October 2006 Volume 9 Number 4

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25. I ask myself questions to make sure I know the material I have been studying. 27. When work is hard I either give up or study only the easy parts. 32. I work on practice exercise and answer end of chapter questions even when I do not have to. Even when study materials are dull and uninteresting, I keep working until I finish. 35. Before I begin studying I think about the things I will need to do to learn. 37. I often find that I have been reading for class but do not know what it is all about. 38. I find that when the teacher is talking I think of other things and do not really listen to what is being said. 40. When I’m reading I stop once in a while and go over what I have read. 43. I work hard to get a good grade even when I do not like a class. 135
Appendix C A Sample of Exam Questions used in Trials 1 & 2 End user resistance can be minimized through: A) Proper end user education and training. B) Improved communications with IS professionals. C) End user involvement in the development and implementation of new systems. D) All of the above. Management involvement in information systems can take the form of: A) Top management participation in an executive information technology committee. B) Management participation in steering committees for systems development projects. C) End user management participation in the systems development process and the management of information systems. D) All of the above. Your text defines change management as managing the process of implementing major changes in information technology, business processes, organizational structures, and job assignments to reduce the risks and costs of change, and optimize its benefits. A number of factors (dimensions) of change management are illustrated and discussed. Of these factors, which one is the major focus of organizational change management? A) Process B) People C) Technology. D) Knowledge management. Your text states that the E-business planning process ahs three major components - strategy development, resource management, and technology architecture. Strategy Development involves: A) Developing E-business and E-commerce strategies that support a company's E-business vision that focuses on customer and business value. B) Developing strategic plans for managing or outsourcing a company's IT resources. C) Developing strategic IT choices that reflect information technology architecture designed to support a company's E-business and E-commerce initiatives. D) None of the above applies to defining strategy development. Prototyping involves: A) The execution of the standard systems development cycle using CASE tools. B) A rapid generation of systems by information systems professionals without the need for end user input. C) The use of a fail-safe development process designed to ensure that an information system meets all user requirements without revision. D) An iterative and interactive development process with extensive end user involvement. Organizations are increasingly using encryption of data and firewall computers as methods to protect computer network resources. Firewalls are described as: A) The transmission of data through telecommunications lines in "scrambled" form. B) A "gatekeeper" system that protects a company's intranets and other computer networks from intrusion by providing a filter and safe transfer point for access to and from the Internet and other networks. C) The act of ensuring the accuracy, integrity, and safety of all E-business processes and resources. D) None of the above apply. A DBMS query language is designed to: A) Support information systems professionals in the development of complex application software. B) Support end users that wish to interrogate the database using English-like or natural language commands. C) Provide efficient processing of the database in the batch mode. D) Specify the content, relationships, and structure of a database. In the data planning and modeling process described in your text: A) Database development starts with a bottom-up data planning process. 136
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October 2006 Volume 9 Number 4
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Guidelines for authors Submissions
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How Does Educational Technology Ben
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Adaptivity is one of the most impor
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3. Ease of editing and updating: wh
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Accessible and personalized Learnin
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From this definition, we figured ou
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Verifying contents Figure 3. The pa
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Figure 7. The ISA on line interface
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Adaptive Technology Resource Centre
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World Wide Web Consortium (1999a).
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guiding and supporting environment
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As an example, to improve the acces
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option). Although this finding migh
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of eLearning content and enhance th
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Hodgings, W. & Duval, E. (2002). IE
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the entire course of study. This sy
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information useful for the contextu
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Nr of student 25 20 15 10 5 0 a - w
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Vincenzo, a second year student, ne
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Evaluation Recently embodied conver
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The interaction may be performed on
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Poggi, I., Pelachaud, C., & de Rosi
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Lanzilotti, R., Ardito, C., & Costa
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quality in use, which is measured b
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process of designing high quality c
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eLSE methodology Designers and eval
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Execution phase Execution phase act
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on the inspection process and, cons
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Piccinini, N., & Scollo, G. (2006).
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Answers and reinforcement A.1: Use
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potential project ideas (from pure
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For each column in Table 2, the sum
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educational goals and the various r
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A new computerized Records Manageme
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eflected in artifacts and other str
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any distributed community include b
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message in order to obtain a respon
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Figure 3. Social network after intr
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increased face-to-face collaboratio
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References Bogenrieder, I. (2002).
