The underlying structure of web pages can allow them to contain images that are moved by software algorithms. With little effort, simulations can be animated by software that is on open view to the student and that will be modified 'there and then' as part of the learning exercise. The JavaScript environment allows instant execution of code with visualisations unsurpassed by many massive and expensive packages. Examples are given of dynamic demonstrations and the simple means of achieving them. With a little more effort, graphical clients can be written and embedded into web pages which r allow students to try tutorial exercises, interacting with the exercise in a diagrammatic form. Examples are given of applet and XML techniques that can make these graphical components interact with the page they are embedded in and also with the server.

Web-based intelligent tutoring systems are becoming incresingly sophisticated. One approach to the resulting complexity is to separate the application into a front-end applet providing the user interface and a back-end server managing the tutorial material. This makes it easier to integrate more complex questions and simple short answer questions in a single script. However, it is difficult to produce a tutorial client that can use a simple HTML page and also support rich interaction and "supervised" problem solving with a server-side tutor. We describe a system we have built which has these properties, and discurss our experiences using web standard methods to implement it. We also describe various places where we have needed to deviate from established web standards out of technical necessity, and evaluate the system's usefulness as a tutor. This paper describes joint work with Hal Ableson and Gerald Sussman from the Massachusetts Institute of Technology.

The Intelligent Book project aims to improve online education by designing materials that can model the subject matter they teach, in the manner of a Reactive Learning Environment. In earlier work, we developed mathematical proof exercises that used an automated theorem prover to model the student's proof. By observing human tutorial sessions, however, we find that this level of formal modelling is not necessary for many proof questions. In this paper, we investigate whether less formal modelling can still provide a useful Reactive Learning Environment. We constructed a system that uses search and informal reasoning about prewritten statements to ask questions for an undergraduate Discrete Mathematics course. When generalised and simplified, we find these search-based questions can also be used as a replacement for multiple choice questions, or to provide "massively multiple choice" questions.

Would a decolonial theory of Pan-Africanism that is built from below – that is, from the perspective of lived experiences of diverse African communities of practice (the publics) – facilitate the realisation of the Pan-African dream that has eluded mainstream political initiatives for decades? This book brings linguistic, cultural, and grassroots mediators of identity narratives to the well-trodden, but elusive, project of Pan-Africanism. It pulls together three distinct, yet interrelated, strands of social-scientific theorisation—language, publics, and culture—in crafting the vernacular discourse approach as a fruitful pathway for Pan-Africanism that might work for all. The vernacular discourse approach advanced in this book pays attention to the agency of local actors in carving social, cultural, and...