ABSTRACT
The project described here started in 1985 with the goal of exploring the possibilities of computer-assisted learning in history. By August 1990 five computer assisted case-studies in historical decision-making were ready and four test programs covering topics which appear in the Dutch history syllabuses for secondary schools. The development of these programs (described in Beetsma & Beetsma, 1990) involved four stages, each of which was passed through several times. A close working relationship between a history educator and the technical implementer was important, as was feedback from potential users, students and teachers. During the project an increasing degree of learner control was enabled and tools were developed to aid pupils using the case study. Here we compare the ways in which pupils handled three of the case studies.
