October 2006 Volume 9 Number 4

More documents

Recommendations

Info

OpenLDAP05. (2005). retrieved May 8, 2006 from http://www.openldap.org/. OpenOffice. (2005). retrieved May 8, 2006 from http://www.openoffice.org/. OpenUSS. (2005). Open Source Software for Universities and Faculties (Open Source University Support System), retrieved May 8, 2006 from http://openuss.sourceforge.net/openuss/. Oubahssi, L., GrandBastien, M. & Claës, G. (2004). Ré-ingénierie d'une plate forme fondée sur la modélisation d'un processus global de FOAD. In Moreau, C. (Eds.), Proceedings of the TICE'04 Conference, Compiègne, France : Université de Technologie de Compiègne, 32-38. Pawlowski, J. M. (2002). Report on Quality Assurance Standards / Proposal for Future Work: Project Team Quality Assurance and Guidelines, CEN / ISSS Workshop on Learning Technologies, Working Draft, retrieved May 8, 2006 from http://www.wip.uni-duisburg-essen.de/imperia/md/content/elm/qadraft20020328.doc. PoseidonCE. (2005). retrieved May 8, 2006 from http://gentleware.com. Rawlings, A., Rosmalen, P., Koper, R., Rodríguez-Artacho, M. & Lefrere, P. (2002). Survey of Educational Modelling Languages (EMLs), CEN/ISSS WS/LT report, retrieved May 8, 2006 from http://www.cenorm.be/cenorm/businessdomains/businessdomains/isss/activity/emlsurveyv1.pdf. Raymond, E. S., (2001). The Cathedral and the Bazaar: Musings on Linux and Open Source by an Accidental Revolutionary, Sebastopol, CA: Edition O'Reilly. SourceForge. (2005). retrieved May 8, 2006 from http://www.sourceforge.net. SUN Microsystems (2003). E-Learning Framework: Technical White Paper, retrieved May 8, 2006 from http://www.sun.com/products-n-solutions/edu/whitepapers/pdf/framework.pdf. Swing. (2005). retrieved May 8, 2006 from http://java.sun.com/products/jfc/index.jsp. Tchounikine, P., Baker, M., Balacheff, N., Baron, M., Derycke, A., Guin, D., Nicaud, J.-F. & Rabardel, P. (2004). Platon-1: quelques dimensions pour l'analyse des travaux de recherche en conception d'EIAH. Paris, France: STIC-CNRS. Weka. (2005). retrieved May 8, 2006 from http://www.cs.waikato.ac.nz/ml/weka/. Wenger, E. (1987). Artificial Intelligence and Tutoring Systems: Computational Cognitive Approaches to the Communication of Knowledge, Los Altos, CA: Morgan Kaufmann. WUM. (2005). retrieved May 8, 2006 from http://hypknowsys.sourceforge.net/wiki/The_Web_Utilization_Miner_WUM. 241
Karagiannidis, C. (2006). Book review: Web-Based Intelligent e-Learning Systems: Technologies and Applications (Zongmin Ma). Educational Technology & Society, 9 (4), 242-243. Web-Based Intelligent e-Learning Systems: Technologies and Applications (Book Review) Reviewer: Charalampos Karagiannidis Assistant Professor Department of Special Education University of Thessaly Volos, Greece karagian@uth.gr Textbook Details: Web-Based Intelligent e-Learning Systems: Technologies and Applications Zongmin Ma (ed.) Idea Group Inc. ISBN: 1-59140-729-X (hardcover), 1-51940-730-3 (softcover), 1-59140-731-1 (ebook) 2006, 388 pages Introduction Web-Based Intelligent e-Learning Environments (WILE) attract considerable attention worldwide, since they bare the potential to improve the quality of e-learning applications and services: WILE can overcome the main shortcoming of e-learning technologies (all learners receive the same learning material, activities, etc; “one-sizefits-all” approach), by facilitating personalized learning experiences, adapted to the particular characteristics of each learner. The book focuses on the technologies and applications of WILE, aiming to present latest research, development and application results in the field. Chapter Summary The book includes 17 chapters, organized into two major sections. The first section discusses theories, key technologies and designs of WILE, while the second section covers implementation and application issues. In particular, Chapter 1 presents a framework of adaptive support for inductive reasoning ability in virtual learning environments, based on research on cognitive science; the framework accommodates adaptive navigational paths, adaptive content (amount, concreteness, structure) and adaptive information resources. Chapter 2 discusses one of the most challenging issues in WILE: adaptive authoring; it then presents a solution (MOT) based on the LAOS model, as well as a couple of WILE which have been created accordingly. Chapter 3 addresses the selection and sequencing of Learning Objects (LO); it presents a utility-based model which is based on learning technologies specifications and standards, aiming to adaptively select and sequence LO, according to the learners’ profile. Chapter 4 addresses virtual learning communities (VLC); it discusses the essential criteria for their setup (social context, shared learning goal, technology and facilitation), as well as how to build culturally-inclusive VLC. Chapter 5 presents a conceptual architecture for the development of interactive educational multimedia; the architecture is open to further extensions, integration to other frameworks and standards, and adaptations to particular learner needs. Chapter 6 focuses on students’ emotions in learning environments; it reviews the state-of-the-art in this field, as well