibility for development and publishing communities. WWW (Alternate Paper Tracks) 2003 Available at https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiz763UsI_9AhXhguYKHVLbD6MQFnoECA4QAQ&url=http%3A%2F%2Fwww2003.sztaki.hu%2Fcdrom%2Fpapers%2Falternate%2FP306%2Fp306nevile.pdf&usg=AOvVaw37tGNia1EsECaBAcCPmsRK

2004 Liddy Nevile:
Metadata Generation and Accessibility Auditing. Dublin Core Conference 2004 Available at https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjZk53er4_9AhUFIbcAHTMgD8IQFnoECA4QAQ&url=https%3A%2F%2Fdcpapers.dublincore.org%2Fpubs%2Farticle%2Fview%2F793%2F789&usg=AOvVaw3W4PrwQnbxiont6nT33pU2

2004 Liddy Nevile, Sophie Lissonnet:
The Case for a Person/Agent Dublin Core Metadata Element Set. Dublin Core Conference 2004 Available at https://dcpapers.dublincore.org/pubs/article/view/780/776

2005 Liddy Nevile, with Sophie Lissonnet:
Was CIMI too early? Dublin Core and Museum Information: metadata as cultural heritage data. Dublin Core Conference 2005: 31-38 Available from https://dcpapers.dublincore.org/pubs/article/view/801/797

2005 Liddy Nevile:
Anonymous Dublin Core profiles for accessible user relationships with resources and services. Dublin Core Conference 2005: 61-69 Available from https://dcpapers.dublincore.org/pubs/article/view/804/800

2005 Liddy Nevile:
Adaptability and accessibility: a new framework. OZCHI 2005 Available at https://www.researchgate.net/profile/Liddy-Nevile-2/publication/221332224_Adaptability_and_accessibility_a_new_framework/links/0c960538e4854acdd5000000/Adaptability-and-accessibility-a-new-framework.pdf

2006 with Martin Ford, “Location and Access: Issues Enabling Accessibility of Information” in Multimedia Cartography (2nd Edition), pps. 127-130. Eds. Cartwright, W. Peterson M. & Gartner G.. ISBN 3-540-36650-4 Springer-Verlag - Heidelberg.

2007 Enabling Resource Selection Based on Written English and Intellectual Competencies published in Asian Digital Libraries. Looking Back 10 Years and Forging New Frontiers of Lecture Notes in Computer Science. http://dx.doi.org/10.1007/978-3-540-77094-7_20 Book Series: Lecture Notes in Computer Science Springer Berlin / Heidelberg ISSN 0302-9743 (Print) 1611-3349 (Online) Volume 4822/2007 ISBN 978-3-540-77093-0 Pages 127-130

2008 with Morozumi, A., & Sugimoto, S. "Enabling Resource Selection based on Written English and Intellectual Competencies" in Asian Digital Libraries. Looking Back 10 Years and Forging New Frontiers, pps. 127-130. Springer: ISSN 0302-9743 (Print) 1611-3349 (Online) Volume 4822/2007 Berlin / Heidelberg.

2009 with Kelly, B., Sloan, D., Fanou, S., Ellison, R. and Herrod, L. From Web Accessibility to Web Adaptability. Disability and Rehability: Assistive Technology (forthcoming). See http://www.informaworld.com/smpp/title~content=t741771157with

2022 Getting it Right: Matching Resources to Technologies that Match the Individual Student’s Needs and Preferences, in Assistive Technologies for Differently Abled Students, Sangeeta Dhamdhere and Frederic Andres (eds). Available at https://www.igi-global.com/book/assistive-technologies-differently-abled-students/244557

2022 Traditional Knowledge as a Landcare Strategy in Building global sustainability through local self-reliance: Lessons from landcare, ACIAR 2022 . Available at https://www.aciar.gov.au/sites/default/files/2022-08/ACIAR_MN219_Lessons-in-landcare_WebAccTot.pdf

Refereed Journal Articles

1995 "Sense making and Sensitivities: New Pedagogies? New Practices? New Acceptance of Old Ways of Learning?" in Australian Journal of Educational Computing. Brisbane: ACCE.

