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E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

2002

Editors

Margaret Driscoll; Thomas C. Reeves

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Table of Contents

6
This conference has 6 award papers. Show award papers

Number of papers: 678

  1. The Lord Kelvin Project: Middle School Science for the 21st Century

    Sebastian Foti, The Athena Group, United States

    This paper introduces and reports upon lessons learned during the development phase of the Lord Kelvin Middle School Science Program. For the past two years, we have been developing a set of tools ... More

    pp. 291-297

  2. Aligning Theory and Web-based Instructional Design Practice with Design Patterns

    Roland Hubscher & Sherri Frizell, Auburn University, United States

    Designing instructionally sound web courses is a difficult task for instructors who lack experience in interaction and web-based instructional design. Learning theories and instructional strategies... More

    pp. 298-304

  3. The Methodology for Reuse of E-Learning Resources

    Takeshi Tanigawa & Takashi Fuji, Hokkaido Information University, Japan

    This paper describes a domain-specific repository based on the methodology for e-learning systems development. The methodology is used to support navigation for courseware development, designing... More

    pp. 305-310

  4. Adaptive User Model for Web-Based Learning Environment

    John Garofalakis, Research Academic Computer Technology Institute, Greece; Evangelos Sakkopoulos, University of Patras, Computer Engineering & Informatics Dept, Greece; Spiros Sirmakessis, Hellenic Open University, Greece; Athanasios Tsakalidis, Universit

    The design and implementation of an adaptive user model in a web-based learning environment is described. It includes techniques that provide personalization features to the educational topic and... More

    pp. 311-316

  5. A 3-D Interactive Environment for a Training within E-Learning Problem Based Activity. Full Paper

    Laila Oubanaissa & Max Giardina-Associate, University of Montreal, Canada

    Interactive Multimedia as a technology in education and training seems to offer possibilities of allowing learners to participate in a more involving, meaningful and diversified learning situations... More

    pp. 317-324

  6. Playing Teacher

    Juan E. Gilbert, Auburn University, United States

    The acceptance of animation technologies into our culture is growing within the up coming generations. Video games such as Sony PlayStation (SONY 2002) have become part of the culture for young... More

    pp. 325-330

  7. Mobile Lessons: Lessons Based on Geo-Referenced Information

    Antonio Pintus, CRS4, Italy; Sylvain Giroux, Département de mathématiques et d'informatique, Canada; Claude Moulin & Raffaella Sanna, CRS4, Italy

    We coined the term "mobile lessons" for lessons held outside of "artificial" environments as classrooms. During these lessons, all actors are mobile and must move to do the required tasks. Themes... More

    pp. 331-338

  8. The VITAL Project (Virtual Instructional Training for the Advancement of Literacy)

    Marc Glassman, Memorial University of Newfoundland, Canada

    The VITAL Project (Virtual Instructional Training for the Advancement of Literacy) is a multi-faceted, dynamic and evolving web-based professional development (PD) project. The central focus of... More

    pp. 339-342

  9. Using the Web to Teach Democracy

    Ilia Goldfarb, Faculty of Education, UNB, Canada

    The Spirit of Democracy Project was initiated in 2000 by the University of New Brunswick, Canada, Faculty of Education in partnership with the Russian Association for Civic Education, and was made ... More

    pp. 343-348

  10. Assessment and Technology: The National Assessment of Educational Progress Technology Initiatives

    Madeline Goodman & Hilary Persky, Educational Testing Service, United States

    The purpose of this panel is to present technology initiatives of the National Assessment of Educational Progress (NAEP) - the only nationally representative and continuing assessment of what... More

    pp. 349-352

  11. Modules and Information Retrieval Facilities of the Human Use Regulatory Affairs Advisor (HURAA)

    Xiangen Hu & Arthur Graesser, University of Memphis, United States; Natalie Person, Rhodes College, United States; Tanner Jackson, University of Memphis, United States; Joe Toth, Institue for Defense Analysis, United States

    The Human Use Regulatory Affairs Advisor (HURAA) is a web-based facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in... More

    pp. 353-360

  12. Learning from Hypertext and the Analyst-Intuition Dimension of Cognitive Style

    Martin Graff, University of Glamorgan, United Kingdom

    There would however appear to be a sound theoretical rationale for suggesting that the degree to which hypertext based instructional systems facilitate learning will be contingent on an individual'... More

    pp. 361-368

  13. Developing an Online Staff Development Program Using Instructional Technology for Supervisors and Administrators

    Robert Graham, Port Richmond High School, United States; Terry Daniels, St. John's University, United States

    Abstract: A problem facing many administrators in K-12 and higher education is how to effectively integrate technology into the instructional program. Professional development plays a key role in... More

    pp. 369-374

  14. An Analysis of Instructional Strategies Used in Synchronous Learning Environments

    Sara Olin Zimmerman, John H. Tashner, Linda Pacifici & Melanie Greene, Appalachian State University, United States

    Abstract: The purpose of this project was to investigate the perceptions of instructors and students with regard to delivering effective instruction in synchronous learning environments. The... More

    pp. 375-381

  15. Cognitive user profile and its involvement into adaptive interface

    HABIEB MAMMAR Halima, ICTT, France

    An adaptation technique of multimodal interfaces based on a cognitive modeling of users is presented this paper. The adaptation process tries to select a combination of modalities that best fit the... More

    pp. 382-387

  16. Adapting Corporate Portal Technology for Management E-Learning

    Charla Griffy-Brown & Michael Hamlin, Graziadio School of Business and Management, United States

    As the largest provider of MBA talent in the Western United States the Graziadio School of Business and Management had a need to create a technology infrastructure to support students and staff... More

    pp. 388-403

  17. International E-Learning Business: Strategies & Opportunities

    Joachim Hasebrook, efiport AG / Bank Academy, Germany

    E-learning spurs new markets for educating and persuading; advanced technology makes inroads with non-traditional students and subjects. E-learning technology is rapidly expanding the market for... More

    pp. 404-411

  18. Supporting Decentralized Education with Personal Technologies

    Carl Johan Orre, Umea University, Sweden; Ulf Hedestig, Umea university, Sweden; Victor Kaptelinin, Umea University, Sweden

    The paper deals with the use of personal technologies in decentralized university education. Decentralized education, delivered to off campus students located in the same geographical area, is a... More

    pp. 412-419

  19. A Media Rich Interface vs. a Simple Interface for Interactive Television

    Anders Hedman, Royal Institute of Technology, Sweden

    Abstract: We compare and discuss the results from two user studies of interactive television (ITV) with a total of 50 subjects. The interfaces of two different ITV information services were studied... More

    pp. 420-425

  20. Implementing Complex Web-Based Training Strategies with Virtual Classrooms

    Denis Helic, IICM, TU Graz, Austria

    Current training strategies implemented in online WBT training sessions are rather simple strategies. They lack a number of aspects of typical classroom training strategies, such as composite... More

    pp. 426-432