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ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications

2002

Editors

Philip Barker; Samuel Rebelsky

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Table of Contents

14
This conference has 14 award papers. Show award papers

Number of papers: 533

  1. Computer Based Virtual Field Trips

    Alice Hosticka, Martha Schriver, Jackie Bedell & Kenneth Clark, Georgia Southern University, United States

    This paper will discuss Computer Based Virtual Field Trips that use technologies commonly found in public schools in the United States. The discussion will focus on the advantages of both using and... More

    pp. 312-316

  2. A Typology for Identifying Teachers’ Progress in ICT uptake

    Ron Oliver & Barney Clarkson, Edith Cowan University, Australia

    This paper describes the design of an instrument to help identify teachers' level of ICT uptake. The instrument takes the form of a typology matrix comprising four stages in ICT uptake across a... More

    pp. 317-322

  3. Action Learning: Applications in Technology Training and Professional Development

    Jillianne Code & Val Stewart, Grant MacEwan College, Canada

    Action learning is effective learning and development through the use of real life context based problems, applications, and solutions. At Grant MacEwan College, in Edmonton, Alberta, Canada,... More

    pp. 323-324

  4. Promoting Peer-to-Peer Discourse for Collaborative Mathematics in Canadian Grade 7 Classrooms

    James Dai, Troy Wu, Michael Wu & Jonathan Cohen, University of British Columbia, Canada

    Whereas traditional research on collaborative educational systems has primarily focused on how to define better modes of digital interaction, this approach is found lacking when applied to... More

    pp. 325-326

  5. Distance Learning Instruction: A New Model of Assessment

    Vicki Cohen, Fairliegh Dickinson University, United States

    As more and more institutes of higher education start offering computer-mediated distance learning courses, it becomes increasingly important that these courses are evaluated effectively. This... More

    pp. 327-331

  6. Learning and Retention in Data Structures: A Comparison of Visualization, Text, and Combined Methods

    Aejaaz Kamal, Purvi Saraiya, Chris North, Scott McCrickard, Vikrant Colaso & Clifford Shaffer, Virginia Polytechnic Institute and State University, United States

    Numerous studies have been conducted to evaluate the effect of animated visualizations on students learning data structures, but few have attempted to evaluate the retention of information gained... More

    pp. 332-333

  7. New Pedagogies and Re-Usable Learning Objects: Toward a Different Role for an LMS

    Allard Strijker & Betty Collis, University of Twente, Netherlands

    While the idea of reusing objects in digital learning environments is not new, continual strides are being made toward improving the prospects of reusability. A major trend in company training... More

    pp. 334-339

  8. Fostering Inquiry-based Learning in Technology-rich Learning Environments: The Inquiry Page in the GK-12 Fellowship Program

    Bertram Bruce & Sharon Comstock, University of Illinois, Urbana-Champaign, United States; Delwyn Harnisch, University of Nebraska, Lincoln, United States; Bharat Mehra, University of Illinois, Urbana-Champaign, United States

    This paper analyzes the uses of the Inquiry Page in the National Science Foundation GK-12 Fellowship Program, where scientist-fellows and K-12 teachers partner to integrate the use of computer... More

    pp. 340-341

  9. Who’s Teaching Whom? Scientist/Teacher Teams and Administrative Strategies

    Sharon Comstock, University of Illinois, Urbana-Champaign, United States; Delwyn Harnisch, University of Nebraska, Lincoln, United States; Bharat Mehra, University of Illinois, Urbana-Champaign, United States

    As one of the research university teams participating in the National Science Foundation (NSF) GK-12 Fellowship Program, site educators and scientists are realizing collaborative, technology-rich... More

    pp. 342-343

  10. An Architecture for integrating Adaptive Hypermedia Services with Open Learning Environments

    Owen Conlan, Trinity College, Dublin, Ireland; Cord Hockemeyer, University of Graz, Austria; Vincent Wade, Trinity College, Dublin, Ireland; Dietrich Albert, University of Graz, Austria; Mark Gargan, Trinity College, Dublin, Ireland

    Adaptive Hypermedia Systems are capable of delivering personalized learning content to learners across the WWW. Learning Environments provide interfaces and support services to aid tutors in course... More

    pp. 344-350

  11. Humanities in the Cyber-Age

    Susan Copeland Henry, Clayton College and State University, United States

    Contemporary humanities students tend to think that human expression occurs in a vacuum. They do not understand that human expression in any given time period is produced by, and remarks, the... More

    pp. 351-354

  12. Tutoring: a Different Background for the Same Role

    Antonella Cosetti, Ctu - University of Milan, Italy

    In an online course the role of tutor is fundamental and the choice of people to hold this role is very important. In this speech I shall look in detail at the skills, requirements and criteria... More

    pp. 355-356

  13. Does an agent matter?: The Effects of Animated Pedagogical Agents on Multimedia Environments

    Barry Gholson & Scotty Craig, University of Memphis, United States

    Data are presented on the effects of Animated Agents on multimedia learning environments with specific concerns of split attention and modality effects. The study was a 3 (agent properties: agent ... More

    pp. 357-362

  14. Putting the ACTION into INTERACTION: What instructors and students DO online

    Johannes Cronje, University of Pretoria, South Africa

    A common "mistake" made by lecturers teaching online is to do little more than put their notes online, and to support it with some sort of electronic mailing list. Many online learning environments... More

    pp. 363-368

  15. Critical Evaluation Skills for Web-Based Information:"Lies, Damned Lies" and Web-Based Information

    Mary K. Iding & Martha Crosby, University of Hawaii at Manoa, United States; Brent Auernheimer, California State University at Fresno, United States; E. Barbara Klemm, University of Hawaii at Manoa, United States

    As the reliance on web-based information increases, the importance of critical evaluation skills becomes central to educational endeavors. This is especially true since the referee process has been... More

    pp. 369-370

  16. Getting Stuck in the World Wide Web: The Impact of Design on Navigation

    Bonnie Sadler Takach, Connie Varnhagen & Jason Daniels, University of Alberta, Canada

    Getting lost is a common phenomenon for anyone who has ever navigated through a confusing Web site. What makes a Web site confusing? Why do people get stuck in the World Wide Web? In this study... More

    pp. 371-372

  17. A project based approach Training teachers in classroom computer applications

    Terry Daniels, St. Johns University, United States

    The problem faced in many K-12 classrooms is that teachers have access to computers but don't know how to infuse technology into their instruction. The solution applied to the problem was treated ... More

    pp. 373-374

  18. Accessibility and Transparency in Tamid's Civics Teachers On-Line Community

    Myriam Darmoni-Sharvit, The Open University of Israel, Israel

    Abstract: This paper is a report of the early findings of a study conducted within Tamid's Civics Teachers On-Line Community, operating at the Open University of Israel. At "Tamid", we aim to... More

    pp. 375-376

  19. Assessing Information and Communication Technology Literacy of Education Undergraduates: Instrument Development

    Michael Szabo, T. Craig Montgomerie & JoAnne Davies, University of Alberta, Canada

    In recent years, the view that Information and Communication Technology (ICT) is vital in K-12 education has become widespread. ICT use in schools has increased and various professional bodies have... More

    pp. 377-383

  20. Best practices experiences: successful use of electronic learning environments

    Wim De Boer, University of Twente, Netherlands; Petra Fisser, University of Amsterdam, Netherlands

    Two popular learning environments, TeleTOP and Blackboard, are implemented for specific educational contexts in many universities and other institutions. Goal is to increase the use of information ... More

    pp. 384-389