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

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• Assistance in designing and working with authentic learning environments or ‘deep learning’ can provide instructors with insights into the potential of technology and into their pedagogy. The third set of five cases focus on Resource-Based Online Learning Systems. The editors do not define exactly what they mean by ‘Resource-Based Online Learning Systems’ so do not be misled by the section title. While these five cases note many of the same examples of lessons learned and best practices noted in the other cases, there are several aspects that are noteworthy in these cases. These particular aspects are; Costing - • The multimedia instructional product for medical school students mentions the need for experts in storyboarding and scripting as well as for technically skilled people to transform the content into online materials. The planning and development process outlined would be extremely useful. This case is the only one to mention costs - $75,000 per hour of multimedia course. Planning - • The Hard Fun case illustrates a hardcore constructivist approach using much jargon in developing a learning resource. The components that go into this resource and the evaluation rubric outlined are excellent examples and will be of use to those wanting to explore constructivism. • The ESPORT case brings out the importance of systematic and consultative evaluation of pilot projects and the significance of understanding the difficulties of adoption of innovations within organizations. • The EBS E-learning chapter reinforces the importance of orchestrating many factors in order for e-learning to be effective. • The last chapter discusses a multifaceted ideology which describes an e-learning ecosystem encompassing such elements as the conceptualization of courseware, standardizing interoperable content, and personalizing learning experiences. The two projects, one on student support and the other on faculty development, illustrate how useful such a framework is to integrating products into a unified program. The 23 cases give the reader different stories of how researchers around the globe are facing the challenges of elearning. While the stories are different many of the challenges faced are similar, i.e. planning ahead is critical, instructor development crucial, and student support vital. Conclusion This book is a valuable resource for practitioners but at the same time a difficult read! Editing a multi-chapter publication is a daunting venture and the editors should be commended for bringing these cases together. The editors did try to bring some standardization to the content formats but the variety of writing styles requires close reading to recognize what some of the authors really mean. Here is where the editors could have done more work in clarifying meaning, catching typographic errors, questioning vague terminology or unsupported conclusions, and improving illegible graphics. Nevertheless, the suggestions by the case authors are valuable for the lessons learned and suggestions for best practices. Readers interested in what others around the world are doing should find the cases useful for confirmation as well as for new insights. In addition, the experiences from around the world show that while some are ahead of others, instructors and students are facing the same challenges in e-learning. Reference Mishra, S. (2002). A design framework for online learning environments. British Journal of Educational Technology, 33 (4), 493-496. 297
Kılıçkaya, F. (2007). Website review: WordChamp: Learn Language Faster. Educational Technology & Society, 10 (4), 298-299. Reviewer: Ferit Kılıçkaya Middle East Technical University, Faculty of Education Department of Foreign Language Education 06531 Ankara, Turkey kilickay@metu.edu.tr http://www.metu.edu.tr/~kilickay http://www.technologycallsyou.com Site URL: http://www.wordchamp.com Site title: WordChamp: Learn Language Faster WordChamp: Learn Language Faster (Website Review) Objective of the site: The very basic objective is to help the teachers, students and organizations in the process of learning new vocabulary of the target language that they are aiming to learn. Intended audience: The site seems very useful to teachers and students of any language and the organizations aiming to help their employees and client. Domain related aspects: It is an educational site and it focuses on teaching vocabulary which is compatible with all languages. The site provides the audience with vocabulary of different types of drills including translation, listening comprehension, dictation, and language-specific drills. The content of the site is original and memberships including access to all features and content are free for everyone. Structure of the Site: “WordChamp: Learn Language Faster” is basically divided into three sections: Web reader Learn vocabulary Course management Browse languages Under the section headed “Web reader”, there is a page which help the audience read authentic texts. It takes any webpage or text and shows popup definitions to all the words it recognizes. It demolishes the frequent annoying time-consuming trips to the dictionary. Moreover, if the word has audio, the audience has the opportunity to hear a native speaker pronouncing it. “Learn vocabulary” hosts vocabulary drills including translation, listening comprehension, dictation, and language-specific drills. Also, the audience can create their own vocabulary lists with audio, which can be downloaded as mp3 files and as flashcards. You can find samples of the different drills here. The database currently holds 2,494,798 flashcards in 112 languages. “Course management” provides teachers with tools to help their students to learn vocabulary outside of class. With the tools provided in this section, teachers can create custom lists specific to their classes, set up a class and homework assignments. Moreover, they can also track ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 298
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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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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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Page 275 and 276: Concept Mapping Concept mapping by
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Page 301: Cases The first set of ten case stu
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October 2007 Volume 10 Number 4 - Educational Technology ...

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