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ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications

Jun 25, 2007


Craig Montgomerie; Jane Seale

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Table of Contents

This conference has 11 award papers. Show award papers

Number of papers: 702

  1. Explorations in measuring metacognition: the design of an open source assessment instrument for an online setting

    Barnard Clarkson & Mark McMahon, ECU, Australia

    By its nature metacognition is hard to define, hard to measure and by all the evidence, hard to teach. Arguably then, an online instrument to help students review their own metacognitive... More

    pp. 2170-2176

  2. Online Course on Children’s Literature Focused on Latin American/Latino Cultural Heritage: Student Experience and Implications for Practice

    Simone Conceicao, Rene Antro-Gonzalez & Julie Kline, University of Wisconsin-Milwaukee, United States

    Given that Latinas/os make up the fastest-growing population group in the U.S., according to the 2000 U.S. Census, classroom teachers increasingly are in need of meaningful resources and learning... More

    pp. 2177-2184

  3. Supporting Mac Faculty in a PC world

    Kerrie Conover & Romana Hughes, Texas Christian University, United States

    This presentation describes how the Koehler Center at Texas Christian University began a Mac initiative that would support both Mac and PC faculty equally. TCU eLearning department identified six ... More

    pp. 2185-2186

  4. Using Online Communities of Inquiry to Facilitate Nurses to Reflect on Clinical Practice. Report from a Focus Group Study.


    The purpose of this study was to develop, deliver and evaluate a web based resource that could potentially facilitate registered nurses to critically reflect on their clinical practice. The study... More

    pp. 2187-2193

  5. On Multimedia Factors Effecting Learning

    Sylvia Encheva, Stord/Haugesund University College, Norway; Sharil Tumin, University of Bergen, Norway; Paulo Sampaio & Laura Peralta, University of Madeira, Portugal

    Learning process can be stimulated by presenting information via multiple media formats. This paper is devoted to finding relations between learning styles, learning preferences and information... More

    pp. 2194-2201

  6. If you build it, will they leave? Designing enterprise-level automated classroom recordings (including podcasts) and the pedagogical issues surrounding them.

    Adam Finkelstein, McGill University, Canada

    In this session we will present how we designed our own automated lecture recording system and some of the challenges of creating podcasts and connections with our LMS. We will also look at some of... More

    p. 2202

  7. Classroom Application of an integrated eLearning System

    Alex Flamholz & Tak Cheung, Queensborough Community College, United States

    Information technology used to make learning more accessible often does not focus on the most important goal of instruction, the improvement of student understanding and retention through the... More

    pp. 2203-2208

  8. Web technology and pedagogy in an introductory astronomy classroom

    Alex Flamholz, George Tremberger Jr. & Tak Cheung, Queensborough Community College, United States

    Web technology enables NASA data to be accessible in real time. Instructors can access the latest data and convert them into education materials. Data of current relevance can be identified by the ... More

    pp. 2209-2214

  9. Exploring Pre-Service Teachers’ Perceptions of Embedded Video’s impact on their Reflection of Teaching Practices: An Interdisciplinary Investigation

    Yungwei Hao & Greg Lee, National Taiwan Normal University, Taiwan

    This study reports on the use of videos as vehicles for encouraging pre-service teachers to reflect on teaching practicum through critiquing peer teaching and compares the variation among pre... More

    pp. 2215-2218

  10. Piloting a Personal Response System at an Arabic University

    Dale Havill, Dhofar University, Oman

    The goal of this study was to explore students' reaction to use of a personal response system (PRS) as a tool for breaking away from traditional teaching and learning practices in Middle Eastern... More

    pp. 2219-2228

  11. Teachers' perceptions of online modules to promote professional learning of ICT

    Anthony Herrington, Jan Herrington, Garry Hoban & Doug Reid, University of Wollongong, Australia

    Online professional learning has the potential to be a cost effective, flexible approach that can reach large numbers of teachers. However, there are many factors that need to be evaluated in... More

    pp. 2229-2238

  12. Curriculum Reform on ICT Courses for Preservice Teachers at Shinshu University with New Educational Technology Standards for Teachers in Japan

    Yoshinori Higashibara, Masatsugu Murase & Mitsunori Yatsuka, Shinshu University, Japan

    National Educational Technology Standards for Teachers in Japan were published by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan in February 2007. College of... More

    pp. 2239-2243

  13. Assessing Teachers’ Self-Efficacy, Percieved Usability, and Attitudes/Perceptions towards Educational Technology Acceptance and Usage

    Heather Holden & Roy Rada, University of Maryland Baltimore County, United States

    Many teachers use educational technology less than they might. A model is proposed to account for factors influencing their adoption of this technology. The model is an extension of the... More

    pp. 2244-2247

  14. A Picture’s Worth of Words: Digital Imaging as a Powerful Assessment Tool

    Martin Horejsi, Idaho State University, United States

    The speed and ease of capturing digital images and video has greatly changed the tools with which a teacher can measure and assess the progress of student using their products and performance. In... More

    pp. 2248-2250

  15. Teaching and Learning Entrepreneurship Online in Soshanguve Technical High School: A Case Study

    Dirane Johannes Segone, Tshwane University of Technology, South Africa

    This study is part of a project focused on online teaching and learning of Entrepreneurship at Soshanguve Technical High School. The project is aimed at providing learners with the opportunity to... More

    pp. 2251-2258

  16. Class Design Using STICS for Professional Skills Training in Legal Education

    Daisuke Kaneko, School of Economics, Hokusei Gakuen University, Japan; Ikuo Sugawara & Ayumu Arakawa, Graduate School of Law, Nagoya University, Japan

    STICS is a useful system for developing professional skills in legal education. It permits written texts to be attached to streaming video, and is accessible from any terminal that has Internet... More

    pp. 2259-2264

  17. The Digital History Classroom: A Case Study

    Raymond Kimball, Department of History, United States

    The use of a blended classroom design for introductory study of the humanities is still in its infancy. In this case study, a history instructor used multiple elements of digital media, to include ... More

    pp. 2265-2273

  18. Roles of Peers: Aspects of Self-monitoring and Perceived Social Power

    Terumi Kobayashi & Kanji Akahori, Graduate School of Decision Science and Technology, Tokyo Institute of Technology, Japan; Hiroshi Kato, National Institute of Multimedia Education, Japan

    What I wish to show in this paper is effects of the class recorded video. In particular, it fs focused on foreign language (English) education in elementary schools in Japan. We usually use videos ... More

    pp. 2274-2281

  19. Improving Science Classroom Instruction By Means of Constructivism and Technology

    Catherine Lussier, Steve Gomez, Raymond Hurst & Linda Scott Hendrick, University of California, Riverside, United States

    This project addresses the need to improve the quality of teaching and learning in K-12 science. The current program included a two-week teacher summer institute. Teacher participants engaged in... More

    pp. 2282-2284

  20. Informal discussion forums: Can we harness the same passion in class

    Paul Kearney Paul, Unitec, New Zealand; Maja Pivec, FH-Joanneum, Austria

    This paper addresses the question of why young people will invest many hours of their time posting entries and subscribing to many online discussion forums, yet when asked to participate for class ... More

    pp. 2285-2293