2005 “Adaptability And Accessibility: A New Framework“ in Proceedings of OZCHI 2005, Canberra, Australia. November 23 - 25, 2005. ACM (the Association for Computing Machinery) Digital Library: http://portal.acm.org/dl.cfm

2006 with Lissonnet, S. “Dublin Core and museum information: metadata as cultural heritage data” in Int. J. of Metadata, Semantics and Ontologies (IJMSO) ISSN Vol 1 No 3. (Online): 1744-263X ISSN (Print): 1744-2621 Available at https://www.researchgate.net/publication/220094822_Dublin_Core_and_museum_information_Metadata_as_cultural_heritage_data#fullTextFileContent

2006 "Anonymous Dublin Core Profiles for Accessible User Relationships with Resources and Services" in New Technology of Library and Information Service, vol. 1/2006 Serial No.132, pp. 17-24. Available at https://dcpapers.dublincore.org/pubs/article/view/804

2006 with J.Treviranus, “Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems” in IEEE TCLT's Journal of Educational Technology & Society, Volume 9, Issue 4, 2006 Online at http://www.ifets.info/issues.php?id=33

2008, with Kelly, B., Draffan, E., and Fanou, S. One world, one web but great diversity. In Proceedings of the 2008 international Cross-Disciplinary Conference on Web Accessibility (W4a) (Beijing, China, April 21 - 22, 2008). W4A '08, vol. 317. ACM, New York, NY, 141-147. DOI= http://doi.acm.org/10.1145/1368044.1368078

2009 with Kelly, B., Sloan, D., Fanou, S., Ellison, R. and Herrod, L. “From Web Accessibility to Web Adaptability” in Disability and Rehability: Assistive Technology, Volume 4, Issue 4, July 2009, pages 212 – 226. doi:10.1080/17483100902903408 http://www.informaworld.com/smpp/content~db=all~content=a912788469

2011 “Adaptable Records: Making Heritage Information Accessible to All" in Multimedia Information Extraction and Digital Heritage Preservation Vol 10, World Scientific series on Statistical Science and Interdisciplinary Research. ISBN 13 978-981-4307-25-3. ISBN 10 981-4307-25-4

Invited papers

2004 A Role for Metadata in Promoting Accessibility, in R K Pachauri (ed/s), International Conference on Digital Libraries 2004: knowledge creation, preservation, access, and management (The Energy and Resources Institute: India, 2004) 479-486

2005 with Jon Mason, “Open Courseware: realising the potential of standards as enablers of valuable global participation” for Initiatives Colloquium held at WSIS 2005, Tunisia see http://openforum.refer.org/IMG/pdf/Programme_avec_communications_v5-1.pdf

2006 “Research convergence to enable accessibility to be customised for individual users” for ASK-IT International Conference, Nice, France, October.

2018 State of the Net, Italy https://sotn.it/library/liddy-nevile/

Refereed Conference Publications

(2004 by Kateli, BA Enriching Individual Experience by Annotating On-line Materials Available at https://opal.latrobe.edu.au/articles/conference_contribution/Interpretation_and_Personalisation_Enriching_Individual_Experience_by_Annotating_On-line_Materials/22214707)

1995 "Does the World Wide Web make it worse for naive users" in Debreceny, R & Ellis, A (eds), Ausweb95: Innovation and Diversity, Proceedings of the First Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, hyperlink http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/connectivity/nevile/.

1995 with W Cartwright and S Ashdowne, "Designing a Virtual Atlas on the World Wide Web" in Debreceny, R & Ellis, A (eds), Ausweb95: Innovation and Diversity, Proceedings of the First Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, hyperlink http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/education2/ashdowne/

1996 "Developing Mapping Content for the Web: procedures, processes and software", Ashdowne, S., Cartwright, W., and Nevile, L., in Proceedings of Mapping Sciences, 1996, pps 17-34. Canberra: Mapping Sciences Institute, Australia.

1996 "WWW: Making the Familiar Unfamiliar" in Ausweb96: Proceedings of the Second Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, hyperlink http://www.scu.edu.au/sponsored/ausweb/ausweb96/educn/nevile1/.

