You are here:


, The University of Auckland, New Zealand

EdMedia + Innovate Learning, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


The University of Auckland with an enrolment of 26 000 students shares with other tertiary educational institutions the vision of providing life-long learning for its students while attempting to deal with the current restraints on budget and a lack of progress toward optimal use of technology in teaching and learning. The School of Business and Economics at the University of Auckland has developed a computer-supported learning system (CSL aka Cecil) that is now in its fourth year of operation and delivers browser-based assessments and other learning materials to tens of thousands of students in business and the sciences. On a weekly basis Cecil generates many thousand unique practice sessions and quizzes, sends out hundreds of diagnostic email messages and at times is processing more than 300 transactions per second. The work of developing Cecil and designing it for life long learning has been reported earlier at EdMedia conferences (Sheridan, 1997 & 1998) In this paper we report on our efforts to move the curriculum content of a large business school onto the web-environment, as provided by Cecil, using as a guide the model provided by the University of Tennessee (Little & Derco, 1998). The principle actors in this success were Extroverted Learning Facilitators (ELFs) an idea derived from (Holt, 1997). This paper will outline the process, achievements, problems and current state of play.


Sheridan, D. (1999). MOVING TO THE WEB USING ELF POWER. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1338-1339). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2019 from .


Cited By

View References & Citations Map
  • Cecil: A learning Odyssey

    Donald Sheridan, University of Auckland, New Zealand; David White & Ken Kan, The University of Auckland, New Zealand

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1074–1082

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact