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

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Gouli, E., Gogoulou, A., Papanikolaou, K., & Grigoriadou, M. (2005). Evaluating Learner’s Knowledge level on Concept Mapping Tasks. In Goodyear, P., Sampson, D.G., Yang, D., Kinshuk, Okamoto, T., Hartley, R. & Chen, N- S (Eds.), Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies, Los Alamitos: IEEE Computer Society, 424-428. Gouli, E., Gogoulou, A., & Grigoriadou, M. (2006a). Supporting Self- Peer- and Collaborative-Assessment through a Web-based Environment. In Kommers, P. & Richards, G. (Eds.), Proceedings of ED-MEDIA 2006, Chesapeake, VA: AACE, 2192-2199. Gouli, E., Gogoulou, A., Tsakostas, C., & Grigoriadou, M. (2006b). How COMPASS supports multi-feedback forms & components adapted to learner’s characteristics. In Cañas, A. & Novak, J. (Eds.), Proceedings of the Second International Conference on Concept Mapping, Universidad de Costa Rica, Vol.1, 255-262. Hill, C.M., Cummings, M., & van Aalst, J. (2003). Activity Theory as a Framework for Analyzing Participation within Knowledge Building Community. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, retrieved October 15, 2007, from http://www.educ.sfu.ca/kb/Papers/ Hill_Cummings.pdf. Jonassen, D., & Grabowski, B. (1993). Handbook of Individual Differences, Learning and Instruction, Hillsdale, NJ: Lawrence Erlbaum. Kuutti, K. (1995) Activity Theory as a Potential Framework for Human-Computer Interaction Research. In Nardi, B.A. (Ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction, MIT Press, 17-44. Lepper, M.R. (1985). Microcomputers in education: Motivational and social issues. American Psychologist, 40, 1-18. Merrill, M.D. (1980). Learner control in Computer Based Learning. Computers & Education, 4, 77-95. Mory, E. (1996). Feedback Research. In Jonassen, D. H. (Ed.), Handbook of research for educational communications and technology, New York: Simon & Schuster Maxmillan, 919-956. Palinscar, A. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375. Papanikolaou, K., Grigoriadou, M., Kornilakis, H., & Magoulas, G. (2003). Personalizing the interaction in a webbased educational hypermedia system: the case of INSPIRE. User-Modeling and User-Adapted Interaction, 13 (3), 213-267. Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The Science and Design of Educational Assessment, Washington DC: National Academy Press. Reigeluth, C.M. (1999). Instructional design theories and models: A new paradigm of instructional theory, vol. II, Mahwah, NJ: Lawrence Erlbaum. Rosatelli, M., & Self, J. (2004). A Collaborative Case Study System for Distance Learning. International Journal of Artificial Intelligence in Education, 14, 97-125. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3 (3), 265-283. Shepard, L. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29 (7), 4-14. Sluijsmans, D., Dochy, F., & Moerkerke, G. (1999). Creating a learning environment by using self- peer- and coassessment. Learning Environments Research, 1, 293-319. 255
Soller, A. (2001). Supporting Social Interaction in an Intelligent Collaborative Learning System. International Journal of Artificial Intelligence in Education, 12, 40-62. Stern, M.K., & Woolf, B.P. (2000). Adaptive content in an online lecture system. Lecture Notes in Computer Science, 1892, 227–238. Sung, Y-T., Chang, K-E., Chiou, S-K., & Hou, H-T. (2005). The design and application of a web-based self- and peer-assessment system. Computers & Education, 45, 187-202. Taras, M. (2002). Using assessment for learning and learning for assessment. Assessment & Evaluation in Higher Education, 27 (6), 501-510. Vizcaíno, A. Contreras, J., Favela, J., & Prieto, M. (2000). An Adaptive, Collaborative Environment to Develop Good Habits in Programming. Lecture Notes in Computer Science 1839, 262-271. Weber, G., & Brusilovsky, P. (2001). ELM-ART: An Adaptive Versatile System for Web-based Instruction. International Journal of Artificial Intelligence in Education, 12 (4), 351-384. Vosniadou, S. (2001). How children learn, retrieved October 15, 2007 from http://www.ibe.unesco.org/publications/ EducationalPracticesSeriesPdf/prac07e.pdf. 256
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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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Olfos, R., & Zulantay, H. (2007). R
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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Page 211 and 212: Downes, S. (2003). Design and Reusa
Page 213 and 214: Appendix A. Good-enough approaches
Page 215 and 216: Rapid Prototyping and Design Based
Page 217 and 218: Initial Design Because the field-ba
Page 219 and 220: • reducing the number of required
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
Page 237 and 238: columns shown in Table 2, where 1
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
Page 245 and 246: the proposed methods can evaluate s
Page 247 and 248: Gogoulou, A., Gouli, E., Grigoriado
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
Page 259: them characterized it as time and e
Page 263 and 264: making reference to the others wher
Page 265 and 266: Solution 2.2: Deliberately select h
Page 267 and 268: just near a deadline, when it may b
Page 269 and 270: assessed on an individual basis. Wi
Page 271 and 272: - and even appreciated - by student
Page 273 and 274: Panitz, T., & Panitz, P. (1998). En
Page 275 and 276: Concept Mapping Concept mapping by
Page 277 and 278: Research Questions In order to dete
Page 279 and 280: with their teacher but rather than
Page 281 and 282: Tukey’s HSD post hoc test reveale
Page 283 and 284: collaboratively during study time?
Page 285 and 286: Jegede, O.J., Alaiyemola, F.F., & O
Page 287 and 288: esources. The use of synchronous te
Page 289 and 290: The use of digital communication mo
Page 291 and 292: contributed more information and en
Page 293 and 294: 3. Use the second screen for the le
Page 295 and 296: • Use drawing to develop writing
Page 297 and 298: student and teacher on the synchron
Page 299 and 300: Vogel, J. J., Vogel, D. S., Cannon-
Page 301 and 302: Cases The first set of ten case stu
Page 303 and 304: Kılıçkaya, F. (2007). Website re
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