July 2007 Volume 10 Number 3 - Educational Technology & Society

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Program Company Price OS 38 Revolution Runtime Revolution $497.5 (educational) Windows/Mac/ Linux 39 Shelldrake Developer Shelldrake Technologies Not available Windows 40 Slim Show PC Whole Ware $49.95 (personal edition) Windows 41 SuperLink Alchemedia,Inc. $129 Windows 42 Tactic! BGW Not available Windows 43 ToolBook Instructor Click 2 Learn $2,599 Windows 44 TwinPlayer 3 CD-ROM Studio $110 Windows Table 1 • Program • Company • Price: While most packages are uniquely-priced, some companies offer two-level pricing. For example, Multimedia Builder without the mp3 licence costs $15 less, while SkunkLabs offers a $60 discount at Liquid Media for academic use. • Operating System: From a merely statistical point of view, all packages are offered for Windows, 10 for MacOS, while only MetaCard (by MetaCard Co.) and Revolution (by Runtime Revolution) can be installed onto Linux-based systems. Table 2. Text and video Program Text editor Text import formats Video formats 1 Authorware Yes/RTF TXT, RTF Bitmap Sequence, Director, AVI, MPEG, WMP, MOV 2 CBTMaster (Lessons) 3 DazzlerMax Deluxe Yes No DIR, MPEG, MOV, AVI Yes, RTF DOC, RTF, TXT AVI, MPEG, MOV 4 Director Yes RTF, HTML, ASCII Quick Time, AVI, RealMedia 5 EasyProf Yes RTF, TXT, HTML, DOC MOV, MPEG, AVI, ASF, etc. 6 eZediaMX Yes No MOV, AVI, MPG, etc. 7 Flash Yes No AVI, MPEG, MPG, MOV, WMA, ASF 8 Flying Popcorn Yes TXT AVI, MPG, MOV 9 Formula Graphics Multimedia Yes RTF, HTML AVI, MOV, MPEG 10 HyperMethod Yes TXT, RTF, HTM, PDF MPEG, MPG, AVI, MOV 11 HyperStudio Yes TXT, RTF AVI, MOV 12 Infochannel Designer Yes TXT MPEG, AVI, Quick Time 13 iShell 3 Yes RTF/ HTML 2 AVI, MOV 14 Liquid Media Yes No AVI, MPG, MPEG, MOV, MPE, SFK, IVF 141
Program Text editor Text import formats Video formats 15 Magenta II HyperText HTM, HTML, TXT, RTF AVI, MOV, MPEG, MPG 16 MaxMedia RTF, Plain text 17 Media Make&Go Yes (short text) RTF, TXT AVI, MPEG, WMA, ASF RTF, TXT, HTM MOV, AVI 18 Media Mixer Yes HTM, HTML, RTF, TXT AVI, MOV, MPG 19 MediaPro TXT/RTF editor 20 Mediator 7 Pro Yes DOC, XLS, PDF, WRI, RTF, TXT TXT, RTF AVI AVI, MPG, ASF, WMV 21 MetaCard Yes TXT AVI, MPEG, Quick Time 22 Motion Studio 3 Yes No No 23 MovieWorks Deluxe Yes TXT MOV, MW Video 24 MP Express Yes No AVI, MOV 25 Multimedia Builder Yes TXT, HTML AVI, MPEG, MOV, DAT, ASF 26 Multimedia Fusion TXT, RTF TXT, RTF, PCF QuickTime, AVI, MPEG 27 Multimedia Scrapbook Yes No AVI 28 MultimediaSuite Yes HTML AVI, MPG, MPEG 29 Navarasa Multimedia 4 Yes HTM AVI 30 NeoBook Yes DOC, HTML, TXT, RTF, ASCII AVI, MPEG 31 ODS Players Yes RTF AVI, MPG 32 Opus Pro Yes TXT, RTF MNG, AVI, MPEG, MPG, MOV, ASF, WMA, WMV 33 Ovation Studio Pro Yes RTF, TXT AVI, MPE, MPG, MOV, QT 34 Platypus Multimedia Author Yes HTML, DOC, PDF, TXT, RTF, etc. 35 PowerPoint Yes HTML, DOC, TXT, RTF, etc. 36 Presentation Publisher 37 Presentation Wizard AVI, MOV, WMV AVI, MOV Yes No AVI, MPG Yes No No 38 Revolution Yes TXT, DOC AVI, MPEG, QuickTime 39 Shelldrake Developer Yes No AVI 40 Slim Show One line only TXT AVI, MPG 142
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July 2007 Volume 10 Number 3
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Advertisements Educational Technolo
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Distinguishing between games and si
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“sometimes” is less demanding t
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Figure 2. From generic skill to lea
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The large window on the left presen
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define competencies of individual a
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competency is composed of a single
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Generic Skills Classes 1 2 3 Receiv
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Figure 6. Extension of the competen
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Competency scale By combining the g
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activities, and resources present i
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Conclusion The importance given to
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Ainsworth, S. (2007). Using a Singl
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different instruction. For example,
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Author-focused studies Studies 1 an
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egression showed that students were
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REDEEM is now a senior citizen in t
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Chieu, V. M. (2007). An Operational
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When students discuss with peers, t
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COFALE as a learning environment an
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COFALE supports a set of predefined
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Tom is asked to prepare a list of g
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45-minute-long lecture and 2-hour-l
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as an easy-to-use technological mea
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Spiro, R. J., & Jehng, J. C. (1990)