1996 “Constructive multimedia? more satisfying than interactive multimedia or hypermedia? A CD with a hole? with programming tools for users.” for ACEC96: Proceedings of the Australian Computers in Education Conference 1996. Canberra, ACT, hyperlink http://www.spirit.com.au/ACEC96/papers/acecpap.htm

1996 “The Australian project – Sunrise”, for Cuccioli E Multimedialita' 1996, Desenzano Del Garda - Palazzo del Turismo, Italy, (Keynote speaker).

1996 with P Batchelor, "Using the Internet model to distribute 'The Internet'" in Ausweb96: Proceedings of the Second Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, Hyperlink http://www.scu.edu.au/sponsored/ausweb/ausweb96/educn/nevile/

1997 "A Virtual Atlas on the World Wide Web: concept, development and implementation" Ashdowne, S., Cartwright, W., and Nevile, L., in Proceedings of the International Cartographic Conference, pps 663-672. Sweden: International Cartographic Association.

1997 "Outside-in or Inside-Out? Which style of web do we want?" in Ausweb97: Proceedings of the Third Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, hyperlink http://ausweb.scu.edu.au/proceedings/nevile/index.html.

1997 with P Batchelor, "'Handling' a University's Website" in Ausweb97: Proceedings of the Third Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, hyperlink http://ausweb.scu.edu.au/proceedings/nevile2/index.html.

1997 with Pari Subramaniam, Chirag. V. Pathak, Suresh. C. B., P. V. Murali Krishna, "An Object-Oriented Framework for Mapping Labels" in AW3TC: Proceedings of the Australian World Wide Web Technical Conference. Brisbane, Queensland: Distributed Systems Technology Centre (DSTC), hyperlink http://www.dstc.edu.au/aw3tc/papers/rmit.ps

1998 “Scientia - an old name for a new product?” keynote at CONASTA, Melbourne University

1998 “The nebulous web - fog, smog or just meaningless?” keynote at National Conference of the Australian Association for the Teaching of English, Darwin.

1999 “Convivial Constructionist Environments for Libraries” - ARLIS/ANZ presentation and paper for Annual Conference in Adelaide, http://anulib.anu.edu.au/clusters/ita/arlis_anz/journal.html

1999 “Hyperlectures: are they a good educational use of the electronic media” in AusWeb99: Proceedings of the Fifth Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, hyperlink "http://ausweb.scu.edu.au/aw99/papers/nevile2/"

1999 “Universal Web Accessibility: a significant mindshift beyond current web practice” in AusWeb99: Proceedings of the Fifth Australian World Wide Web Conference. Ballina, NSW: Southern Cross University, hyperlink http://ausweb.scu.edu.au/aw99/papers/nevile2/

2000 "Mapping the Victorian Education Web: Terms and Tools", for AusWeb2K-The Sixth Australian World Wide Web Conference, Cairns, 12-17 June 2000.

2000 “Developing a taxonomy for the Agayrra-Timara and Wulburjubur-Bama people’s catalogue of rock art”, for Ninth International World Wide Web Conference (WWW9), Amsterdam, 15-19 May 2000.

2000 “On the web, universal content accessibility is not just browser compatibility”, for ‘Books And Bytes: Technologies For The Hybrid Library’, 10th Vala Biennial Conference, hyperlink http://www.vala.org.au/vala2000/2000pdf/Nevile.PDF

2001 "Entering the Web Era with the Benefit of Hindsight" for Information Technology in Schools Annual Conference, Melbourne, May 2001.

2002 with N. Morelli, "Inside Telework: a profile of new mobile work patterns" for "Electronic Networking 2002 - Building Community", Melbourne, July 2002.

2002 with W. Cartwright, "Web Technologies for Accessible Cartography" for Mapping Sciences Institute, Australia 2002, Melbourne, May 2002.

2003 "Making a Mathematical Textbook Accessible in Braille" for OZeWAI 2003, December, Melbourne Australia.

2003 "Metadata and Accessibility". for OZeWAI 2003, December, Melbourne Australia.

