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

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Lindberg, J.O., & Olofsson, A.D. (2006). Distancing Democracy: organising on-line teacher training to promote community values. UCFV Research Review, 1 (1), retrieved October 7, 2007, from http://journals.ucfv.ca/rr/RR11/article-PDFs/lindberg-olofsson.pdf. Lindberg, J.O., & Olofsson, A.D. (in press). OLC in the context of the Other – Face, trace and cyberspace. International Journal of Web Based Communities. Lindberg, O. (2002). Talet om lärarutbildning [Teacher Education: How we talk about it and what it means], Doctoral thesis, Örebro: Universitets-biblioteket. Lock, J. V. (2002). Laying the groundwork for the development of learning communities within online courses. Quarterly Review of Distance Education, 3 (4), 395-408. Olofsson, A.D. & Lindberg, J.O. (2005). Assumptions About Participating in Teacher Education Through the Use of ICT. Campus Wide Information Systems, 22 (3), 154-161. Olofsson, A.D., & Lindberg, J.O. (2006). Enhancing Phronesis. Bridging Communities through Technology. In Sorensen, E. K. & Murchú, D. Ó (Eds.), Enhancing Learning Through Technology, London: Information Science Publishing, 29-55. Palloff, R.M., & Pratt, K. (2005). Collaborating online. Learning together in community, San Francisco, CA: Jossey- Bass. Risser, J. (1997). Hermeneutics and the voice of the others. Re-reading Gadamer´s Philosophical hermeneutic, New York: State University of New York Press. Rydberg Fåhræus, E. (2003). A triple helix of learning processes: how to cultivate learning, communication and collaboration among distance-education learners, Doctoral thesis, Stockholm: Stockholms universitet. Schwier, R. A. (2002). Shaping the Metaphor of Community in Online Learning Environments. Paper presented at the International Symposium on Educational Conferencing, June 1, 2002, Banff, Canada, retrieved October 7, 2007, from http://cde.athabascau.ca/ISEC2002/papers/schwier.pdf. Sergiovanni, T. (1999). The story of community. In Retallick, J., Cocklin, B. & Coombe, K. (Eds.), Learning Communities in Education, London: Routledge, 9-25. Seufert, S., Lechner, U., & Stanoevska, U. (2002). A reference model for online learning communities. International journal on E-learning, 1 (1), 43-55. Sorensen, E.K., & Ó Murchú, D. (2004). Designing Online Learning Communities of Practice: A Democratic Perspective. Journal of Educational Multimedia, 29 (3), 189-200. Sorensen, E.K., & Takle, E.S. (2004). A cross-cultural cadence. Knowledge building with networked communities across disciplines and cultures. In Brown, A. & Davis, N. (Eds.), World Yearbook of Education 2004. Digital Technology, Communities & Education, London: Routledge Falmer, 251-263. Stigmar, M. (2002). Metakognition och Internet. En undersökning om gymnasieelvers informationsanvändning [Metacognition and the Internet. A study of high-school students´ use of information], Doctoral thesis, Växjö: Växjö University Press. Svensson, L. (2002). Communities of Distance Education, Doctoral thesis, Göteborg: Göteborgs universitet. Söderström, T., Hamilton, D., Dahlgren, E., & Hult, A. (2006). Premises, promises: connection, community and communion in online education, Discourse, 27 (4), 533-549. 37
The Knowledge Foundation (2005). IT och lärarstuderande 2005 [IT and Teacher Trainees 2005], Stockholm: Stiftelsen för kunskaps- och kompetensutveckling. The Swedish National Agency for Higher Education (2005). A follow-up on the Swedish Net University. Final report 2: Accessibility, recruitment and extra compensation, Report No. 49, Stockholm: The Swedish National Agency for Higher Education. Thórsteinsdóttir, G. (2005). The information seeking behaviour of distance students: a study of twenty Swedish library and information science students, Doctoral thesis, Göteborg: Inst. f. biblioteks- och informationsvetenskap, Göteborgs universitet. Wenger, E. (1998). Communities of practice. Learning, meaning and identity, New York: Cambridge University Press. 38
Page 1 and 2: October 2007 Volume 10 Number 4
Page 3 and 4: Abstracting and Indexing Educationa
Page 5 and 6: The Relationship of Kolb Learning S
Page 7 and 8: a question about learning together
Page 9 and 10: affordances of networked learning s
Page 11 and 12: included a unit on collaborative le
Page 13 and 14: on at different times and work indi
Page 15 and 16: • the numerous evaluation studies
Page 17 and 18: wanted to work. The same inquiry pr
Page 19 and 20: usability studies have a place in t
Page 21 and 22: Milrad, M., & Jackskon, M. (2007).
Page 23 and 24: information- and communication tech
Page 25 and 26: Interactive Examination, the studen
Page 27 and 28: Table 1. Criteria for grading OD st
Page 29 and 30: content. Differences in the attitud
Page 31 and 32: Even though further research on the
Page 33 and 34: Olofsson, A. D. (2007). Participati
Page 35 and 36: Etzioni (1993) points out that an i
Page 37 and 38: programme. They are rather construc
Page 39 and 40: to be that each individual trainee
Page 41: Bernmark-Ottosson, A. (2005). Demok
Page 45 and 46: Figure 1. Design Theories in contex
Page 47 and 48: attention as we frequently discuss
Page 49 and 50: Blog Reflection This design concept
Page 51 and 52: Narrative Structure (Form) Content
Page 53 and 54: Löwgren, J., & Stolterman, E. (200
Page 55 and 56: critique, neither do the single ind
Page 57 and 58: suggested by Ljungberg (1999b) we c
Page 59 and 60: the del.icio.us site (see figure 3)
Page 61 and 62: Device cultures It is not only the
Page 63 and 64: uilt using a camera-equipped PDA ru
Page 65 and 66: Jones, C., Dirckinck-Holmfeld, L.,
Page 67 and 68: Milrad, M., & Spikol, D. (2007). An
Page 69 and 70: components to be able to deal with
Page 71 and 72: compulsory throughout the project.
Page 73 and 74: only with their existing day-today
Page 75 and 76: As our work continues, we will try
Page 77 and 78: cognition as well as self-regulated
Page 79 and 80: Mobile mind map tool for stimulatin
Page 81 and 82: the pictorial knowledge representat
Page 83 and 84: Ericsson, K. A., & Simon, H. A. (19
Page 85 and 86: Al-A'ali, M. (2007). Implementation
Page 87 and 88: complex cognitive skills involve em
Page 89 and 90: Table 1. CAT and a linear mathemati
Page 91 and 92: 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
Page 117 and 118:
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
Page 181 and 182:
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
Page 227 and 228:
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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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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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
Page 277 and 278:
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
Page 287 and 288:
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-
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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