July 2007 Volume 10 Number 3 - Educational Technology & Society

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Criterion MP1 Figure 2. Tool for creating content objects After exploring the first situation, Bob is encouraged to explore the second one: “Simple text search”, seen at the bottom of the menu “Related Topics” offered by ATutor (Figure 1: Area 5). In this situation, Bob sees how to apply recursion to represent a text (i.e., a list of words) as a linked list and how to look up a phrase in a document. In COFALE, we explicitly encourage Tom to prepare several situations to help Bob understand how to apply the concept of recursion in different contexts. Arithmetic expressions explain the use of recursion in binary trees in a natural way and simple text search explains the use of recursion in linked lists. Note that criterion MP1 is independent to ICT and that Tom must be versed in the subject of recursion to be able to prepare a diversity of learning situations for the student. Criterion MP2 When Bob explores simple text search, Tom presents a hyperlink encouraging Bob to examine “linked lists”, an important concept related to recursion. Similarly, while exploring this concept, Bob could return to the recursion hyperspace by using one of the hyperlinks presented in “Related Topics” and “Learning History”, shown at the top right of Figure 1. The latter contains the hyperlinks of Bob’s recently visited content pages, which are generated by COFALE. The two menus also help Bob navigate intelligently to avoid getting lost in the learning hyperspace. To satisfy criterion MP2, Tom has defined, for every discrete piece of learning content (page), the other pages related to that one: simple text search related to arithmetic expressions, linked lists related to simple text search, and so on. For instance, the tool (Figure 3) provided by ATutor allows Tom to associate “Simple text search” with “Arithmetic expressions” by selecting the checkbox next to “Simple text search”. On the basis of those associations, ATutor automatically generates the hyperlinks in menu “Related Topics”. Criterion MM2 To encourage Bob to look further into the concept of recursion, Tom presents Bob with a number of learning activities at the end of each content page, for example, at the end of the final page of the situation about arithmetic expressions, Bob is invited to explore related topics, to add comments, to do tests, to discuss with peers, and so on (Figure 5). 37
COFALE supports a set of predefined learning activities (Figure 5), most of which are associated with a hyperlink, which allows learners to go directly to the pedagogical device(s) corresponding to the activity. To define, for each activity (e.g., “Examples & Summaries”), the content pages to which the activity is related, Tom selects the checkboxes next to the content pages he wants to associate with the learning activity (Figure 4). On the basis of those associations, at the end of each selected page, COFALE presents Bob with a hyperlink to the activity (i.e., “Examples & Summaries”). Figure 3. Tool for defining related topics relations Figure 4. Tool for defining pages related to an activity 38
Page 1 and 2: July 2007 Volume 10 Number 3
Page 3 and 4: Advertisements Educational Technolo
Page 5 and 6: Distinguishing between games and si
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: COFALE as a learning environment an
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
Page 57 and 58: ‘virtual subsection’) of the LO
Page 59 and 60: Accordingly, TANGRAM provides stude
Page 61 and 62: learning environment is to define t
Page 63 and 64: 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
Page 85 and 86: 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
Page 91 and 92: 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
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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
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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
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Clarke, B. (2001). Corporate curric
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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., &
Page 253 and 254:
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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