July 2007 Volume 10 Number 3 - Educational Technology & Society

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Approximately 27% of all packages have more than five sound formats that can be imported into the multimedia content (Figure 4). A mere 11% work with only four sound extensions. Of course, in the above, one can only suppose that the files supported are popular ones, e.g., MP3, WAV, etc., and not file types that are rarely introduced. The percentage of 4.55% (Figure 5) corresponds to Motion Studio 3 and Presentation Wizard, which offer no video imports whatsoever. On the other hand, seven packages support between four and eight different video file types, which is more than efficient in most cases. With regard to text editing, Figure 6 demonstrates that one in three packages offer good text opportunities. Of course, some packages don’t offer such opportunities: Slim Show supports only one-line editing, while CBT Master (Lessons) contains a text editor but does not allow importing, which would prevent a teacher from importing text from one program to another. Figure 6. Adequacy of Text editor (5 = Excellent, 0 = N.A.) As far as painting is concerned (Figure 7), statistics are a cause for pessimism: In 32% of the packages, the user is not allowed to adequately paint anything. On the other hand, Macromedia products save the day, as the only tools graded as “Excellent” were Director and Flash. But, considering it from the educator’s point of view, how easy is it for one to learn how to use a Macromedia package just to make a small multimedia presentation in class? Figure 7. Adequacy of painting features (5 = Excellent, 0 = N.A.) 157
Animating objects, pictures, etc., is universally held as the most valuable tool when it comes to multimedia. Therefore, it is most unfortunate that only two software projects (again Director and Flash) offer good animation capabilities, while 59% are just above average (Figure 8). A true waste of computer power! Features like animation drive people to the use of PCs. If there are no animation capabilities, then most of the rest can be done with a common overhead projector and a marker. Figure 8. Adequacy of Animation capabilities (5 = Excellent, 0 = N.A.) Figure 9. Adequacy of export capabilities (5 = Excellent, 0 = N.A.) The statistics in Figure 9 speak for themselves: Only 60% can produce a file that can run independently of the whole program. In addition, only 27 out of 44 programs can produce EXE exports. A definitely pessimistic percentage, since most school computers cannot be administered by the teacher alone; it is then natural that a software package cannot really be used by the teacher (when preparing the class) if the same program has to be installed in the classroom computer or in every lab PC. Truly, a decent interface is important to any multimedia authoring tool. Of course, what constitutes a “decent interface” is highly subjective. Nevertheless, there are unbiased factors that can be measured, such as WYSIWYG design, colors, etc. Fortunately, a proper GUI environment exists in 74% of the programs (Figure <strong>10</strong>). 158
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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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(a) (b) (c) Figure 10. Comparisons
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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 and 158: the grades awarded to the programs
Page 159 and 160: Grade Image formats Sound formats V
Page 161: Figure 3. Adequacy of image formats
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
Page 209 and 210: The narration at Step 10 informs th
Page 211 and 212: 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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