as the challenges and main difficulties in accommodating students’ affects in learning environments. Chapter 7 introduces how to use a web-based recommender system, developed with a collaborative bookmark management system approach; the system is able to effectively filter relevant resources, taking advantage of the common interests of users. Chapter 8 presents MetaLinks, a domain-independent authoring tool and web server for adaptive textbooks; the tool supports active reading, which is appropriate for novice and advanced readers, and can be coherently read from a number of thematic perspectives. Chapter 9 discusses knowledge representation in ILE; they define the requirements concerning all stages of the ILE’ lifecycle, different types of users, and different system modules. Chapter 10 deals with adaptive tutoring for case-based ITS; it proposes a formal approach for the development and evaluation of ITS with reusable components. Chapter 11 addresses the use of ontologies in WILE; ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 242
Page 1 and 2:
October 2006 Volume 9 Number 4
Page 3 and 4:
Guidelines for authors Submissions
Page 5 and 6:
How Does Educational Technology Ben
Page 7 and 8:
Adaptivity is one of the most impor
Page 9 and 10:
3. Ease of editing and updating: wh
Page 11 and 12:
Accessible and personalized Learnin
Page 13 and 14:
From this definition, we figured ou
Page 15 and 16:
Verifying contents Figure 3. The pa
Page 17 and 18:
Figure 7. The ISA on line interface
Page 19 and 20:
Adaptive Technology Resource Centre
Page 21 and 22:
World Wide Web Consortium (1999a).
Page 23 and 24:
guiding and supporting environment
Page 25 and 26:
As an example, to improve the acces
Page 27 and 28:
option). Although this finding migh
Page 29 and 30:
of eLearning content and enhance th
Page 31 and 32:
Hodgings, W. & Duval, E. (2002). IE
Page 33 and 34:
the entire course of study. This sy
Page 35 and 36:
information useful for the contextu
Page 37 and 38:
Nr of student 25 20 15 10 5 0 a - w
Page 39 and 40:
Vincenzo, a second year student, ne
Page 41 and 42:
Evaluation Recently embodied conver
Page 43 and 44:
The interaction may be performed on
Page 45 and 46:
Poggi, I., Pelachaud, C., & de Rosi
Page 47 and 48:
Lanzilotti, R., Ardito, C., & Costa
Page 49 and 50:
quality in use, which is measured b
Page 51 and 52:
process of designing high quality c
Page 53 and 54:
eLSE methodology Designers and eval
Page 55 and 56:
Execution phase Execution phase act
Page 57 and 58:
on the inspection process and, cons
Page 59 and 60:
Piccinini, N., & Scollo, G. (2006).
Page 61 and 62:
Answers and reinforcement A.1: Use
Page 63 and 64:
potential project ideas (from pure
Page 65 and 66:
For each column in Table 2, the sum
Page 67 and 68:
educational goals and the various r
Page 69 and 70:
A new computerized Records Manageme
Page 71 and 72:
eflected in artifacts and other str
Page 73 and 74:
any distributed community include b
Page 75 and 76:
message in order to obtain a respon
Page 77 and 78:
Figure 3. Social network after intr
Page 79 and 80:
increased face-to-face collaboratio
Page 81 and 82:
References Bogenrieder, I. (2002).
Page 83 and 84:
Donoghue, S. L. (2006). Institution
Page 85 and 86:
contemplate part-time, rather than
Page 87 and 88:
espective institutions. The primary
Page 89 and 90:
greater flexibility in course selec
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 and 140:
Appendix B The following 44 items r
Page 141 and 142:
Appendix C A Sample of Exam Questio
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
Page 191 and 192:
maintaining the interest levels of
Page 193 and 194:
Focus group interviews with our stu
Page 195 and 196: course and again at the end of the
Page 197 and 198: second phase of valuing, commitment
Page 199 and 200: Kinzie, M. B., Whitaker, S. D., Nee
Page 201 and 202: Although this work is based on a st
Page 203 and 204: Website Design The MTP website (www
Page 205 and 206: Researchers, for review and coding
Page 207 and 208: quality that are the focus of the M
Page 209 and 210: Kelley, M. A., Whitaker, S. D., Nee
Page 211 and 212: or underserved populations. For exa
Page 213 and 214: 2004 Baruch College Computer Center
Page 215 and 216: professional-level tools and resour
Page 217 and 218: Third, with the exception of the Om
Page 219 and 220: Hepp, P., Hinostroza, E., Laval, E.
Page 221 and 222: The AccessForAll strategy complemen
Page 223 and 224: of people with special needs, or di
Page 225 and 226: (including where their search for r
Page 227 and 228: international standard. The ISO pro
Page 229 and 230: information will be expressed using
Page 231 and 232: DC Metadata Terms: http://dublincor
Page 233 and 234: Choquet, C., & Corbière, A. (2006)
Page 235 and 236: TEL Standards, Specifications and P
Page 237 and 238: The Resources Management Process ma
Page 239 and 240: Step 1: Instantiation of the enterp
Page 241 and 242: Step 5: Instantiation of the techno
Page 243 and 244: correlation of the different viewpo
Page 245: Hummel, H., Manderveld, J., Tatters
Page 249 and 250: Glenn, L. (2006). Book review: Visu
show all

October 2006 Volume 9 Number 4

Create successful ePaper yourself

Delete template?

Save as template?