July 2007 Volume 10 Number 3 - Educational Technology & Society

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Journal of Educational Technology & Society Volume 10 Number 3 2007 Table of contents Special issue articles Theme: Advanced Technologies for Life-Long Learning Guest Editors: Demetrios G Sampson and Rob Koper An Ontology and a Software Framework for Competency Modeling and Management Gilbert Paquette Using a Single Authoring Environment across the Lifespan of Learning Shaaron Ainsworth An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility Vu Minh Chieu Ontologies for Effective Use of Context in e-Learning Settings Jelena Jovanović, Dragan Gašević, Colin Knight, and Griff Richards Designing the Undesignable: Social Software and Control Jon Dron Social Software for Life-long Learning Ralf Klamma*, Mohamed Amine Chatti, Erik Duval, Hans Hummel, Ebba Thora Hvannberg, Milos Kravcik, Effie Law, Ambjörn Naeve and Peter Scott Personalized Learning Objects Recommendation based on the Semantic-Aware Discovery and the Learner Preference Pattern Tzone I Wang, Kun Hua Tsai, Ming Che Lee and Ti Kai Chiu Tracking Actual Usage: the Attention Metadata Approach Martin Wolpers, Jehad Najjar, Katrien Verbert and Erik Duval PERKAM: Personalized Knowledge Awareness Map for Computer Supported Ubiquitous Learning Moushir M. El-Bishouty, Hiroaki Ogata and Yoneo Yano Full length articles Multimedia Authoring Tools: The Quest for an Educational Package Theodore H. Kaskalis, Theodore D. Tzidamis and Konstantinos Margaritis An Instrument Development: Interactivity Survey (IS) Murat Kahveci Information Technology Literacy: Implications on Teaching and Learning Zoheir Ezziane Narrative-based Interactive Learning Environments from Modelling Reasoning John Yearwood and Andrew Stranieri E-xams: harnessing the power of ICTs to enhance authenticity Wing Lam, Jeremy B. Williams and Alton Y.K. Chua Systems Limitations Hamper Integration of Accessible Information Technology in Northwest U.S. K-12 Schools Jennifer P. Wisdom, Nathan White, Kimberley Goldsmith, Sarann Bielavitz, Amy Rees and Charles Davis Examining Teachers' CBT Use in the Classroom: A Study in Secondary schools in Taiwan Yi-Wen Hung and Ying-Shao Hsu ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum & of Society Educational (IFETS). Technology The authors & Society and the (IFETS). forum The jointly authors retain and the the copyright forum jointly of the retain articles. the Permission copyright of to the make articles. digital Permission or hard copies to make of part digital or all or of hard this copies work for of part personal or all or of classroom this work use for is personal granted or without classroom fee provided use is granted that copies without are fee not provided made or that distributed copies are for profit not made or commercial or distributed advantage for profit and or that commercial copies bear advantage the full and citation that copies on the bear first page. the full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of than this work IFETS owned must by be others honoured. than Abstracting IFETS must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to post otherwise, on servers, to republish, or to redistribute to post on to lists, servers, requires or to prior redistribute specific to permission lists, requires and/or prior a specific fee. Request permission permissions and/or from a fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 1-21 22-31 32-46 47-59 60-71 72-83 84-105 106-121 122-134 135-162 163-174 175-191 192-208 209-221 222-232 233-246 iii
Distinguishing between games and simulations: A systematic review Louise Sauvé, Lise Renaud, David Kaufman and Jean-Simon Marquis Evaluating Collaborative Learning Processes using System-based Measurement César A. Collazos, Luis A. Guerrero, José A. Pino, Stefano Renzi, Jane Klobas, Manuel Ortega, Miguel A. Redondo and Crescencio Bravo Developing Domain Ontologies for Course Content Sinéad Boyce and Claus Pahl A Desktop Virtual Reality Earth Motion System in Astronomy Education Chih Hung Chen, Jie Chi Yang, Sarah Shen and Ming Chang Jeng A Method of Cross-level Frequent Pattern Mining for Web-based Instruction Yueh-Min Huang, Juei-Nan Chen and Shu-Chen Cheng Book review(s) How to teach English with Technology Reviewer: Jesús García Laborda and Teresa Magal Royo Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load Reviewer: Andreas Holzinger The Research Student's Guide to Success Reviewer: Richard Malinski ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on the for components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 247-256 257-274 275-288 289-304 305-319 320-324 325-326 327-328 iv
