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



Philip Barker; Samuel Rebelsky

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Table of Contents

This conference has 14 award papers. Show award papers

Number of papers: 533

  1. Multimedia Magic: The design and development of a programme in Applied Serology

    El-Marie Mostert, University of Pretoria, South Africa

    This multimedia programme consists of colourful animations and video footage, supplemented with commentary, text, slides, and photographs. It is used for training students and laboratory personnel... More

    pp. 1397-1398

  2. Virtual University Support for Lifelong Learning in Lebanon

    Philip Barker, Paul van Schaik & Imad Moukadem, University of Teesside, United Kingdom

    This paper discusses the growing need for a virtual university facility in Lebanon and the creation of a system (VUSIL) to meet this need. Although general public access to the system is possible, ... More

    pp. 1399-1403

  3. A Neural-Network System for Automatically Assessing Students

    Duncan Mullier, Leeds Metropolitan University, United Kingdom

    This paper is concerned with an automated system for grading students into an ability level in response to their ability to complete tutorials. This is useful in that the student is more likely to ... More

    pp. 1404-1409

  4. Interactive Websites for new Teachers: Effective Components for Developing Peer Support

    Susan Myers, Texas A& M University- Kingsville, United States; Sandra Eiriksson, University of West Florida, United States

    A variety of attempts have been made to address retention concerns of new teachers entering the profession. School districts, regional service centers, and university induction programs have all... More

    pp. 1410-1411

    View Abstract
  5. Showcasing the Experience of Practitioners with Technology Enhanced Teaching and Learning

    Som Naidu, The University of Melbourne, Australia

    This paper describes a research project, which seeks to showcase the experience of educators with technology-enhanced teaching and learning. A particular focus of this investigation is on how the... More

    pp. 1412-1417

  6. Using JavaScript for Client-side Online Testing

    Brian Hay & Kara Nance, University of Alaska Fairbanks, United States

    The desire to learn and teach in an online setting often presents great difficulty for students and instructors due largely to the lack of face-to-face interaction. Online instructors are... More

    pp. 1418-1419

  7. Promoting Active Learning Strategies: Doing Economics in the Lab

    Laurence Miners & Kathryn Nantz, Fairfield University, United States

    This paper describes a model we have developed for teaching economics as a lab science. By taking advantage of new technology and a computer classroom, we are able to engage students more actively... More

    pp. 1420-1423

  8. Learning from e-learning: Transforming Conferences

    Lisa Neal, EDS, United States

    Effectively applied, the lessons the e-learning community has learned about designing and delivering education and training at a distance can enable organizations to evolve new and potentially... More

    pp. 1424-1426

  9. Implementing Technology Integration at the University Level: A Case Study of Changes in Faculty Behaviors and Attitudes

    Sharla L. Snider, Vera T. Gershner & Tobye Rae Nelson, Texas Woman's University, United States

    The Learning and Integrating Knowledge and Skills (LINKS) project is a three-year technology project is designed to integrate established and emerging technologies into the teacher preparation... More

    pp. 1427-1433

  10. First steps in Telelearning - simple and most flexible was to realize distance learning with children at the age of 6-10 years ...

    Martin Newald, Primary SChool of the Peadgogic Highschool of the Arcdiocese of Vienna, Austria

    "First Steps in Telelearning" - A project describing and testing methods of telelearning for children at the age of 6 to 10 years; experience of the practice at an Austrian primaryschool in Vienna;... More

    pp. 1434-1435

  11. Making Web-based Learning Adaptive

    Muan Hong Ng & Pat Maier, University of Southampton, United Kingdom; Ray Armstrong, Southampton General Hospital, United Kingdom; Wendy Hall, Intelligence, Agents and Multimedia Rese, United Kingdom

    This work stems from a project funded by the Arthritis Research Campaign (ARC) to develop a web site, JointZone, for the study of Rheumatology for both undergraduate medical students and practicing... More

    pp. 1436-1441

  12. Integrated environment for Web-based experimenation in engineering education

    Yassine Rekik, Denis Gillet & Anh Vu Nguyen, Swiss Federal Institute of Technology in Lausanne, Switzerland

    The Swiss Federal Institute of Technology in Lausanne is currently developing an environment for Web-based experimentation in engineering education. This environment aims at providing students with... More

    pp. 1442-1447

  13. A Tool for Real Time On-Line Collaboration in Web-Based Learning

    Miikka Miettinen, Henry Tirri & Petri Nokelainen, Helsinki Institute for Information Technology, Finland; Jaakko Kurhila, University of Helsinki, Finland

    The paper describes the design and implementation of a real time on-line collaboration tool, EDUCO. The main focus is to demonstrate how the tool is applied to a real life on-line distance... More

    pp. 1448-1453

  14. A Study of Changes in Attitude Towards Science in a Technology Based Classroom

    RenaFaye Norby, Black Hills State University, United States

    This university specific study reseaches the relationship between use of technology in a pre-service science class for K-8 teachers and the change in attitude towards science before and after... More

    pp. 1454-1455

  15. A Framework for Online Professional Development

    Karen Rasmussen & Pam Northrup, University of West Florida, United States

    This session will present a framework for designing, developing, maintaining, and implementing Online Professional Development (OPD) for educators as an alternative to traditional face-to-face... More

    pp. 1456-1461

  16. Learner Perceptions of Online Interaction

    Russell Lee, Joseph (Vance) Burgess & Pam Northrup, University of West Florida, United States

    This presentation will identify types of student interactions perceived to be important for online learning. Interaction attributes studied in this investigation include content interaction,... More

    pp. 1462-1467

  17. Beyond Animation and Simulation: Teaching Mechanics with Explorations

    Olaf Nowaczyk, Heinz Nixdorf Institute, Germany

    The groundwork for interactive learning applications at the Laboratory for Technical Mechanics, begun ten years ago, has led to a new type of highly interactive application called an Exploration.... More

    pp. 1468-1472

  18. Collaborative learning with dynamic business game simulation

    Sami Nurmi, University of Turku, Finland; Timo Lainema, Department of Information systems, Abo Akademi, Turku, Finland

    Business organizations and their employees face ever-increasing complexity and accelerating changes in their everyday work. This brings along the need for training models able to facilitate the... More

    pp. 1473-1478

  19. Online Student Retention: Can It Be Done?

    Barbara O'Brien, Wright State University, United States

    Abstract: Retention has been indicated as one of the greatest weaknesses in online instruction. While a preponderance of literature about online instruction is available, concrete ideas about how... More

    pp. 1479-1483

  20. Teaching and Learning Activities in the Online Classroom

    Jaishree Odin, University of Hawaii at Manoa, United States

    Abstract: To establish standards of quality in online courses developed through the University of Hawaii's Asynchronous Learning project funded by the Alfred P. Sloan Foundation, a preliminary... More

    pp. 1484-1489