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Symbol Behavior when double-clicked Behavior when following a hyperlink Symbol Table 2. Scene • opening a document (*.doc, *.pdf, *.wav, *.vsd, *.ppt, *.xls, etc.) • nothing, if just a verbally described scene • opening a document (*.doc, *.pdf, *.wav, *.vsd, *.ppt, *.xls, etc.) • visiting a website with the standard browser, if it is a URL • opening the standard mail tool, if it is an e-mail address Table 3. Episode Behavior when double clicked • opening the sub-graph that specifies the episode Behavior when following a hyperlink Symbol • opening a document (*.doc, *.pdf, *.wav, *.vsd, *.ppt, *.xls , …) • visiting a website with the standard browser, if it is an URL • opening the standard mail tool, if it is an e-mail address Table 4. Start node Behavior when double-clicked jumping to the start node of the related graph Behavior when following a hyperlink not applicable Symbol Table 5. End node Behavior when double-clicked jumping to the reference node that succeeds the associated episode node in the related graph Behavior when following a not applicable hyperlink Symbol start Table 6. Reference node Behavior when double-clicked jumping to the end node of the sub-graph that is associated with the preceding episode node Behavior when following a not applicable hyperlink End For edges, it is not meaningful to define double-click actions or hyperlinks. The edges are not intended to carry subject content, but are intended to carry didactics of a mandatory, conditioned, or recommended switch between the nodes of the graph. However, the way that the sequence of nodes is defined by edges needs to be defined, particularly in the case of alternatives and forks. As introduced above, there is a rule that an outgoing edge of a node should have the same starting color as the incoming edge of the node. This serves to express conditions for leaving a node that refers to the incoming edge. The sequence of node traversing is defined as specified in Table 7 through Table 10. 317
Symbols Interpretation Defines a unique successor node Symbol Table 7. Simple edge Table 8. Fork Interpretation Defines several successor nodes, which have to be traversed independently from each other, i.e., in any sequence or parallel Symbol Table 9. Fork with conditions Interpretation Defines several successor nodes, which have to be traversed independently from each other, i.e., in any sequence or parallel according to the specified condition, e.g., take n out of m specified paths Symbol choose 2 of 3 Table 10. Alternatives Interpretation Defines alternative successor nodes, i.e., one of them has to be traversed Characteristics of the new storyboard concept Generally, the basic but important approach behind the new storyboarding is that teaching consists of activity sequences, which can be described by a hierarchy of nested directed graphs. On the first view, the purpose of our storyboards is similar to the purpose of traditional storyboards that are produced for plays or movies. The materials and tools of the storyboard learning activities such as textbooks, scripts, slides, hardware and software models, e-learning systems, and others are comparable to the props of a play or movie. However, there are basic differences between the storyboards proposed here and the traditional storyboards used to depict a play or movie. The differences are as follows: primary purpose (learning vs. entertainment) degree of formalization the constraint of everything above the level of scenes, which is not (and should not be) applied to traditional storyboards in performing arts, since the director has some freedom of individual interpretation (which is good for arts, but bad for our purpose) opportunities to formally represent, process, evaluate, and refine new storyboards, which do not apply at all to storyboards in performing arts In fact, the last two differences are due to the degree of formalization. Also, the newly proposed storyboard concept has features in common with the following: 318
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April 2009 Volume 12 Number 2
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Abstracting and Indexing Educationa
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Engaging students in multimedia-med
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this study discusses computer-based
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Sampling for preliminary study One
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Part 2 Pearson correlation .349** 1
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Figure 1. Box and whisker plot of t
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characteristics and learning styles
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However, critical reflection and in
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novels, so they collected any relat
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1. Theories of teaching: Comments m
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grammatical errors and basic writin
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Ho, B., & Richards, J. C. (1993). R
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Hwang, K.-A., & Yang, C.-H. (2009).
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e deduced from the Affective Domain
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Detection procedure Figure 1 shows
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avoided. Image processing is perfor
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falling asleep) as defined in this
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classmates or left their seats duri
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help teachers to recognize the lear
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Hsieh, P.-H., & Dwyer, F. (2009). T
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significant comprehension effects o
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Treatment 3 (keyword group): Studen
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Criteria of achievement measures Th
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esults. A correlational analysis de
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A 2 x 1 ANOVA analyzed the effect o
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References Aragon, S. R. (2004). In
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Raphael, T. (1982). Improving quest
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educing maintenance costs. The cont
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Synchronization functions According
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inconsistency) and navigate directl
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the suitability of the instructiona
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Design of manipulation process The
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Table 1: Comparative analysis of au
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the convenience of mobile-based ass
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According to evaluation result, the
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Tan, O. S., Parsons, R. D., Hinson,
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At a deeper level, though, there wa
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theoretical assumptions. Two theore
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The students were not going to have
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slightly different. The group who c
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every item, not giving any result.
