October 2007 Volume 10 Number 4 - Educational Technology ...

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Mitchell, G. G., O'Donoghue, D., & Trenaman, A. (2000). A New Operator for Efficient Evolutionary Solutions to the Travelling Salesman Problem. Applied Informatics 2000, Innsbruck, Austria, retrieved October 15, 2007, from http://www.cs.may.ie/~georgem/papers/TSP_AI_2000.ps. Nelson, T. H. (1965). A File Structure for the Complex, the Changing and the indeterminate. Proceedings of the 1965 20 th national conference, New York: ACM Press, 84-100. Nitto, E. D., Mainetti, L., Monga, M., Sbattella, L., & Tedesco, R. (2006). Supporting Interoperability and Reusability of Learning Objects: The Virtual Campus Approach. Education Technology and Society, 9 (2), 33-50. Polsani, P. R. (2003). Use and Abuse of Reusable Learning Objects. Journal of Digital Information, 3 (4), retrieved October 15, 2007, from http://jodi.tamu.edu/Articles/v03/i04/Polsani/. Porter, M. E. (1985). Competitive Advantage, New York: The First Free Press. Resnick, P., & Varian, H. R. (1997). Recommender Systems. Communications of the ACM, 40 (3), 56-58. Shapiro, C., & Varian, H. R. (1999). Information Rules: A strategic guide to the networked economy, Boston, MA, USA: Harvard Business School Press. Smythe, C. (2004). State-of-the-Art Report on Technologies and Techniques for Testing, retrieved October 15, 2007, from http://www.opengroup.org/telcert/documents/TELCERT_State_of_the_Art_Report.pdf. Székely, G., & Satava, R. M. (1999). Virtual Reality in Medicine. BMJ, 319 (13 November), 1305, retrieved October 15, 2007, from http://www.bmj.com/cgi/content/full/319/7220/1305. Tompsett, C. (1991). Contextual Browsing in a Hypermedia Environment. In Giardina, M. (Ed.), NATO Invited International Workshop on Interactive Multimedia, New York: Springer Verlag, 95-110. Tompsett, C. (2005). Reconfigurability: creating new courses from existing learning objects will always be difficult! Journal of Computer Assisted Learning, 21 (6), 440-448. van Assche, F., Duval, E., Massart, D., Olmedilla, D., Simon, B., Sobernig, S., Ternier, S., & Wild, F. (2006). Spinning Interoperable Applications for Teaching & Learning using the Simple Query Interface. Education Technology and Society, 9 (2), 51-67. Walsh, K. (2006). Reusable Learning Objects. BMJ, 332 (20 May), 1193, retrieved October 15, 2007, from http://www.bmj.com/cgi/content/full/332/7551/1193-a. Waltz, D. (1975). Understanding line drawings of scenes with shadows. In Winston, P. H. (Ed.) The Psychology of Computer Vision, New York: McGraw-Hill, 19-91. Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity, Cambridge: Cambridge University Press. 207
Appendix A. Good-enough approaches The standard method to solving knapsack problems follows the approach developed by Horowitz & Sahni (1974; see also Mitchell et al., 2000). In purchasing a set of RLOs, the organisation is assumed to be able to estimate a target ratio (EVCR) between the overall cost to run the course and the overall EV (whatever the mode of delivery). This ratio can then be used to remove from initial consideration any individual RLOs with a ratio that is much worse than this target value. This reduces the size of possible RLOs to search through, though it does not alter the number of RLOs that could be included in a solution. Once a set of potential solutions has been found, a check can be conducted to test whether swapping any of the current ‘best set’ with some of those that were ignored, would produce a better solution overall. The validity of this approach depends on the sets of RLOs that are collected on the basis of the EVCR value. A simple example shows that estimating the EV of a combined set is far harder than this. This example is ‘trivial’ in scale but should suffice to illustrate why the standard algorithm would never work. Table 1. Selecting resources Resource Coverage EV Cost EVCR A a, b, c, d 8 8 1 B a, b 3.6 4 0.9 C e, f 2.8 4 0.7 Table 1, above, shows the coverage, EV and cost for three resources. The current ‘best-approach’ model would select the first two resources (A and B) in order to produce the best set with a budget of ‘12’. Swapping C for B could never be considered as it has the lowest nominal EVCR. Ignoring the other information, i.e. coverage of each resource, misses the duplication of material that has occurred. 208
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
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Even though further research on the
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Olofsson, A. D. (2007). Participati
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Etzioni (1993) points out that an i
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programme. They are rather construc
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to be that each individual trainee
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Bernmark-Ottosson, A. (2005). Demok
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The Knowledge Foundation (2005). IT
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Figure 1. Design Theories in contex
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attention as we frequently discuss
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Blog Reflection This design concept
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Narrative Structure (Form) Content
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Löwgren, J., & Stolterman, E. (200
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critique, neither do the single ind
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suggested by Ljungberg (1999b) we c
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the del.icio.us site (see figure 3)
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Device cultures It is not only the
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uilt using a camera-equipped PDA ru
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Jones, C., Dirckinck-Holmfeld, L.,
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Milrad, M., & Spikol, D. (2007). An
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components to be able to deal with
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compulsory throughout the project.