2003 with Currie, M., Geileskey, M., Nevile, L., Woodman, R. ”Visualising Interoperability: ARH, Aggregation, Rationalisation and Harmonisation” in Proc. Int. Conf. on Dublin Core and Metadata for e-Communities 2002: 177-183, Firenze University Press available at http://www.bncf.net/dc2002/program/ft/paper21.pdf

2003 with E. Smith, “Better Object Descriptions to make Education more Accessible” for Ausweb 2003, June, Sanctuary Cove, Australia. http://ausweb.scu.edu.au/aw03/papers/nevile/paper.html

2003 with S. Lissonnet, “Dublin Core: the base for an Indigenous culture environment?“ for Museums and the Web, Charlotte, USA.

2003 with S. Lissonnet, “Quinkan Matchbox Project: challenges in developing a metadata application profile (MAP) for an indigenous culture“ for Ausweb 2003, June, Sanctuary Cove, Australia.

2003 with Sophie Lissonnet. "Dublin Core: The Base for an Indigenous Culture Environment?" Museums and the Web .

2003, with O. Burmeister, C. McCathieNevile, “High Quality Scenarios for Raising Web Content Accessibility Awareness” for UAHCI, Crete, Human Computer Interaction, International Proceedings, Lawrence Erlbaum Associates, Inc. New York..

2004 A Role for Metadata in Promoting Accessibility, in R K Pachauri (ed/s), International Conference on Digital Libraries 2004: knowledge creation, preservation ,access, and management (The Energy and Resources Institute : India, 2004) 479-486

2004 with many others. “IMS AccessForAll Meta-data.” http://www.imsglobal.org/accessibility/accmdv1p0/imsaccmd_infov1p0.html

2004 with S. Lissonnet, V Roberts, J Treviranus, "Rich Experiences for All Participants" for Museums and the Web 2004, April, Washington DC.

2005 “Anonymous Dublin Core Profiles for Accessible User Relationships with Resources and Services“ DC 2005, Madrid, Spain. http://purl.oclc.org/dcpapers/2005/paper09

2005 “Learner-centred Accessibility for Interoperable Web-based Educational Systems”, for WWW workshop as http://www.ifets.info/

2005 “User-centred Accessibility as Re-configurability for Location-based Information Systems” with M. Ford, http://www.research.att.com/~rjana/WF12_Paper5.pdf

2005 “User-Centred Accessibility Supported by Distributed, Cumulative Authoring”, Ausweb 2005, Surfers Paradise, Australia. http://ausweb.scu.edu.au/aw05/papers/refereed/nevile/

2005 with Kateli, B.. Interpretation and Personalisation: Enriching individual experience by annotating on-line materials, for Museums and The Web 2005 conference, http://www.archimuse.com/mw2005/papers/kateli/kateli.html

2005 with M. Ford, “Issues Enabling Multi-locational Accessibility”, IDABC Conference Cross-Border e-Government Services for Administrations, Businesses and Citizens. Conference Papers and Proceedings pps 165-173 Brussels: European Commission http://europa.eu.int/idabc/servlets/Doc?id=20734 (slides at http://europa.eu.int/idabc/servlets/Doc?id=19406)

2005 with S. Lissonnet, “Was CIMI too early? Dublin Core and Museum Information: metadata as cultural heritage data“ DC 2005, Madrid Available at https://www.researchgate.net/publication/220094822_Dublin_Core_and_museum_information_Metadata_as_cultural_heritage_data#fullTextFileContent

2006 "Anonymous Dublin Core Profiles for Accessible User Relationships with Resources and Services" in New Technology of Library and Information Service, vol. 1/2006 Serial No.132, pp. 17-24. Available at https://dcpapers.dublincore.org/pubs/article/view/804

2006 Nevile, Liddy and Jutta Treviranus. “Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems.” Journal of Educational Technology and Society 9 (2006): 215–227.

2006 Nevile, Liddy. "Anonymous Dublin Core Profiles for Accessible User Relationships with Resources and Services." Data Analysis and Knowledge Discovery 22.1 (2006): 17–24.

2006 with Chapman, A., Kelly, B. and Heath, A. “Personalization and Accessibility: Integration of Library and Web Approaches” WWW 2006 Edinburgh, Scotland 22-26 May 2006. Conference Proceedings, Special Interest Tracks, Posters and Workshops (CD ROM). - poster<http://www.ukoln.ac.uk/interop-focus/publications/www2006/>

2006 with J.Treviranus, “Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems” in IEEE TCLT's Journal of Educational Technology & Society, Volume 9, Issue 4, 2006 Online at http://www.ifets.info/issues.php?id=33

2006 with Morozumi, Nagamori and Sugimoto, “Using FRBR for the Selection and Adaptation of Accessible Resources“ for Dublin Core Metadata Conference, Mexico.

