July 2007 Volume 10 Number 3 - Educational Technology & Society

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Program Image formats Sound formats Video formats Text editor Painting Animation .exe GUI Interactivity Web Total InfoChannel Designer 4 3 3 5 0 1 1 5 4 5 31 MaxMedia 2 2 3 5 3 2 5 3 4 1 30 Platypus Multimedia Author 4 5 3 5 2 1 4 1 3 1 29 Revolution 3 2 3 4 3 3 5 2 3 1 29 Media Mixer 3 5 3 2 2 2 5 3 2 1 28 MediaPro 5 1 1 5 4 1 1 5 3 1 27 MetaCard 2 2 3 3 3 1 5 3 3 1 26 Presentation Publisher 4 4 2 2 0 0 5 2 1 5 25 MovieWorks Deluxe 3 4 2 3 4 2 1 2 2 1 24 Ovation Studio Pro 1 2 4 2 2 2 5 2 3 1 24 CBTMaster (Lessons) 3 5 4 1 0 0 1 1 1 5 21 SuperLink 3 1 3 3 2 2 1 2 3 1 21 Presentation Wizard 3 2 0 3 0 1 5 3 2 1 20 iShell 3 3 1 2 3 1 0 1 2 5 1 19 Multimedia Scrapbook 4 1 1 3 2 1 1 2 3 1 19 Media Make&Go 2 2 2 2 0 0 1 4 4 1 18 Slim Show 1 2 2 1 1 2 3 2 2 1 17 MultimediaSuite 3 2 3 2 1 1 1 1 1 1 16 ODS Players 2 3 2 2 0 0 1 3 2 1 16 Shelldrake Developer 1 1 1 3 1 2 1 2 3 1 16 MP Express 2 1 2 2 0 0 1 3 1 1 13 Grade Image formats Sound formats Video formats Text editor Table 8. Statistics Painting Animation Executive Interface Interactivity Web 5 12 12 9 14 2 2 19 12 13 24 4 12 5 5 6 9 6 7 7 9 0 3 11 9 14 13 11 10 1 13 12 0 153
Grade Image formats Sound formats Video formats Text editor Painting Animation Executive Interface Interactivity Web 2 6 10 10 9 8 10 0 9 6 0 1 3 8 4 2 7 10 17 3 4 20 0 0 0 2 0 7 6 0 0 0 0 Note that in Table 7 the programs are presented in order of achievement and that 100% is equal to 50. The final achievement for each program, scaled to 10, and the corresponding price (in US dollars at the time examined) are shown in Table 9: Table 9. Grades scaled to 10 and package prices Program Scale of 10 Price Opus Pro 9.6 249.95 ToolBook Instructor 9.2 2,599 Director 9 1,199 Flash 9 499 Authorware 8.8 2,999 Liquid Media 8.8 200 Mediator 7 Pro 8.6 399 DazzlerMax Deluxe 8 1,995 PowerPoint 97 8 229 EasyProf 7.8 1,105 NeoBook 7.8 199.95 Multimedia Builder 7.6 60 Motion Studio 3 7.4 39.95 Flying Popcorn 7.4 169 Multimedia Fusion 7.2 99 eZediaMX 7 169 Tactic! 6.8 390 Formula Graphics 6.6 149 HyperMethod 6.6 29.99 Magenta II 6.6 149 Navarasa Multimedia 4 6.6 29.99 HyperStudio 6.4 199.95 TwinPlayer 3 6.4 110 Infochannel Designer 6.2 359 MaxMedia 6 120 Platypus Multimedia Author 5.8 272 154
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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
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P(CK j x LOM ) = k NW max ∀ T∈
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4.2.2 Correlation-based algorithm I
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content feedback, it can be intuiti
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66% improvement in average, and, wh
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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 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: the grades awarded to the programs
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
Page 201 and 202: in being addressed with the sequent
Page 203 and 204: The GAAM represents reasoning to a
Page 205 and 206: Other situations have more serious
Page 207 and 208: 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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