October 2006 Volume 9 Number 4

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SC 1 3 4 MD 1 1 1 3 VA 0 OP 0 NE 1 5 6 H 0 Total per district 0 0 22 12 43 8 85 Table 4 shows the number of posts, replies and reads in the discussion tool by district from the server logs. ITD was the most active in posting and replying to posts. All of the districts that used the discussion tool (5, 8, ITD and CRD) were more active in reading messages posted by others compared to posting. The ratio of reads to posts was almost 41:1 in the case of ITD, 50:1 for district 5 and 22:1 for district 8. Table 4. <strong>Number</strong> of posts, replies and reads by district in the online discussion tool 2 3 5 8 ITD CRD Total Posts 0 0 10 4 19 5 38 Replies 0 0 13 7 23 4 47 Reads 0 0 502 156 791 62 1511 Figure 2 shows the initial social network with all media combined, and Figure 3 shows the social network after the introduction of the online discussion tool with all media combined. These two diagrams allow comparison of differences in the social network. The initial social network shows collaboration within each district but a lack of collaboration between districts. The post social network shows new collaboration between the districts (5 and 8) using the discussion tool. There was a significant effect for inter-district collaboration, t(40) = 2.57, p < .05, with increased collaboration across districts following the introduction of the tool. However, there was no significant effect for collaboration frequency, t(40) = -0.02, p > .05, with discus users receiving similar scores to non-discus users. Therefore the null hypothesis for H2 cannot be rejected. Figure 2. Social network before introduction of the online discussion tool. In this and subsequent figures, ** indicates districts that used discus 71
Figure 3. Social network after introduction of the online discussion tool Figure 4. Social network of interactions using the online discussion tool Figure 4 shows the collaborative interactions between the districts using the online discussion tool (connections via other media are omitted from this diagram). Figure 4 shows that there was new collaboration using the online 72
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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
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
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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: message in order to obtain a respon
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
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Dias, L. B. (1999, November). Integ
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materials built into the system. Th
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This theory of multimedia learning
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E-Tutor (with video). Two weeks aft
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empirically tested in TML environme
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Rieber, L. P., (1990). Animation in
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Appendix B The following 44 items r
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Appendix C A Sample of Exam Questio
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Appendix D Perceived Usefulness Que
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Kirkpatrick, and Peck (2001) have a
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2001). The system thus aims to assi
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a strong agreement between the two
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of the dynasty. 3. Information on
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Comparing works designed using the
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Tselios, N., Stoica, A., Maragoudak
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strategies during their interaction
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P(B|D) is the probability of a netw
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Online help adaptation using Bayesi
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AUSM that will return the most prob
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direct experimentation with a new s
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Figure 7. An example of use of the
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Cooper, J. & Herskovits, E. (1992).
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Goldberg, A. K., & Riemer, F. J. (2
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In addition to convenience, propone
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members increased flexibility. They
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Oppenheimer, T. (1997, July). The c
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The basis of reform in science educ
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technology and are not confident in
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participants that learning as a gro
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A hierarchy of Systems Identifying
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the change agents to recognize the
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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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