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

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Narrative Structure (Form) Content (Substance) Functionality (Medium) Figure 3. Screen dump from web lecture on “How to search the internet” Study Guide and Lecture Slides containing: Presentation of central concepts. Supplements to lecture readings. Examples and exercises. Support for lecture notes Pre-Lecture Material Text, graphs and hyperlinks to web resources Electronic document with text, images and graphs Table1. Genre framework for Web Lecture Video Lecture Modularized information of subject matter. Presentation of Students’ assignment(s) Hyperlinked table of content. Student control of video-stream (fast forward, rewind, pause etc.) Coaching T Student-student and student-instructor interaction Text-based interaction in threaded discussion forum or multiparty video-conference session Student Paper(s) Students’ Individual paper Electronic document with text, images and graphs Deadline Feedback T Teacher’s individual feedback to students Anchored annotations in electronic document 43
Blog Reflection This design concept was developed in a Ph.d.-course on work-integrated learning with participants from several disciplines with in social sciences. The narrative structure depicted below was repeated four times (in four consecutive modules). The core IT-support for this simplistic design was a standard blog system (fig 4). Figure 4. Standard system used for the Blog Reflection The overall purpose is for students to reflect and discuss on a common reading assignment. The first activity is streamed video-vignette which introduces and problematize central themes, concepts and theories from the literature. This is followed by individual reading in parallel with joint discussion on the web. Each student is then expected to publish a brief text where she relates the literature to her own dissertation project. The reflections are posted as entries to the blog. Each reflection receives commentary from two other students, and the module is closed by the teacher who writes a meta-reflection on all contributions. Table 2, outlines schematically how the blog reflection genre can be described using the genre framework matrix. Narrative Structure (Form) Content (substance) Functionality (Medium) Vignette Introduction of reading assignment Presentation of central concepts and theories Video-stream with student control Table 2. Genre framework for Blog reflection Joint Discusssion Student-student discussion parallel to individual reading Threaded textbased discussion forum Publish Reflections Deadline Short personal reflection on the literature Text-based Blog entry Writing Rreviews Publish Reviews Deadline Comments and reviews of at least two other entries Teacher Wrap Up Teacher’s metacomments on all reflections and reviews Standard Blog Follow-up Blog entry 44
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 and 42: Bernmark-Ottosson, A. (2005). Demok
Page 43 and 44: The Knowledge Foundation (2005). IT
Page 45 and 46: Figure 1. Design Theories in contex
Page 47: attention as we frequently discuss
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
Page 93 and 94: Figure 7. Our newly added factors i
Page 95 and 96: question factors according to IRT;
Page 97 and 98: 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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(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
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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
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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-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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October 2007 Volume 10 Number 4 - Educational Technology ...

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