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E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education



Allison Rossett

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Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 600

  1. Going with the Flow: Applying the Waterfall Model of System Development to Educational Website Creation

    Joseph Frantiska, Jr., Fitchburg State College, United States

    One of the primary concerns for the developer of an educational website is how to approach the problems of design and development. A tried and true methodology of systems development from industry ... More

    pp. 958-965

  2. Genesis, use, reuse and transformation of a learning object

    George Gadanidis, Faculty of Education, Canada

    Learning objects are touted as reusable. But what exactly do we mean by 'learning object' and by 'use' or 'reuse'? In this paper I compare and contrast the genesis, use, reuse and transformation of... More

    pp. 966-969

  3. Mathematical learning objects and e-stories

    Janette Gadanidis, Faculty of Education, Univ. of Western Ontario, Canada

    In this paper I consider an infrequently used, yet potentially powerful format for a mathematics learning object, namely, the story format. I discuss some of the literature relating to the use of... More

    pp. 970-973

  4. Learning with 3D Content- Teaching with Inuit Artefacts

    Denis Gadbois, University of Calgary, Canada

    In this paper I describe an initial attempt at exploring the possible benefits of using 3D artefacts from the collection of the Prince of Wales Northern Heritage Museum in Yellowknife Northwest... More

    pp. 974-975

  5. Classroom Assessment Techniques for the Asynchronous Online Classroom

    Adrienne Gauthier, University of Arizona Steward Observatory, United States; John Graves, Montana State University, United States; Timothy Slater, University of Arizona Steward Observatory, United States

    By definition, asynchronous online learning environments lack the rapid visual and verbal feedback loop that is natural to a physical classroom. Through this project we have endeavored to make "on ... More

    pp. 976-977

  6. Lessons Learned through Design of an Online Learning Environment for K-12 Science Teachers

    Adrienne Gauthier, University of Arizona Steward Observatory, United States; Mable Kinzie, University of Virginia, United States; Timothy Slater, University of Arizona Steward Observatory, United States; Michelle Thaller, Jet Propulsion Lab, United States; John Keller, University of Arizona Lunar and Planetary Laboratory, United States

    Invisible Universe Online is an Internet-delivered distance-learning course for secondary science teachers which focuses on astronomical origins and multiwavelength astronomy. Developed through... More

    pp. 978-979

  7. Demonstrating Security Vulnerabilities: the Buffer Overflow Problem

    Susan Gerhart, Embry-Riddle Aeronautical University, United States; Jedidiah Crandall, U. C. Davis, United States; Jan Hogle, Big Cat Communications, United States

    Abstract: Today's headlines often read: "Buffer overflow in vendor's product allows intruders to take over your computer!" Buffer overflows are simple programming errors with potentially disastrous... More

    pp. 980-983

  8. The Code is the Medium

    Nan Goggin & Joseph Squier, Narrative Media Program, United States

    This presentation will highlight the graduate curriculum in the Narrative Media Program, School of Art+Design, University of Illinois; and current work being done by students in this program. An... More

    pp. 984-985

  9. An Examination of Course Task Requirements by Interaction Types and Support Tools for E-Learning

    Barbara Grabowski & J. David Popp, Penn State University, United States

    Fostering interactions among their students is a primary goal of instruction. Consistent with constructivism, this premise follows from a learning philosophy that instruction must be actively... More

    pp. 986-989

  10. Using Technology to Assist Self-Regulation in an Expanded Zone of Proximal Development

    Robert Hancock, The Institute for the Integration of Technology Into Teaching and Learning, United States

    We may have students failing to self-regulate their learning because we are placing them in environments that require more self-regulation than they are capable of, asking them to aanalyze tasks to... More

    pp. 990-997

  11. “E-SSentialS in E-Learning” - Speech – Sociality and Structure

    Henrik Hansson, Institute of International Education, Sweden

    The aim is to study communication patterns in Internet-based education and the learning effects of synchronous and asynchronous speech interaction in distance courses. Research questions: How are... More

    pp. 998-1005

  12. Creativity and the Emerging Technologies

    Barbara Harbach, University of Missouri-St. Louis, United States

    The course "Creativity and the Emerging Technologies" utilizes technologies and the Internet to stimulate discussion on the perspectives and roles of creativity. Although a Web-based course,... More

    pp. 1006-1008

  13. Soundtrack Basics: Designing Music for Multimedia Presentations

    Barbara Harbach, University of Missouri-St. Louis, United States

    With Acid Pro Music distance educators, web designers, and media specialists can quickly create songs, remix tracks, and score effective accompanying music for videos, Flash animations, or... More

    pp. 1009-1011

  14. New And Emerging Media in Distance Education: A Course Experience

    Joachim Hasebrook, efiport / Bank Academy, Germany

    The authors designed a course 'New and Emerging Media in Distance, which has been used as one of the mandatory courses within a 'Master of Distance Education' program. We summarize our course... More

    pp. 1012-1019

  15. Developing an Instructional Design Tool Based on Teachers' Classroom Practices

    Olli Hatakka & Teemu Valtonen, University of Joensuu, Finland; Esko Kuittinen, University of Helsinki, Finland

    There has been a vast amount of research conducted concerning how we should organise learning actions in the web. Though we know quite well how we should set up a learning environment for effective... More

    pp. 1020-1023

  16. Rediscovering the Art of Memory in Computer Based Learning—An Example Application

    Anders Hedman & Pär Bäckström, Royal Institute of Technology (KTH), Sweden

    This paper describes how we applied ancient mnemotechnics, the Art Of Memory (AOM), to build a computerized philosophy exhibition. The AOM is a visual approach to storing and retrieving information... More

    pp. 1024-1031

  17. Policy Driven Instructional Design: E-Learning for Teacher Certification

    Jeannine Hirtle & Nancy Hadaway, The University of Texas at Arlington, United States

    This paper examines an alternative certification program as a case study of how e-learning can facilitate the delivery of a legislatively mandated, research-based, alternative certification process... More

    pp. 1032-1035

  18. Computer-Animations In Education: The Impact Of Graphical Quality (3D / 2D) And Signals

    Thomas Huk, Learning Lab Lower Saxony, Germany; Christian Floto, Institute of Social Sciences, Technical University of Braunschweig, Germany

    The present study compares the educational value of 2D and 3D-animations and the possible impact of graphical quality on the instructional importance of signals. The results of this study revealed ... More

    pp. 1036-1037

  19. The Influence Of Visual Spatial Ability On The Attitude of Users Towards High-Quality 3D-animations In Hypermedia Learning Environments

    Thomas Huk & Mattias Steinke, Learning Lab Lower Saxony, Germany; Christian Floto, Institute of Social Sciences, Technical University of Braunschweig, Germany

    Increasingly, videos and 3D animations get integrated into learning software. The development of high quality content is demanding in regard to technical expertise and financial resources. Such an ... More

    pp. 1038-1041

  20. Effective, Efficient, and Innovative? Incorporating video in e-learning environments

    Angel Jannasch-Pennell, Arizona State University, United States

    Video has held a key position throughout the history of e-learning. From VHS-based courses to televised, over the air, cable and satellite broadcast instruction, video has served as the conduit if ... More

    pp. 1042-1043