October 2012 Volume 15 Number 4 - Educational Technology ...

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The results of the survey on 3D viewers are shown on Table 2 in which 5 points are given to Option A (essential), 3 points to Option B (necessary), and 1 point to Option C (desirable). This table shows that the three most important requirements were considered to be: zoom, movement and rotation (free or on the axis line) with 4.55 points; simple, intuitive handling (4.13 points); and, predefined and standard views (4.09 points). The maximum possible would, of course, have been 5 points. Selection of the 3D visualization configurations to be analysed First of all the technical features of 26 softwares for 3D visualization were studied (viewers, publishers and 3D output formats): Adobe Acrobat Pro Extended, RxView, SpinFire Professional, MYRIAD, XVL Studio Pro, Publisher3D Professional and Pages3D Professional, Deep Exploration CAD Edition, eDrawings Professional, 3DVIA Composer, Anark Core Workstation, Cortona 3D viewer (Parallelgraphics), Viewpoint Media Player, Kaon Web3D, Hoops Stream Toolkit, 3D XML player, AutoVue (Oracle), Meshlab, OneSpace Designer – 3D Access, 3D- Tool, Alteros 3D, Cult3D (Cycore Systems), Delcam Exchange, 3DVIA-printscreen, Autodesk ® Design Review, COLLADA, Interactive Product Animator (IPA). As a consequence of this initial study, we realized that in the process of selecting 3D viewers for teaching purposes it is necessary to take into account not only the specific visualization softwares but also all the items that are involved in the process, namely the CAD package (SolidWorks, Catia, Solid Edge, Inventor, Pro/Engineer, NX, etc.), the publisher, the output format (3D XML, VRML, COLLADA, etc.), the viewer/plug-in (eDrawings, MYRIAD 3D Reader, etc.), and the format of the document. Bearing in mind these items, we have considered two alternatives (Figure 1): the first is generated from the CAD model which is exported to a visualization format and, by means of the appropriate viewer or plug-in, is integrated into the document; and, in the second, a publisher which accepts the CAD format and exports it to a format which is compatible with the model or type of document is also needed. CAD model CAD model MultiCAD publisher Exporting (VRML, 3D XML, U3D, etc.) Figure1. Viewers: the two alternatives. Following an initial study of the technical features of the 26 softwares, and taking into account the above two alternatives, the CAD packages available, and the possibility of having documents with interactive 3D models, we selected three cases of 3D viewer configurations for the learning of graphic engineering. These are: - Configuration A (Figure 2). Exporting the models in eDrawings format from SolidWorks. The files obtained keep the animations and review tools of the CAD models (Figure 3 and Annex 1) and it is possible to manipulate the models with the eDrawings freeware viewer which can be downloaded from http://www.edrawingsviewer.com/pages/programs /download/. SolidWorks Exporting (publisher formats) eDrawing Plug-in/ Viewer Figure 2. Configuration A Viewer publisher /Plug-in Animations and review tools Model in DOC, PDF, Web Model in DOC, PDF, Web The strongest points of configuration A are as follows: easy insertion of 3D models in Office and Internet, freeware viewer, and importing of animations generated in SolidWorks. 171
Figure 3. Example of cutting tool with eDrawings (Annex 1). - Configuration B (Figure 4). First of all, the models are exported from Catia to 3DXML format, and by means of the 3D XML Player freeware viewer (which can be downloaded at http://www.3ds.com/es/products/3dvia/3d-xml/1/), the models can be manipulated and the Catia generated animations (Figure 5 and Annex 2) are kept, with easy integration into Office documents and into the web, but without review tools. 3DXML is a proprietary 3D file format developed by Dassault Systèmes under its 3D Via Brand; it uses an XML container whose specifications were published but it should not be confused with X3D, which is the ISO standard XML-based file format for representing 3D. CATIA 3D XML eDrawings Figure 4. Configuration B Animations Review tools Figure 5. Example of animation in 3D XML Player (Annex 2) 172
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
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In Mike’s terminal window, run
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Chen, L.-C., & Lin, C. (2007). Comb
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To address these drawbacks some app
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LOM LOM objects Universia RDF repos
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Obtain DBpedia categories. In this
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This is not the usual result since
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The algorithm returns a set of DBpe
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shows. However, the benefit of expl
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Conclusions An approach for the ext
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Zhao, G., Ailiya, & Shen, Z. (2012)
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Apart from these, a project “SimS
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Autonomy is related to the sense of
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practice” for practicability, and
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secondary school students in Singap
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desirable; the event endurer is the
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Gartner, A. (1971). Children Teach
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experience and the guidance which i
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is further augmented with the numbe
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shown in the central part of Figure
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useful when choosing a learning pat
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competences helped them to specific
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model (Maier & Schmidt, 2007) as an
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Margaryan, A., Milligan, C., Little
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Being a Digital Native, however, is
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Pre-adolescent information seeking
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The significance of the study rests
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The middle school site followed a s
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A similar process for the middle sc
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have developed a new design model
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Davidson, J., & Wright, J. (1994).
