ABSTRACT
Museums have not been slow in seeing the potential of computer-based education and neither have the more formal education providers within schools and universities where Computer Assisted Learning (CAL, sometimes CBL, Computer-Based Learning) has been central to recent reassessments of the relationships between teaching and learning and teacher and student. These have emphasised the importance of the student engaging with the material, taking more control of their own learning and becoming active participants in the process rather than passive recipients of knowledge discharged from someone standing at the front of the room. This also involves a changing role for the teacher from the supplier of knowledge to a facilitator in the learning process, a change that has happened more quickly and more easily in schools than in most universities.