2006 with Pulis, S., Using the DC Abstract Model to Support Application Profiles Developers, Dublin Core 2006. International Conference on Dublin Core and Metadata Applications. Manzanillo (Méjico). 3 - 6 October 2006. Available at https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwilus673Jj9AhXgxXMBHUwtA3QQFnoECBYQAQ&url=https%3A%2F%2Fdl.acm.org%2Fdoi%2Fabs%2F10.5555%2F1330072.1330077&usg=AOvVaw2cxhSQRtd1SFlSEp9WXCTY

2006 with Sophie Lissonnet. "Dublin core and museum information: metadata as cultural heritage data." International Journal of Metadata, Semantics and Ontologies1.3 (2006): 198–206.

2007 J Mason, L Nevile Open Courseware: realising the potential of standards as enablers of valuable global participation AUF, Agence universitaire de la Francophonie

2007 L Nevile Access for all accessibility: an inclusive approach La Trobe University. OZeWAI 2007

2007 S Lissonnet, L Nevile A forum for indigenous culture building and preservation Museums and the Web, 11-14

2008 with Brian Kelly, Web Accessibility 3.0: learning from the past, planning for the future ADDW08 Conference

2009 L Nevile thesis Metadata for User-Centred, Inclusive Access to Digital Resources: Realising the Theory of AccessForAll Accessibility RMIT University2008, with Kelly, B. “Web Accessibility 3.0: Learning From The Past, Planning For The Future” ADDW08. University of York, 22-24 September http://www.ukoln.ac.uk/web-focus/papers/addw08/paper-2/

2010 B Kateli, L Nevile Interpretation and Personalisation: Enriching Individual Experience by Annotating On-line Materials, Figure 2 Archives & Museum Informatics

2011 L Nevile Adaptable Records: Making Heritage Information Accessible to All Multimedia Information Extraction And Digital Heritage Preservation, 281-294

2013 DC Metadata is Alive and Well (and has Influenced a New Standard for Education). Dublin Core Conference 2013: 162-171

2015 with Eva M. Méndez Rodríguez:
Do We Need Application Profiles? Reflections and Suggestions from Work in DCMI and ISO/IEC. Dublin Core Conference 2015: 76-86

2022 Getting It Right: Matching Resources to Technologies That Match the Individual Student's Needs and Preferences in Assistive Technologies for Differently Abled Students, pps 71-87

Edited digital works

Note: the Sunrise CDs were among the very first to be lodged with the National Library of Australia. They were also among the first in the world to use HTML format so users could link from the CD to the online Web.

1998 Nevile, L., OZ-e-WAI, Universal Web Content Accessibility, Internet CD-ROM. Melbourne, Sunrise Research Laboratory

1997 Nevile, L. & Batchelor, P. (Eds.), Tertiary Education in Victoria, Internet CD-ROM. Melbourne, Sunrise Research Laboratory.

1997 Nevile, L. & Batchelor, P. (Eds.), Internet Unplugged Professional, Internet CD-ROM. Melbourne, Sunrise Research Laboratory.

1996 Nevile, L. & Batchelor, P. (Eds.), Internet Unplugged, Internet CD-ROM. Melbourne, Sunrise Research Laboratory.

1996 Nevile, L. & Batchelor, P. (Eds.), RMIT Web site and information kiosk, Internet CD-ROM. Melbourne, Sunrise Research Laboratory.

1996 Nevile, L. & Batchelor, P. (Eds.), RMIT Research and Publications Report 1995, Internet CD-ROM. Melbourne, Sunrise Research Laboratory.

1996 Nevile, L. & Batchelor, P. (Eds.), Oz-E-Kids Goodies disc, Internet CD-ROM and Web site. Melbourne, Sunrise Research Laboratory.