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edited and presented to the class u
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Figure 10. Screen captures from the
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Some of the concerns that emerge fr
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Ajayi, L. (2009). An Exploration of
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As a result of the confluence of di
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peers (Schellens et al. 2005). Sche
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The integration of discussion board
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ecause the technology allowed the p
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The pre-service teachers perceived
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Furthermore, the study demonstrated
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Schellens, T., van Keer, H., & Valc
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McKean, 2003). Instructors will see
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program at The Ohio State Universit
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Knowledge and skills of developing
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their monthly reflections or assign
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Bull, K., Montgomery, D., Overton,
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frustrating the student). ITSs make
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• Link removal - advanced student
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Expert Module Expert Module’s mai
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Based on the questionnaire results
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students were told that their perfo
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thirds of the interviewed students
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Throughout the semester, students i
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human teacher or question developer
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To test the learning effectiveness
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APPENDIX A Computer Science and Sof
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Thus, the use of computers changes
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Specifically, two objectives were p
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Nonetheless, both teachers assign a
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48% 35% 53% similar similar 69% 42%
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Table 4: Students’ attitudes Stat
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activities. Specifically, the histo
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Huang, Y.-M., Huang, T.-C., Wang, K
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• Could recommended learning sequ
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Analysis of sequences prediction me
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Figure 4. The sorting of learning s
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The figures 5a and 5b illustrate th
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Learning sequence recommendation sy
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In this study, forty subjects were
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The potential for LSRS to promote l
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They pointed out that LSRS helped t
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Cover, T. M., & Thomas, J. A. (1991
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Related Efforts An Internet forum i
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with handheld devices and they were
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agent would direct learners to a le
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Mobile RSS Aggregator In order to s
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learning, such as posting question
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With novel technological support, m
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Shen, L., Wang, M., & Shen, R. (200
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as an ‘affective loop’, which r
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Figure 2 is an example of two-dimen
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preference was gathered through dat
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compute the heart rate (HR) as a fu
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sessions. Of all the 18 learning se
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Burleson, W., Picard, R. W., Perlin
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Wu, C.-C., & Lai, C.Y. (2009). Wire
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The wireless handheld learning envi
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the lengthiness of the scales, whic
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Nursing dictionary We constructed a
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them. The computers were networked
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“The major difference was that I
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questionnaire. We do not consider t
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Faruque, F., Hewlett, P. O., Wyatt,
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etween a user and the system. Addit
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Figure 2. A concept map representin
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C5.0 can help teachers to generate
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that a selected programming exercis
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differences between our system and
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1(students can complete without any
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The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Page 273 and 274: not detected in a previous study, t
Page 275 and 276: et al. (2001) studied the learning
Page 277 and 278: all the students. At the midpoint o
Page 279 and 280: The observed pairs were aware of be
Page 281 and 282: Table 2 shows the results from a mo
Page 283 and 284: Table 5: The distribution of time (
Page 285 and 286: As discussed in the section on prev
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Page 289 and 290: Comprehension monitoring is the awa
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Page 293 and 294: Correlation coefficient was also co
Page 295 and 296: (a) Text 1 (b) Text 2 (c) Text 3 (d
Page 297 and 298: Table 3 shows that the average read
Page 299 and 300: Figure 10. Trace results of the les
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Page 303 and 304: Conn, S. R., Roberts, R. L., & Powe
Page 305 and 306: The technology-mediated groups, wit
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Page 309 and 310: Our research indicates that the hyb
Page 311 and 312: Janoff, D. S., & Schoenholtz-Read,
Page 313 and 314: goal of using storyboards. But, thi
Page 315 and 316: In general, learning activities nee
Page 317 and 318: Furthermore, free subjects, such as
Page 319 and 320: Storyboarding Roots and related wor
Page 321: Referees, on the other hand, may wa
Page 325 and 326: Figure 4. Top-level storyboard for
Page 327 and 328: may take subjects such as practical
Page 329 and 330: network security information envir
Page 331 and 332: The concrete procedure and interact
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Page 335 and 336: Thus, academic education modeling b
Page 337 and 338: Feyer, T., Kao, O., Schewe, K.-D.,
Page 339 and 340: Richards, G. (2009). Book review: T
Page 341 and 342: expands the child’s proximal envi
Page 343: Chapter 6 exemplifies the activitie
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