In communicating information about geometric figures, one drawing may be worth many hundreds of words and, therefore, visualisation aids for complicated three-dimensional (3-D) solid objects are very helpful for both teacher and students. This paper describes the use of the Virtual Reality Modelling Language (VRML) to visualise 3-D objects for middle school geometry classes in a networked environment and shows its usefulness for both teacher and students. In class, the teachers use VRML objects retrieved from their server and students are allowed to explore these objects accessing the teachers' server via the world-wide web. A comparison of the test results from VRML-based geometry classes and traditional classes, that solely depend on verbal explanation with paper and pencil, show that the application of VRMLbased 3-D objects has a positive affect on students' learning of geometric topics.

To educate graduates to succeed in industries which demand high quality software engineers is not easy due to rapidly changing organization styles and working environments. The major limitation of university education may be the lack of opportunity to expose students to real field problems. In this article, we present our experience of exposing graduate students to a real-time plant monitoring and control software development project and show how the software engineering process has been customized to educate them and satisfy the user requirements at the same time.

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Recent studies have emphasized group creativity within a socio-cultural context rather than at an individual level, but not many researchers reported strategies for developing group creativity. This paper aims to explore strategies to enhance group creativity based on the theoretical basis of thinking styles by Sternberg. The hypothesis was that groups with members of diverse thinking styles would show greater gains in creative performance. In this study, the participants (n=72) were divided into 24 three-person groups. Each group was given the task to create a game using Scratch programming language. Among the 24 groups, eleven groups (n=33) consisted of heterogeneous thinking styles, and the other thirteen groups (n=39) consisted solely of homogeneous thinking styles. All divided groups performed same creative task. The empirical results supported the hypothesis that group formation of diverse thinking style shows better group creativity

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