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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. Awareness and Cohesion as Key Factors for Interaction – Lessons Learned from the VFH

    Udo Hinze & Gerold Blakowski, University of Applied Sciences Stralsund, Germany

    The federal flagship project "Virtual University of Applied Sciences for Technology, Computer Sciences and Business Administration" (VFH) predominantly employs "virtual" teaching methods which... More

    pp. 176-177

  2. A Delivery Server Infrastructure for Multimedia Distance Learning Services

    Andrea Boer, Institute of Communication Networks, Munich University of Technology, Germany

    The distribution of content and applications over the Internet is one of the most demanding research topics not only at universities, but also in classical IT companies. In this context, several... More

    pp. 178-179

  3. A Services-Based Architectural Model for E-learning

    Dimiter Bogdanov, Institute of Computer & Communication Systems, Bulgaria

    A multi-model services-based approach for modeling the reach functionality of a learning process is presented. It allows the functionality to be split in different layers that are functionally... More

    pp. 180-181

  4. E-Learning in College and Corporate Settings: The Present State and Beyond

    Curtis J. Bonk, Indiana University, United States

    Questions about e-learning abound in both corporate and college settings. Who is making the decisions about e-learning? Who owns online courses and materials? What tools and courseware are... More

    pp. 182-184

  5. An object based system for developing and delivering e-learning content

    Louis Botha, Potchefstroom University for CHE, South Africa

    The Web as a medium for the delivery of learning content is totally different from printed text. Some of the major differences are in the way content is created, formatted and presented to learners... More

    pp. 185-187

  6. The Use of WebCT as a Course Component of the Teaching and Music Technology Undergraduate Course

    Marie-Michele Boulet, Faculté de musique - Université Laval, Canada

    This paper is a report on the findings of a two years study conducted on the undergraduate course "Teaching and Music Technology". First, the components of the WebCT content developed for the first... More

    pp. 188-189

  7. A semi-automatic tool for the indexation of learning objects

    Bich-Liên Doan, walid kekhia & Yolaine Bourda, Supelec, France

    The aim of this paper is to present a tool designed to help teachers (or other users) to describe their learning objects with IEEE Learning Object Metadata. This semi-automatic tool proposes... More

    pp. 190-191

  8. Exploring the development of learning communities in online settings

    Ron Oliver & Chris Brook, Edith Cowan University, Australia

    This paper discusses the notion of community as an outcome of working within an online environment. In particular the paper explores the concept of users' development of a sense of community as an ... More

    pp. 192-197

  9. Web-based Interactive Visualization in an Information Retrieval Course

    Peter Brusilovsky, University of Pittsburgh, United States

    Interactive visualization is a powerful educational tool. It has been used to enhance the teaching of various subjects from computer science to chemistry to engineering. Surprisingly enough, in... More

    pp. 198-203

  10. Group members' Cooperative Orientation and Academic Achievement as Determinants of Perceived Quality of Group Functioning.

    Jan Van den Bulck, Steven Eggermont, K.U. Leuven & Herman Buelens, Belgium

    Assuming that learning within project groups requires both cognitive skills and a cooperative orientation of the students involved it is hypothesized that groups describing themselves as ... More

    pp. 204-207

  11. Interacting with Interactive Papers: A Situated Evaluation of a Computer-Supported Collaboration Tool

    James Buell, University of Illinois at Urbana-Champaign, United States

    This study, currently in progress, examines how several groups of users have made use of our Interactive Paper Project (IPP) online resource (Buell & Levin, 1999; McCollum, 1999) in varied academic... More

    pp. 208-209

  12. A Framework for the Instructional Design of Multi-Structured Educational Applications

    Felix Buendia-Garcia, Universidad Politécnica de Valencia, Spain

    An instructional application consists of a set of resources and activities that implement interacting, interrelated and structured experiences oriented towards achieving specific educational... More

    pp. 210-215

  13. The Construction Kit Metaphor for a Software Engineering Design of an E-Learning System

    Michael Bungenstock, University of Hamburg, Dept. of Informatics, IMA Lab, Germany; Andreas Baudry, University of Hamburg, Dep. of Informatics, IMA Lab, Germany; Baerbel Mertsching, University of Hamburg, Dept. of Informatics, IMA Lab, Germany

    In this paper we propose a construction kit approach that could be used as an abstract model to implement modular defined e-learning systems. The metaphor "construction kit" results from the math... More

    pp. 216-217

  14. Collaboration by Design: Creating a Course Explicitly for a Collaborative Environment.

    Michael Burke, Innovative Technology Center, University of Tennessee, United States

    Abstract: In response to feedback obtained from recent graduates during a departmental program review, Dr. Janet M. Kelly, Assoc. Professor in Political Science at the University of Tennessee... More

    pp. 218-219

  15. Assessing the Use of Technology Student Responses

    Karin Camihort, Springfield College, United States

    The implementation of technology in the classroom requires time and effort from faculty who need to learn the technology and design effective ways to integrate it. The purpose of the research... More

    pp. 220-221

  16. First Year of Technology Mentoring for Teachers and Faculty: Lessons Learned

    Songül Özgül & Shirley Campbell, University of Pittsburgh, United States

    This paper discusses the findings of the pilot year of implementation of technology mentoring project. This PT3 project focused its first year on the personal mentoring styled support of K-12... More

    pp. 222-227

  17. Computer Mediated Collaboration in an Academic Setting. An Experience on Web Business Models at the University of Lugano (Switzerland)

    Davide Bolchini & Lorenzo Cantoni, Università della Svizzera italiana, Switzerland

    A teaching experience merging many collaboration strategies and e-learning activities is presented. It has taken place at the University of Lugano (Switzerland), and involved 33 undergraduate... More

    pp. 228-233

  18. A Classification of Document Reuse in Web-based Learning Environments

    Henk Olivié, Erik Duval & Kris Cardinaels, K.U.Leuven, Belgium

    The last few years, Information and communication technology (ICT) has been introduced in education at a very rapid pace. Large amounts of resources (time and money) are invested in the development... More

    pp. 234-238

  19. Issues in Automatic Learning Object Indexation

    Henk Olivié, KULeuven, Belgium; Kris Cardinaels, K.U.Leuven, Belgium; Erik Duval, KULeuven, Belgium

    Acquiring a critical mass of pedagogical elements is a condition sine qua non for reuse. One of the main obstacles to attain a large amount of documents is the difficulty in creating associated... More

    pp. 239-240

  20. Towards the Flexible University: conditions for change

    Eduardo Cardoso, UCP, Portugal; Pedro Pimenta, Universidade do Minho * Portugal - EU, Portugal

    Considering the take-up of e-learning platforms at Higher Education Institutions(HEI) as an innovation process, it is arguable that HEI have to be themselves re-designed and that innovations... More

    pp. 241-242