1995 Nevile, L. & Batchelor, P. (Eds.), Directorate of School Education Classrooms of the Future, Internet CD-ROM. Melbourne, Sunrise Research Laboratory.

Other

1981?? Adams, T. & Nevile, L. The Clayton’s Logo Conference

date?? Nevile, L. Learning about children learning learning.

Date?? Nevile, L. Education and worthwhile activities – some thoughts

1989+?? Nevile, L. Describe, define, detail – a didactic alternative to Doodle, Design, Debug

1983 Nevile, L. Letter to the editor. Com-3 November 1983.

date?? Nevile, L. Of crab canons and turtle hums – a conceptual appriach to the teaching of the Logo language Com-3 date???

date?? Nevile, L. BIKILOG advertisement

1985 Nevile, L. Using video-tape as a a medium for giving teachers an intimate ‘view’ of Logo Programming. Logo 85, Cambridge, Mass.

1985 Nevile, L. Some suggested issues for consideration if Logo is to be integrated into formal curricula.

1985 Nevile, L. What languages or type of computer languages do we want for children? ANZAAS

1986 Dawson, S. comments in Logo Exchange, November 1986, pps 15-18 on Nevile, L. Logo Microworlds in mathematics in Hoyles et al (eds.) Proceedings of the 2^nd International Conference for Logo and Mathematics education, pps 201-208. University of London, July 1986.

1986 Nevile, L. & Jones, A. Primary mathematics and problem solving with Logo MAV 1986

1986 Nevile, L. Learning and the Technological Revolution. Keynote address to Principals’ Conference, Auckland, NZ

1986 Nevile, L. Learning form Logo. Proceedings of the 2^nd International Conference for Logo and Mathematics education, pps 201-208. University of London, July 1986.

1987 Nevile, L. & Fox, C. Are microworlds over-rated? Paper for ACEC 1987, Melbourne

1989+?? Nevile, L. The dialectic of ‘teaching’ computing

1987 Nevile, L. & Jones, A. Problem solving for teachers. International Conference for Logo and Mathematics education, 1987.

1987 Nevile, L. & Jones, A. Poster session on problem solving for teachers. Psychology and Mathematics Education, 1987.

1987 Nevile, L. Logo is a language – so what? In ACEC 1987 proceedings

1987 Nevile, L. & Tatnall, A. Artificial intelligence and education – a new direction or more of the same tired old things? in ACEC 1987 proceedings

1987 Nevile, L. Recursion – should it be avoided or does it liberate? MAV 1987

1987 Nevile, L. & Nevile, C. Why should we listen to children? Or Mother and son. Logo/maths conf 87? CEGV 1986?

1987 Nevile, L. A teacher’s view of computers, potential and learning. NZ conf 1987
1988 Nevile, L. & Fallshaw, M. What’s in a possum? ACEC’88

1988 Nevile, L. Logo – the mathetic. MERGA ‘88 Proceedings of the 11th annual conference of the Mathematics Education Research Group of Australasia.

Date?? Nevile, L. What would Piaget say? 1986-89?

date?? Nevile, L. Can epistemological pluralism make mathematics education more inclusive? 1986-89?

date?? Nevile, L. Assignment 1: A brief exploration of the interaction between children and their computer microworld

1988 Nevile, L. & Jones, A. Sprinkle, immerse, drown: report of a preservice techer education mathematics course. AARE conf Nov 1988, UNE

1988 Nevile, L. LEGO/Logo as a maths learning environment MAV 2/12/1988

1988 Nevile, L. Phantom fish tank investigations a workshop at 1988 MAV given by Marg fallshaw in my absence – my father had died?

1988 Nevile, L. Artificial Life – a real maths learning context. MAV 2/12/1988

1989 Nevile, L. Three microworlds. For Teaching of critical and creative thinking conf

1989 Nevile, L. Redefining mathematics education in a Sunrise classroom. For LME Israel.

1989 Nevile, L. Art and mathematical understanding: learning to see both the wood and the trees. Computers in New Zealand Schools Vol 1 No 1 July 1989

1987? Nevile, L. & Jones, A. Learning environments – can they be items in a mathematics curriculum? MAV 1989??