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learning settings. However, such a
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introduced in the LOCO-Cite ontolog
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‘virtual subsection’) of the LO
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Accordingly, TANGRAM provides stude
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learning environment is to define t
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Acknowledgment This work is support
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Dron, J. (2007). Designing the Unde
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wikis and blogs (or at least, colle
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The darker side of social software
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for the beetles, whose guts act as
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The principle of sociability The pr
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Bonabeau, E., Dorigo, M., & Theraul
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Klamma, R., Chatti, M. A., Duval, E
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We perceive adaptivity and personal
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Mixed-method evaluation approach tr
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Garden of Knowledge - with a commun
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equirements for collaborative adapt
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Law, E. L.-C., & Hvannberg, E. T. (
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Wang, T. I., Tsai, K. H., Lee, M. C
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2.3 Recommendation Model Survey In
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Figure 1. The portion of the concep
Page 95 and 96: STEP4: Associated with concepts in
Page 97 and 98: A modified TF-IDF approach is used
Page 99 and 100: P(CK j x LOM ) = k NW max ∀ T∈
Page 101 and 102: 4.2.2 Correlation-based algorithm I
Page 103 and 104: content feedback, it can be intuiti
Page 105 and 106: 66% improvement in average, and, wh
Page 107 and 108: (a) (b) (c) Figure 10. Comparisons
Page 109 and 110: index.aspx. ADL-2 (2001). Advanced
Page 111 and 112: Wolpers, M., Najjar, J., Verbert, K
Page 113 and 114: activity is taking place. For examp
Page 115 and 116: Figure 2: The CAM schema elements (
Page 117 and 118: • Context: the context element ca
Page 119 and 120: 4.1 Generation of Attention Metadat
Page 121 and 122: addition, such keywords can be extr
Page 123 and 124: Action related data, data about sea
Page 125 and 126: Braun, S., & Schmidt, A. (2006). Do
Page 127 and 128: El-Bishouty, M. M., Ogata, H., & Ya
Page 129 and 130: collaboration (Ogata, et al., 1999)
Page 131 and 132: In case of LOI value is equal or cl
Page 133 and 134: Also, the learner can click on an e
Page 135 and 136: System Evaluation An experiment was
Page 137 and 138: In the fifth phase, 89% of the stud
Page 139 and 140: Fischer, G., & Konomi, S. (2005). I
Page 141 and 142: application for specific needs, whi
Page 143 and 144: (4) Multimedia: The truth is that e
Page 145: Program Company Price OS 6 eZediaMX
Page 149 and 150: Program Sound Formats Image Formats
Page 151 and 152: Program Image Painting Export Scrip
Page 153 and 154: Program Effects Needs player 5 Easy
Page 155 and 156: Program WYSIWYG Design Interactivit
Page 157 and 158: the grades awarded to the programs
Page 159 and 160: Grade Image formats Sound formats V
Page 161 and 162: Figure 3. Adequacy of image formats
Page 163 and 164: Animating objects, pictures, etc.,
Page 165 and 166: Educational overview Having taken m
Page 167 and 168: In summary, the final outcome is th
Page 169 and 170: Developing the Interactivity Survey
Page 171 and 172: technique. be treated as a desired
Page 173 and 174: 55. A lecture in which student lear
Page 175 and 176: specific conclusions that researche
Page 177 and 178: Discussion and conclusion Although
Page 179 and 180: Juwah, C. (2003). Using peer assess
Page 181 and 182: Publish results Set a few goals for
Page 183 and 184: familiarity with computer terms, ex
Page 185 and 186: provide a framework for the integra
Page 187 and 188: tool themselves, and then gauge its
Page 189 and 190: associated with the effective use o
Page 191 and 192: portrayed as even more time-consumi
Page 193 and 194: Clarke, B. (2001). Corporate curric
Page 195 and 196: Neal, E. (1998). Using technology i
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Yearwood, J., & Stranieri, A. (2007
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entertaining (Neuhauser 1993). The
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in being addressed with the sequent
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The GAAM represents reasoning to a
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Other situations have more serious
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Figure 6. NARRATE phase screen afte
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The narration at Step 10 informs th
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very large degree of free-will has
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Rumelhart, D. E. (1975). Notes on a
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The School of Business at Universit
