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

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their students’ performance. In “Browse Languages” section, the audience can go over the lists that have been prepared by others or browse the languages available. Usefulness and richness of each topic: Learning new vocabulary is one of the things that take the most time and the most of the learners have difficulty in. Vocabulary is inescapable since anything related to any language starts with learning new vocabulary. This site provides learners of any language with the vocabulary items (audio, definitions, drills, and flashcards). It makes it easy for students to practice the vocabulary they need. It is rich as regards the materials provided. Connectivity: I did not notice any problem in having access to the site through ADSL and standard modem connection. However, downloading the lists of vocabulary with audio is a problem with slow connection. No special software is needed. However, in order to listen to the audio files on this site and the lists of vocabulary items with audio, it is required to have a flash player and an mp3 player, which is freely available on the net. Interface related aspects: The layout of the website The layout is good and the links to the pages are clearly identifiable. There is no animations which are distracting. Site structure The audience can easily find what they are looking for via clear titles and links. There are separate sections for different aims (for students, teachers and organizations). The fonts are readable and the background color is not distracting. Navigation The audience can easily navigate the website. Search facilities The search facility provided helps the audience to search in the vocabulary lists, users and the words. Overall issues: The site is supported by a commercial firm and all the contact details of the site owners are provided. It has no distracting banners, animations or advertisements. The site is regularly updated and the news is provided through RSS. The external links to other language resources were valid at the time of writing this review. Other comments: “WordChamp: Learn Language Faster” is rich regarding the content, materials, vocabulary lists and the facilities provided to the learners and teachers of any language. The access to over 127,000 recordings of native speakers, the database currently holding 2,494,798 flashcards in 112 languages and “Web Reader” is really fascinating. Downloading lists and flashcards to mp3 players and to mobile phones, pre-made conjugation charts, and audio files make a huge difference while studying a foreign language. The tools provided by this site are invaluable. Better still, this site is currently open to access without any payment. However, audio is currently available in Arabic, Bulgarian, Chinese (Mandarin), English, Farsi, French, German, Hungarian, Italian, Japanese, Norwegian, Portuguese, Spanish, Swahili, Turkish, and Tagalog. 299
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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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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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• Self-, Peer- and Collaborative-
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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 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: Kılıçkaya, F. (2007). Website re
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October 2007 Volume 10 Number 4 - Educational Technology ...

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