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Chang, W. W. (1998). A discussion of the relationship between RDF-Schema and UML, retrieved December 10, 2003 from http://www.w3.org/TR/1998/NOTE-rdf-uml-19980804/. Clark, J. (1999). XSL Transformations (XSLT) version 1.0, retrieved December 10, 2003, from http://www.w3.org/TR/xslt. de Bra, P., Houben, G., & Wu, H. (1999). AHAM: A Dexter-based reference model for adaptive hypermedia. In J. Westbomke, U. K. Wiil, J. J. Leggett, K. Tochtermann & J. M. Haake (Eds.) Proceedings of the tenth ACM conference on hypertext and hypermedia: returning to our diverse roots, New York: ACM Press, 147-156. Ford, P., Goodyear, P., Heseltine, R., Lewis, R., Darby, J., Graves, J., Sartorious, P., Harwood, D., & King, T. (1996). Managing change in higher education: A learning environment architecture, Buckingham: Open University Press. Garzotto, F., Schwabe, D., & Paolini, P. (1993). HDM- a model based approach to Hypermedia Application Design. ACM Transactions on Information Systems, 11 (1), 1-26. Horn, A. (1951). On sentences which are true of direct unions of algebras. Journal of Symbolic Logic, 16, 14-21. IMS (2003). IMS Simple Sequencing Specification, retrieved December 10, 2003, from http://www.imsglobal.org/simplesequencing/. Isakowitz, T., Stohr, E., & Balasubramanian, P. (1995). RMM - A methodology for structured hypermedia design. Communications of the ACM, 38 (8), 34-48. Lee, T. B. (1998). Evolvability, retrieved December 10, 2003, from http://www.w3.org/DesignIssues/Evolution.html. Lowe, D., & Hall, W. (1999). Hypermedia & the web, an engineering approach, West Sussex, England: John Wiley & Sons. Manola, F., & Miller, E. (2003). RDF primer, retrieved December 10, 2003, from http://www.w3.org/TR/rdfprimer/. Microsoft Corporation (2003). LRN 3.0 toolkit, retrieved December 10, 2003, from http://www.microsoft.com/elearn/. Nilsson, M. (2002). IEEE learning object metadata RDF binding, retrieved December 10, 2003, from http://kmr.nada.kth.se/el/ims/metadata.html. Object Management Book (2003). OMG unified modeling language – version 1.5, retrieved December 10, 2003, from http://www.omg.org/uml. Papasalouros, A., & Retalis, S. (2002). Ob-AHEM: A UML-enabled model for adaptive educational hypermedia applications. Interactive Educational Multimedia, 4, 76-88. Retalis, S., & Skordalakis, E. (2001). An approach for solving instructional problems using networked technologies. Computers in Human Behavior, 17 (4), 393-407. Schwabe, D., & Rossi, G. (1995). The object-oriented hypermedia design model. Communications of the ACM, 38 (8), 45-46. Schwabe, D., & Rossi, G. (1998). An object oriented approach to web-based application design. Theory and Practice of Object Systems, 4 (4), 207-225. Smith, P. L., & Ragan, T. (1999). Instructional design, New York: John Wiley & Sons. Sommervile, I. (1997). Software engineering, Harlow, England: Addison-Wesley. Warmer, J., & Kleppe, A. (1999). The object constraint language: Precise modeling with UML, Reading, MA: Addison Wesley. 142
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Journal of Educational Technology &
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Guidelines for authors Submissions
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Full length articles Malaysian Pers
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von Brevern, H. (2004). Cognitive a
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eflected in e-Learning systems more
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4. Retrospection and Reinvigoration
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Gowin, 1984; Novak, N/A; Cañas et
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deeper analysis for better skill ad
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Based on his exhaustive academic ex
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thinks that an LO is built around A
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With regard to the sociocultural as
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Andrew Deacon has been investigatin
Page 25 and 26:
Clark, R., & Harrelson, G. L. (2002
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Kurzweil, R. (2004). KurzweilAI.net
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Rehak, D., & Mason, R. (2003). Chap
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Sampson, D. G., Lytras, M. D., Wagn
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effects”. Towards this direction
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Semantic Web An important part of t
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specifically to support a learning
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Learner 2. Client looks up service
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different Web sites, and validation
Page 43 and 44:
Brusilovsky, P., Schwartz, E., & We
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Cristea, A. I. (2004). What can the
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lowest level of reuse. So, for inst
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language to describe whole resource
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Figure 3. The LAOS model (Cristea &
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others, and therefore accessed more
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A goal and constraints concept g is
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then an overlay at the map level is
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the actual presentation, but is not
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Semantic Web enthusiasts often enco