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Authentic assessment and OBOW exams
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iii. The assessment asks the studen
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world problems in relation to the s
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Herrington, J., & Herrington, A. (1
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services required by most clients i
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Wisdom. J. P., White, N., Goldsmith
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Work outside the U.S. has also prom
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of the Telecommunication Act, and t
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Parent-advocate respondents also re
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school administrators may be persua
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of legal requirements for accessibl
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Thus, while we have reason to belie
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underlying structure of the two pri
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still not familiar with its use; in
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Table 3: An Analysis of Different V
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of males. Secondly, as far as age w
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Conclusion This study examined the
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Sandholtz, J. H., Ringstaff, C., &
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The design and validation of a text
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Predetermined goal of a game The pr
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A true, precise and valid model “
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Bain, C., & Newton, C. (2003). Art
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Prensky, M. (2005). Adopt and Adapt
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opportunities based on studying dif
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The game -called Chase the Cheese-
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another token. Other tokens further
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The system is organized in differen
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“to produce a single product or p
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(e.g., cheese) or loses the game (a
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collaboration is not an easy task.
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Collazos, C., Ortega, M., Bravo, C.
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Soller, A., & Lesgold, A. (2000). K
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Is the usual hierarchical organizat
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The final step 7 in the procedure i
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This methodology is summarised in F
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‘IsBasisOf’, ‘HasConstraint
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The presented results are a reflect
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‘HasExample’, and ‘HasFurther
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DCMI (2003). DCMI Metadata Terms, R
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Literature review Astronomy educati
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Systems of type I provide different
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night. To prevent students from get
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Figures 2-5 display screenshots of
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Results of the study reveal the imp
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vertical axis leads to the disappea
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Dede, C., Salzman, M., Loftin, R. B
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Trumper, R. (2000). University stud
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ased on pre-defined adaptation rule
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Therefore, the higher-level items o
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common prefix with the existing pa
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later should be omitted (presented
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5.1 The Average Length of each Sequ
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Recall 6. Discussion 0.8 0.7 0.6 0.
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easily take lessons in a good learn
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Laborda, J. G., & Royo, T. M. (2007
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Chapter 8, Online reference tools,
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Kenyon, D. M., & Malabonga, V. (200
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and concise manner (e.g. Weeding =
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stream are chapters 7 and 8 which f
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July 2007 Volume 10 Number 3 - Educational Technology & Society

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