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

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• Use graphics and photographs as picture clues. • Share ownership of the empty space on the whiteboard with the student. • Draw a box on the whiteboard screen to define the working space for more structured activities. • Use a different colour for feedback and comments to the student (pink is good). • Write feedback and comments at the bottom or side of the screen or wherever a space can be found that does not overlap the student’s written work. 5. Use the third and subsequent screens as a working space for activities based on the lesson plan • Use the whiteboard as a learning space and ‘playground’. • Add screens as required. Figure7. An example of element 5 Figure 8. An example of element 6 6. Give greater prominence to freehand drawing and keyboard writing on the whiteboard • Encourage the student to draw pictures on the whiteboard as a way of developing confidence. 289
• Use drawing to develop writing skills. • Encourage the student to use the tools in the toolbar. • Encourage the student to experiment with colour using the palette. • Use writing to develop reading skills. • Encourage the student to develop keyboarding skills. • Encourage the student to use the graphic tablet. 7. Balance interactivity and spontaneity with teacher ‘wait times’. • Allow the student time to respond verbally. • Keep the teacher’s verbal comments simple to accommodate audio lag. • Write comments and feedback on the whiteboard to compensate for audio lag. • Repeat verbal comments in writing to restate the message if necessary. • Use the chat room to communicate with the Home Tutor. Figure 9. An example of element 7 Figure <strong>10</strong>. An example of element 8 290
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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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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Page 245 and 246: the proposed methods can evaluate s
Page 247 and 248: Gogoulou, A., Gouli, E., Grigoriado
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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
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: 3. Use the second screen for the le
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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October 2007 Volume 10 Number 4 - Educational Technology ...

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