Page 1 and 2: July 2007 Volume 10 Number 3
Page 3: Advertisements Educational Technolo
Page 7 and 8: “sometimes” is less demanding t
Page 9 and 10: Figure 2. From generic skill to lea
Page 11 and 12: The large window on the left presen
Page 13 and 14: define competencies of individual a
Page 15 and 16: competency is composed of a single
Page 17 and 18: Generic Skills Classes 1 2 3 Receiv
Page 19 and 20: Figure 6. Extension of the competen
Page 21 and 22: Competency scale By combining the g
Page 23 and 24: activities, and resources present i
Page 25 and 26: Conclusion The importance given to
Page 27 and 28: Ainsworth, S. (2007). Using a Singl
Page 29 and 30: different instruction. For example,
Page 31 and 32: Author-focused studies Studies 1 an
Page 33 and 34: egression showed that students were
Page 35 and 36: REDEEM is now a senior citizen in t
Page 37 and 38: Chieu, V. M. (2007). An Operational
Page 39 and 40: When students discuss with peers, t
Page 41 and 42: COFALE as a learning environment an
Page 43 and 44: COFALE supports a set of predefined
Page 45 and 46: Tom is asked to prepare a list of g
Page 47 and 48: 45-minute-long lecture and 2-hour-l
Page 49 and 50: as an easy-to-use technological mea
Page 51 and 52: Spiro, R. J., & Jehng, J. C. (1990)
Page 53 and 54: learning settings. However, such a
Page 55 and 56:
introduced in the LOCO-Cite ontolog
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‘virtual subsection’) of the LO
Page 59 and 60:
Accordingly, TANGRAM provides stude
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learning environment is to define t
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Acknowledgment This work is support
Page 65 and 66:
Dron, J. (2007). Designing the Unde
Page 67 and 68:
wikis and blogs (or at least, colle
Page 69 and 70:
The darker side of social software
Page 71 and 72:
for the beetles, whose guts act as
Page 73 and 74:
The principle of sociability The pr
Page 75 and 76:
Bonabeau, E., Dorigo, M., & Theraul
Page 77 and 78:
Klamma, R., Chatti, M. A., Duval, E
Page 79 and 80:
We perceive adaptivity and personal
Page 81 and 82:
Mixed-method evaluation approach tr
Page 83 and 84:
Garden of Knowledge - with a commun
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equirements for collaborative adapt
Page 87 and 88:
Law, E. L.-C., & Hvannberg, E. T. (
Page 89 and 90:
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
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Wolpers, M., Najjar, J., Verbert, K
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activity is taking place. For examp
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Figure 2: The CAM schema elements (
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• Context: the context element ca
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4.1 Generation of Attention Metadat
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addition, such keywords can be extr
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Action related data, data about sea
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Braun, S., & Schmidt, A. (2006). Do
Page 127 and 128:
El-Bishouty, M. M., Ogata, H., & Ya
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collaboration (Ogata, et al., 1999)
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In case of LOI value is equal or cl
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Also, the learner can click on an e
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System Evaluation An experiment was
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In the fifth phase, 89% of the stud
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Fischer, G., & Konomi, S. (2005). I
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application for specific needs, whi
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(4) Multimedia: The truth is that e
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Program Company Price OS 6 eZediaMX
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Program Text editor Text import for
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Program Sound Formats Image Formats
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Program Image Painting Export Scrip
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Program Effects Needs player 5 Easy
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Program WYSIWYG Design Interactivit