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Mostmans, L., Vleugels, C., & Banni
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productive and needing more time to
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the location of computers: In eleme
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Accordingly, informants in the BOM-
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Goodman, L., MacCallum-Stewart, E.d
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Chen, M.-Y., Chang, F. M.-T., Chen,
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information systems (system quality
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participant’s usage intentions we
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Page 127 and 128: the e-Portfolio system. Therefore,
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Page 131 and 132: Cho, C.-W., Yeh, T.-K., Cheng, S.-W
Page 133 and 134: them search for resources, they wer
Page 135 and 136: A user’s tags can be visible or i
Page 137 and 138: a month. Note that, since social ta
Page 139 and 140: (Fujimura et al., 2007). The aim of
Page 141 and 142: Rainie, L. (2007, January 31). 28%
Page 143 and 144: Moreover, teacher pedagogical belie
Page 145 and 146: However, Singer and Maher (2007) ex
Page 147 and 148: Data analysis After collecting data
Page 149 and 150: interpretations of effect size of c
Page 151 and 152: places to develop teaching skills,
Page 153 and 154: Kajder, S. B. (2005). Preservice En
Page 155 and 156: Huang, Y.-M., Liu, C.-H., Lee, C.-Y
Page 157 and 158: organized in a didactic way that co
Page 159 and 160: Front-end subsystem A front-end sub
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Page 163 and 164: Procedure Figure 7. The participant
Page 165 and 166: Results of user satisfaction evalua
Page 167 and 168: Table 8. The comparison of the PSQ
Page 169 and 170: system for recommendation purpose i
Page 171 and 172: affiliation network models as a col
Page 173 and 174: Choosing the most suitable viewer i
Page 175: visualization, user-friendly operat
Page 179 and 180: imported in Adobe Acrobat Pro Exten
Page 181 and 182: 10 points, if it fully meets the re
Page 183 and 184: The overall competitive assessment
Page 185 and 186: Ramos Barbero, B., García Maté, E
Page 187 and 188: connected devices such as iPods and
Page 189 and 190: The common constructivist themes su
Page 191 and 192: Data analysis Data was gathered fro
Page 193 and 194: ...I do my downloads through iTunes
Page 195 and 196: podcasts. In Case Study 2, although
Page 197 and 198: Rüdel, C. (2006). A work in progre
Page 199 and 200: issues in undergraduate economics c
Page 201 and 202: money market affect the equilibrium
Page 203 and 204: Through the simulation program the
Page 205 and 206: However, group A presents a better
Page 207 and 208: Thus, we can confirm the advantages
Page 209 and 210: Clark, D., Nelson, B., Sengupta, P.
Page 211 and 212: centered approach to learning inste
Page 213 and 214: Research question and population Th
Page 215 and 216: Learning effectiveness was analyzed
Page 217 and 218: that have turned experimental equip
Page 219 and 220: Lee, H.-J., & Lim, C. (2012). Peer
Page 221 and 222: Message Analysis Frameworks Existin
Page 223 and 224: social messages, whereas the latter
Page 225 and 226: This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
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Cadima, R., Ojeda, J., & Monguet, J
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Centrality metrics measure the exte
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Results Social Networks During the
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performance of the executives educa
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Song, S., Nerur, S., & Teng, J. (20
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We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
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Figure 4. Example of an assessment
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ate of errors in “Level 3” foll
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The evaluation of reusing pedagogic
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Shute, V. J., & Spector, J. M. (200
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Literature Review Cognitive apprent
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questions. Meta-Analyzer has been r
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presentation as a conclusion. Simil
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Interaction effect between cognitiv
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References Abouserie, R., & Moss, D
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Oloruntegbe, K. O., Ikpe, A., & Kuk
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Young, M.-L. (2012). An Exploratory
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use is simply an expedited form of
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In order to elicit narratives about
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Findings The study shows that deliv
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With the changes in the teaching en
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Bostrom, R. & Heinen, J. S. (1977a)
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Lindgren, R., & McDaniel, R. (2012)
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those that allow for less agentic a
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whether the adoption of a novel des
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AEM Course Features. A subset of po
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Figure 4 shows the average pre and
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Ford, M. (1992). Motivating humans:
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Liang, T.-H., Huang, Y.-M., & Tsai,
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TSL1: Teacher as a coach TSL2: Teac
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instructional event (the upper part
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Table 3. The results of the chi-squ
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simultaneously complied with ISL an
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Finally, several pedagogical implic
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Hung, C.-M., Hwang, G.-J., & Huang,
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theory of Piaget (1950) and the soc
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Learning activities The unit of “
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subgroup in the control group neede
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When asked about the differences be
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Delialioglu, O., Cakir, H., Bichelm
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Anderson, T., & McGreal, R. (2012).
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This belief in the correlation of r
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and sometimes to compel, faculty to
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Part time versus full time faculty
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The open universities have a partic
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