1989 Nevile, L. Improving learning with computers ACER Forum, 2 March 1989.

1989 Nevile, L. Can we see the wood for the trees? Or the trees for the wood? For NZ Computing Journal, May 1989.

Check

Nevile, Liddy, and Carolyn Dowling. Let's Talk Apple Turtle. Prentice-Hall of Australia, 1984.

Nevile, Liddy. Evaluation of uses of computers in education: report of a UNESCO Regional Seminar, Melbourne, 24–29 May 1987.
Nevile, Liddy, and Sophie Lissonnet. "Dublin Core: The Base for an Indigenous Culture Environment?" Museums and the Web (2003).
Nevile, Liddy, and Sophie Lissonnet. "Dublin core and museum information: metadata as cultural heritage data." International Journal of Metadata, Semantics and Ontologies1.3 (2006): 198–206.
Weinkauf, David, Liddy Nevile, Anthony Roberts, Madeleine Rothberg, Jutta Treviranus, Anastasia Cheetham, Martyn Cooper, Andrew C. Heath, Alex Jackl. “IMS AccessForAll Meta-data.” (2004).
Nevile, Liddy. "Anonymous Dublin Core Profiles for Accessible User Relationships with Resources and Services." Data Analysis and Knowledge Discovery 22.1 (2006): 17–24.
Nevile, Liddy and Jutta Treviranus. “Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems.” Journal of Educational Technology and Society 9 (2006): 215–227.
Kelly, Brian, Liddy Nevile, David Sloan, Sotiris Fanou, Ruth Ellison, and Lisa Herrod. "From web accessibility to web adaptability." Disability and Rehabilitation: Assistive Technology 4, no. 4 (2009): 212–226.

Publications (by date)

1983 Let's talk Apple Turtle: teachers' and parents' edition. Sydney: Prentice-Hall of Australia.

1983 Let's talk Apple Turtle. Sydney: Prentice-Hall of Australia.

1983 Nevile, L. Letter to the editor. Com-3 November 1983 (document)

1984 Let's talk Commodore Turtle - Teacher's and parent's ed. Sydney: Prentice-Hall of Australia.

1984 Let's talk Commodore Turtle. Englewood Cliffs, N.J.: Prentice-Hall of Australia.

1984 Let's talk Commodore Turtle. Sydney: Prentice-Hall of Australia.

1984 Let's talk Tandy Turtle. Sydney: Prentice-Hall of Australia.

1984 Adams, T. & Nevile, L. The Clayton’s Logo Conference (document)

1985 Nevile, L. Some suggested issues for consideration if Logo is to be integrated into formal curricula (document).

1985 Nevile, L. Using video-tape as a a medium for giving teachers an intimate ‘view’ of Logo Programming. Logo 85, Cambridge, Mass. (document)

1985 Nevile, L. What languages or type of computer languages do we want for children? ANZAAS (document)

1986 Nevile, L. & Jones, A. Primary mathematics and problem solving with Logo MAV 1986 (document)

1986 Nevile, L. Learning and the Technological Revolution. Keynote address to Principals’ Conference, Auckland, NZ (document)

1986 Nevile, L. Learning form Logo. Proceedings of the 2^nd International Conference for Logo and Mathematics education, pps 201-208. University of London, July 1986.

1987 Evaluation of uses of computers in education: report of a UNESCO Regional Seminar, Melbourne, 24-29 May 1987. Hawthorn, Vic: Australian Council for Educational Research.

1987 Nevile, L. & Fox, C. Are microworlds over-rated? Paper for ACEC 1987, Melbourne (document)

1987 Nevile, L. & Jones, A. Poster session on problem solving for teachers. Psychology and Mathematics Education, 1987.

1987 Nevile, L. & Jones, A. Problem solving for teachers. International Conference for Logo and Mathematics education, 1987.

1987 Nevile, L. & Nevile, C. Why should we listen to children? Or Mother and son. Logo/maths conf 87? CEGV 1986?

1987 Nevile, L. & Tatnall, A. Artificial intelligence and education – a new direction or more of the same tired old things? in ACEC 1987 proceedings

1987 Nevile, L. A teacher’s view of computers, potential and learning. NZ conf 1987

1988 Nevile, L. & Fallshaw, M. What’s in a possum? ACEC’88