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the grades awarded to the programs
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Grade Image formats Sound formats V
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Figure 3. Adequacy of image formats
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Animating objects, pictures, etc.,
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Educational overview Having taken m
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In summary, the final outcome is th
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Developing the Interactivity Survey
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technique. be treated as a desired
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55. A lecture in which student lear
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specific conclusions that researche
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Discussion and conclusion Although
Page 179 and 180:
Juwah, C. (2003). Using peer assess
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Publish results Set a few goals for
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familiarity with computer terms, ex
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provide a framework for the integra
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tool themselves, and then gauge its
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associated with the effective use o
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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
Page 213 and 214:
Rumelhart, D. E. (1975). Notes on a
Page 215 and 216:
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
Page 221 and 222:
world problems in relation to the s
Page 223 and 224:
Herrington, J., & Herrington, A. (1
Page 225 and 226:
services required by most clients i
Page 227 and 228:
Wisdom. J. P., White, N., Goldsmith
Page 229 and 230:
Work outside the U.S. has also prom
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of the Telecommunication Act, and t
Page 233 and 234:
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
Page 245 and 246:
Table 3: An Analysis of Different V
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of males. Secondly, as far as age w
Page 249 and 250:
Conclusion This study examined the
Page 251 and 252:
Sandholtz, J. H., Ringstaff, C., &
Page 253 and 254:
The design and validation of a text
Page 255 and 256:
Predetermined goal of a game The pr
Page 257 and 258:
A true, precise and valid model “
Page 259 and 260:
Bain, C., & Newton, C. (2003). Art
Page 261 and 262:
Prensky, M. (2005). Adopt and Adapt
Page 263 and 264:
opportunities based on studying dif
Page 265 and 266:
The game -called Chase the Cheese-
Page 267 and 268:
another token. Other tokens further
Page 269 and 270:
The system is organized in differen
Page 271 and 272:
“to produce a single product or p
Page 273 and 274:
(e.g., cheese) or loses the game (a
Page 275 and 276:
collaboration is not an easy task.
Page 277 and 278:
Collazos, C., Ortega, M., Bravo, C.
Page 279 and 280:
Soller, A., & Lesgold, A. (2000). K
Page 281 and 282:
Is the usual hierarchical organizat
Page 283 and 284:
The final step 7 in the procedure i
Page 285 and 286:
This methodology is summarised in F
Page 287 and 288:
‘IsBasisOf’, ‘HasConstraint
Page 289 and 290:
The presented results are a reflect
Page 291 and 292:
‘HasExample’, and ‘HasFurther
Page 293 and 294:
DCMI (2003). DCMI Metadata Terms, R
Page 295 and 296:
Literature review Astronomy educati
Page 297 and 298:
Systems of type I provide different
Page 299 and 300:
night. To prevent students from get
Page 301 and 302:
Figures 2-5 display screenshots of
Page 303 and 304:
Results of the study reveal the imp
Page 305 and 306:
vertical axis leads to the disappea
Page 307 and 308:
Dede, C., Salzman, M., Loftin, R. B
Page 309 and 310:
Trumper, R. (2000). University stud
Page 311 and 312:
ased on pre-defined adaptation rule
Page 313 and 314:
Therefore, the higher-level items o
Page 315 and 316:
common prefix with the existing pa
Page 317 and 318:
later should be omitted (presented
Page 319 and 320:
5.1 The Average Length of each Sequ
Page 321 and 322:
Recall 6. Discussion 0.8 0.7 0.6 0.
Page 323 and 324:
easily take lessons in a good learn
Page 325 and 326:
Laborda, J. G., & Royo, T. M. (2007
Page 327 and 328:
Chapter 8, Online reference tools,
Page 329 and 330:
Kenyon, D. M., & Malabonga, V. (200
Page 331 and 332:
and concise manner (e.g. Weeding =
Page 333:
stream are chapters 7 and 8 which f
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