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only with their existing day-today
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As our work continues, we will try
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cognition as well as self-regulated
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Mobile mind map tool for stimulatin
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the pictorial knowledge representat
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Ericsson, K. A., & Simon, H. A. (19
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Al-A'ali, M. (2007). Implementation
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complex cognitive skills involve em
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Table 1. CAT and a linear mathemati
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It is agreed that the difficulty le
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Figure 7. Our newly added factors i
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question factors according to IRT;
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Instructure 1 Login User-ID Passwor
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Shute, V., & Towle, B. (2003). Adap
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distinguish between partial knowled
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esponse is identified, then the sco
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are stored in the answer record and
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2 (7) MNSQ = ∑WniZ ni ∑ Wni =
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in the course. A randomized block d
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To test whether ET can effectively
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course, more comparison tests could
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Fleischmann, K. R. (2007). Standard
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educational standards in practice t
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laboratory activities, which are bu
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process is currently a largely top-
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Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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evolution with computing technology
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Resources 0.55 0.72 e17 In my schoo
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teachers’ instructional evolution
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Regression models indicating relati
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of beliefs about integrating comput
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Sinko, M., & Lehtinen, E. (1999). T
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concept of social support. Lastly,
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Procedure Content analysis procedur
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and mice are out of order. I have t
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feature of supportive online groups
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Anderson, J., & Lee, A. (1995). Lit
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Schwab, R. L., Jackson, S. E., & Sc
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Investigating the problem An extens
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meets the anywhere, anytime require
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minimise housekeeping tasks and fre
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3. Join Group Discussion 4. Attend
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Figure 4. Learning Shell showing He
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engineering the Learning Shell so i
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Page 165 and 166: Table 2. Assignment evaluation resp
Page 167 and 168: E-3c. Likert scale on usability: Th
Page 169 and 170: organized in four groups, namely: T
Page 171 and 172: The correlations were not high enou
Page 173 and 174: Data illustrate some reliability an
Page 175 and 176: nature, some specific core objectiv
Page 177 and 178: Frederiksen, J.R., & Collins, A. (1
Page 179 and 180: Bottino, R. M., & Robotti, E. (2007
Page 181 and 182: The Text Editor allows the editing
Page 183 and 184: Mathematical content and structure
Page 185 and 186: Consolidation exercises Solution co
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Page 191 and 192: Lagrange, J. B., Artigue, M., Labor
Page 193 and 194: processed information was classifie
Page 195 and 196: Method Participants The participant
Page 197 and 198: Table 5. Learning outcomes of diffe
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Page 201 and 202: Kayes, D.C. (2005). Internal validi
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Page 217 and 218: Initial Design Because the field-ba
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Page 221 and 222: that they felt this hindrance; I fe
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Page 227 and 228: Edelson, M. (1988). The hermeneutic
Page 229 and 230: Wang, H.-Y., & Chen, S. M. (2007).
Page 231 and 232: If the universe of discourse U is a
Page 233 and 234: we can see that S( X ) − S( Y ) S
Page 235 and 236: Example 1: Let Ã and B ~ be two va
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Page 239 and 240: (3) Find the maximum value among th
Page 241 and 242: By applying Eq. (7), we can get the
Page 243 and 244: Q.2 carries 25 marks, Q.3 carries 2
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Page 249 and 250: enabling learner (subject) to work
Page 251 and 252: • Self-, Peer- and Collaborative-
Page 253 and 254: (iii) Regulates the communication:
Page 255 and 256: Figure 3. A screen shot of the SCAL
Page 257 and 258: 2 nd study: Thirty-five students pa
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Page 261 and 262: Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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