July 2007 Volume 10 Number 3 - Educational Technology & Society

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Program Sound Formats Image Formats 35 PowerPoint MID, RMI, WAV, MP3, CDA 36 Presentation Publisher 37 Presentation Wizard EMF, WMF, JPG, JPEG, JFIF, JPE, PNG, BMP, DIB, RLE, BMZ, GIF, GFA, WMZ, PCZ, PCD, PCX, MIX, CDR, CGM, PCT, PICT, EPS, FPX, TIFF, TIF, WPG WAV, MID, MP3, RMI JPG, GIF, BMP, TIF, PNG, TGA, WMF, DIB, JIF, RLE WAV, MIDI JPG, BMP, PCX, TGA, PNG 38 Revolution WAV, AU, AIFF BMP, JPG, JPEG, GIF, PNG (Windows) 39 Shelldrake Developer WAV BMP 40 Slim Show WAV, MIDI, RMI BMP, JPG 41 SuperLink WAV BMP, PC, GIF, JPG, FIF, DIB 42 Tactic! WAV, MID, ASF, AU, MIDI, MP3, WMA 43 ToolBook Instructor 44 TwinPlayer 3 WAV, MID, MP3, AIFF, AU, CDA BMP, PCT, PCX, EPS, JPG, PCD, PNG, PSD, RAS, TIF, TGA, WMF, WPG, GIF CDA, MP3, WAV BMP, DIB, WMF, DXF, GIF, CDR, CH3, SY3, JPG, PCD, PIC, PCT, DRW, PCX, EPS, TIF, TGA BMP, JPG, JPEG, GIF, ICO, EMF, WMF Table 3 • Sound Formats: Admittedly, WAV files (Waveform audio file) are supported by every tool except Shell 3 (by TribeWorks). However, only half of them support MP3 file types (which can be easily distributed over the web and occupy less disk space than WAV files). • Image Formats: In this section, there is a wide range of file modalities offered; from Ovation Studio Pro (by R. I. Soft Systems) and Slim Show (by PC Whole Ware), which support only BMP and JPG files, to Media Pro (by Media Pro) which supports 32 different file types. Table 4. Other features Program Image Painting Export Script 3D Animation 1 Authorware Yes EXE, web Java support No Limited/Flash, Animated Gif, FLC/FLI 2 CBTMaster (Lessons) 3 DazzlerMax Deluxe No Installation program, web Yes EXE (install), CD, web 4 Director Yes EXE, web, BMP, AVI, MOV, DCR No No SWF Java (possibly) No Yes (can it be imported?) Yes Yes Flash, Animated GIF, PowerPoint 5 EasyProf Shapes CD, web No No Animated GIF, Flash 6 eZediaMX Shapes CD, MOV, web (ZIP, self-extracted, EXE) No No Yes, Animated GIF, SWF, FLI/ FLC 7 Flash Yes EXE, web, MOV ActionScript No Yes 145
Program Image Painting Export Script 3D Animation 8 Flying Popcorn Many shapes Web, screensaver, CD 9 Formula Graphics Multimedia No No Yes, Animated GIF No EXE, web Java VRML,3DS Animated GIF, FLC, VDO, WDO <strong>10</strong> HyperMethod Basic shapes web HM Script No Flash, Yes (script) 11 HyperStudio Yes EXE, web Yes No Yes, Animated GIF 12 InfoChannel Designer Yes CD, web, Animated GIF, AVI Scala script No FLC, FLI, Animated GIF 13 iShell 3 No CD ? No SWF 14 Liquid Media No Exe, CD, web Yes (possibly) 3DS, LWO, DXF Yes, Flash, Animated GIF, FLI/FLC 15 Magenta II No EXE, web MPL 3D chart Animated Bitmap, SWF 16 MaxMedia Shapes EXE, CD, screensaver 17 Media Make&Go No Director movie (.dir)/ export via director 18 Media Mixer Open system drawing tool No No Limited, Flash Yes No SWF EXE, CD No No Animated GIF, Create 19 MediaPro Shapes — No No No 20 Mediator 7 Pro Shapes EXE, CD, web, Flash, screensaver No No Animated GIF, SWF 21 MetaCard Yes EXE MetaTalk No No 22 Motion Studio 3 Yes EXE, web No No Yes 23 MovieWorks Deluxe MW Paint AVI, MOV for 1 scene (CD autorun) No No Yes (MW Animator) 24 MP Express No — No No No 25 Multimedia Builder Basic shapes EXE, CD Yes No Animated GIF, Flash, Move object 26 Multimedia Fusion Yes EXE, screensaver, web 27 Multimedia Scrapbook No Yes Animated GIF, Yes, FLI/FLC Basic Not verified No No No 28 MultimediaSuite No CD No No Flash 29 Navarasa Multimedia 4 30 NeoBook Basic shapes EXE, web, CD, screensaver Yes Exe, CD, web Nava/Java No Yes/Flash Yes No Animated Gif, Yes (very few actions) 31 ODS Players No CD No No No 32 Opus Pro Yes EXE, web, screen saver Based on Java No Yes, Animated GIF, Flash, FLC/FLI 146
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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
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STEP4: Associated with concepts in
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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 and 146: Program Company Price OS 6 eZediaMX
Page 147 and 148: Program Text editor Text import for
Page 149: Program Sound Formats Image Formats
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
Page 197 and 198: Yearwood, J., & Stranieri, A. (2007
Page 199 and 200: 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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