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Fensel D., & Musen M. A. (2001). Th
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components in a standard way. The n
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educational resources. There is a g
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WordNet (http://www.cogsci.princeto
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Process-aware Authoring Support for
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Aroyo, L., & Dicheva, D. (2002). Co
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Yang, S. J. H., Chen, I. Y. L., & S
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complex, understanding the concept
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Figure 1. Architecture of Personali
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Attributes Description Annotation_I
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Figure 5 shows the relations among
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semantic level. We have built an on
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Henze, N., Dolog, P., & Nejdl, W. (
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RDF-querying and transformation lan
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Connectives and quantifiers for bui
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OO_Inheritance. A page can have pre
Page 95 and 96: Generating Hypertext Structures Hyp
Page 97 and 98: If we want to show examples, which
Page 99 and 100: Bry, F., & Schaffert, S. (2002). A
Page 101 and 102: Appendix: Set of Rules for Deriving
Page 103 and 104: Abel, M.-H., Benayache, A., Lenne,
Page 105 and 106: get into contact and to dialogue wi
Page 107 and 108: We propose to take into account thi
Page 109 and 110: ResourceAccess Digital Solid Audio
Page 111 and 112: An ontology is a differential set o
Page 113 and 114: In order to handle sets, it is nece
Page 115 and 116: object model (Hall 2001). These sys
Page 117 and 118: Moreale, E., & Vargas-Vera, M. (200
Page 119 and 120: inferences in the background (takin
Page 121 and 122: specifications, which can be reason
Page 123 and 124: esources and, in particular, subscr
Page 125 and 126: Hyland (Hyland, 1998) describes a m
Page 127 and 128: Table 6. Our Essay Metadiscourse Ta
Page 129 and 130: different assignments. Our analysis
Page 131 and 132: annotation categories relevant to t
Page 133 and 134: Smolensky, P., Fox, B., King, R., &
Page 135 and 136: The development of EAHA is a comple
Page 137 and 138: Design sharing and retrieval An RDF
Page 139 and 140: specifically they are: a) indices t
Page 141 and 142: example, sections, lessons, etc.
Page 143 and 144: to these classes. This is slightly
Page 145: The aggregation of concepts, that i
Page 149 and 150: “This country must develop in tot
Page 151 and 152: The carriers of the tales are known
Page 153 and 154: furnishes a cognitive understanding
Page 155 and 156: 2. Enjoyable Reading World Module E
Page 157 and 158: Eklund, J., & Sinclair, K. (2000).
Page 159 and 160: Course of Architecture and Organiza
Page 161 and 162: XSLTs that transform the P3’s out
Page 163 and 164: We have already mentioned that we h
Page 165 and 166: Figure 4. A microprogramming lesson
Page 167 and 168: net models, which P3 shares with Da
Page 169 and 170: In Figure 9 we give students’ ans
Page 171 and 172: Gašević, D., Devedžić, V., &Ves
Page 173 and 174: compare the costs of educational pr
Page 175 and 176: The returns of training, whether tr
Page 177 and 178: completion, and termination. Each o
Page 179 and 180: structured to be consistent with th
Page 181 and 182: Motschnig-Pitrik, R., & Mallich, K.
Page 183 and 184: These must be held or lived by the
Page 185 and 186: think, to communicate, to structure
Page 187 and 188: make mistakes without negative cons
Page 189 and 190: students' statements to the worksho
Page 191 and 192: While project management was a cour
Page 193 and 194: e offered to students in order to p
Page 195 and 196: more meaningful, persistent, and ef
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Motschnig-Pitrik, R., & Derntl, M.
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Situated Cognition and Martin Heide
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successful practices per se, but we
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A situated cognition perspective pu
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References Barab, S., Squire, K., &
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However, only a third of these teac
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teachers based upon the following f
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Wheel of Fortune. His students play
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on technology adoption. At the resp
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Next, we disaggregated the data acc
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concerns. It would be prudent for e
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Educational Technology & Society, 7
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quality assurance and facilitating
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technological values to determine t
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Chapter 4: From competencies to cap
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increased cranial activity; a belie
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Gilbert, J. (2004). Book review: Th
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International Forum of Educational
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