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Donoghue, S. L. (2006). Institution
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contemplate part-time, rather than
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espective institutions. The primary
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Page 91 and 92: Cost-benefit One distinct benefit o
Page 93 and 94: Resources The development of online
Page 95 and 96: courses where it is has little pote
Page 97 and 98: A fellowship programme, such as the
Page 99 and 100: Moore, M.G. (1998). Introduction. I
Page 101 and 102: Software reuse has two dimensions,
Page 103 and 104: Courseware development process mode
Page 105 and 106: Didactics analysis This phase consi
Page 107 and 108: Process didactics design We focus o
Page 109 and 110: The repository is organized into co
Page 111 and 112: the analysis and the design phase o
Page 113 and 114: Figure 12. Weaving content and dida
Page 115 and 116: complete user-specific (author, ins
Page 117 and 118: References ADL (Advanced Distribute
Page 119 and 120: Bender, D. M., & Vredevoogd, J. D.
Page 121 and 122: (see Figure 2). The incorporation o
Page 123 and 124: Figure 4: Example of Summary Image
Page 125 and 126: The competitive nature of design cl
Page 127 and 128: Dias, L. B. (1999, November). Integ
Page 129 and 130: materials built into the system. Th
Page 131 and 132: This theory of multimedia learning
Page 133 and 134: E-Tutor (with video). Two weeks aft
Page 135 and 136: empirically tested in TML environme
Page 137 and 138: Rieber, L. P., (1990). Animation in
Page 139: Appendix B The following 44 items r
Page 143 and 144: Appendix D Perceived Usefulness Que
Page 145 and 146: Kirkpatrick, and Peck (2001) have a
Page 147 and 148: 2001). The system thus aims to assi
Page 149 and 150: a strong agreement between the two
Page 151 and 152: of the dynasty. 3. Information on
Page 153 and 154: Comparing works designed using the
Page 155 and 156: Tselios, N., Stoica, A., Maragoudak
Page 157 and 158: strategies during their interaction
Page 159 and 160: P(B|D) is the probability of a netw
Page 161 and 162: Online help adaptation using Bayesi
Page 163 and 164: AUSM that will return the most prob
Page 165 and 166: direct experimentation with a new s
Page 167 and 168: Figure 7. An example of use of the
Page 169 and 170: Cooper, J. & Herskovits, E. (1992).
Page 171 and 172: Goldberg, A. K., & Riemer, F. J. (2
Page 173 and 174: In addition to convenience, propone
Page 175 and 176: members increased flexibility. They
Page 177 and 178: Oppenheimer, T. (1997, July). The c
Page 179 and 180: The basis of reform in science educ
Page 181 and 182: technology and are not confident in
Page 183 and 184: participants that learning as a gro
Page 185 and 186: A hierarchy of Systems Identifying
Page 187 and 188: the change agents to recognize the
Page 189 and 190: Nonis, A. S., & O’Bannon, B. (200
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maintaining the interest levels of
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Focus group interviews with our stu
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course and again at the end of the
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second phase of valuing, commitment
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Kinzie, M. B., Whitaker, S. D., Nee
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Although this work is based on a st
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Website Design The MTP website (www
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Researchers, for review and coding
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quality that are the focus of the M
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Kelley, M. A., Whitaker, S. D., Nee
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or underserved populations. For exa
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2004 Baruch College Computer Center
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professional-level tools and resour
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Third, with the exception of the Om
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Hepp, P., Hinostroza, E., Laval, E.
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The AccessForAll strategy complemen
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of people with special needs, or di
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(including where their search for r
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international standard. The ISO pro
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information will be expressed using
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DC Metadata Terms: http://dublincor
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Choquet, C., & Corbière, A. (2006)
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TEL Standards, Specifications and P
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The Resources Management Process ma
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Step 1: Instantiation of the enterp
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Step 5: Instantiation of the techno
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correlation of the different viewpo
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Hummel, H., Manderveld, J., Tatters
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Karagiannidis, C. (2006). Book revi
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Glenn, L. (2006). Book review: Visu
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