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Journal of Educational Technology & Society Volume 7 Number 4 2004 Table of contents Editorial 1 Formal discussion summaries Cognitive and Logical Rationales for e-Learning Objects Moderator and Summarizer: Hansjörg (George) von Brevern Special issue articles Theme: Ontologies and the Semantic Web for E-learning Guest Editors: Demetrios G. Sampson, Miltiadis D. Lytras, Gerd Wagner and Paloma Diaz Ontologies and the Semantic Web for E-learning (Guest editorial) Demetrios G Sampson, Miltiadis D. Lytras, Gerd Wagner and Paloma Diaz Web Intelligence and Artificial Intelligence in Education Vladan Devedžić What can the Semantic Web do for Adaptive Educational Hypermedia? Alexandra I. Cristea The New Challenges for E-learning: The Educational Semantic Web Lora Aroyo and Darina Dicheva Ontology Enabled Annotation and Knowledge Management for Collaborative Learning in Virtual Learning Community Stephen J.H. Yang, Irene Ya-Ling Chen and Norman W.Y. Shao Reasoning and Ontologies for Personalized E-Learning in the Semantic Web Nicola Henze, Peter Dolog and Wolfgang Nejdl Ontology-based Organizational Memory for e-learning Marie-Hélène Abel, Ahcène Benayache, Dominique Lenne, Claude Moulin, Catherine Barry and Brigitte Chaput Semantic Services in e-Learning: an Argumentation Case Study Emanuela Moreale and Maria Vargas-Vera Semantic Description of Educational Adaptive Hypermedia based on a Conceptual Model Andreas Papasalouros, Symeon Retalis and Nikolaos Papaspyrou ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum & of Society Educational (IFETS). Technology The authors & Society and the (IFETS). forum The jointly authors retain and the the copyright forum jointly of the retain articles. the Permission copyright of to the make articles. digital Permission or hard copies to make of part digital or all or of hard this copies work for of part personal or all or of classroom this work use for is personal granted or without classroom fee provided use is granted that copies without are fee not provided made or that distributed copies are for profit not made or commercial or distributed advantage for profit and or that commercial copies bear advantage the full and citation that copies on the bear first page. the full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of than this work IFETS owned must by be others honoured. than Abstracting IFETS must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to post otherwise, on servers, to republish, or to redistribute to post on to lists, servers, requires or to prior redistribute specific to permission lists, requires and/or prior a specific fee. Request permission permissions and/or from a fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 2-25 26-28 29-39 40-58 59-69 70-81 82-97 98-111 112-128 129-142 iii
Full length articles Malaysian Perspective: Designing Interactive Multimedia Learning Environment for Moral Values Education Norhayati Abd Mukti and Siew Pei Hwa Teaching Petri Nets Using P3 Dragan Gašević and Vladan Devedžić Evaluating the Cost Effectiveness of Online and Face-to-Face Instruction Sharon Jeffcoat Bartley and Jennifer H. Golek Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm Renate Motschnig-Pitrik and Katharina Mallich Situated Cognition and Communities of Practice: First-Person “Lived Experiences” vs. Third-Person Perspectives David Hung, Chee-Kit Looi and Thiam-Seng Koh Examining Teachers’ Decisions To Adopt New Technology William Sugar, Frank Crawley and Bethann Fine Software announcement ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on the for components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 143-152 153-166 167-175 176-192 193-200 201-213 ApplyNET University 214 Book reviews Virtual Learning and Higher Education Reviewer: Richard Malinski Relearning to E-learn: Strategies for Electronic Learning and Knowledge Reviewer: Joop van Schie Leaving School: Finding Education Reviewer: Jeremy B. Williams and Judith C. Williams Thank You, Brain For All You Remember: What You Forgot Was My Fault Reviewer: Jenny Gilbert 215-218 219-220 221-223 224-225 iv
Page 1 and 2: Journal of Educational Technology &
Page 3: Guidelines for authors Submissions
Page 7 and 8: von Brevern, H. (2004). Cognitive a
Page 9 and 10: eflected in e-Learning systems more
Page 11 and 12: 4. Retrospection and Reinvigoration
Page 13 and 14: Gowin, 1984; Novak, N/A; Cañas et
Page 15 and 16: deeper analysis for better skill ad
Page 17 and 18: Based on his exhaustive academic ex
Page 19 and 20: thinks that an LO is built around A
Page 21 and 22: With regard to the sociocultural as
Page 23 and 24: Andrew Deacon has been investigatin
Page 25 and 26: Clark, R., & Harrelson, G. L. (2002
Page 27 and 28: Kurzweil, R. (2004). KurzweilAI.net
Page 29 and 30: Rehak, D., & Mason, R. (2003). Chap
Page 31 and 32: Sampson, D. G., Lytras, M. D., Wagn
Page 33 and 34: effects”. Towards this direction
Page 35 and 36: Semantic Web An important part of t
Page 37 and 38: specifically to support a learning
Page 39 and 40: Learner 2. Client looks up service
Page 41 and 42: different Web sites, and validation
Page 43 and 44: Brusilovsky, P., Schwartz, E., & We
Page 45 and 46: Cristea, A. I. (2004). What can the
Page 47 and 48: lowest level of reuse. So, for inst
Page 49 and 50: language to describe whole resource
Page 51 and 52: Figure 3. The LAOS model (Cristea &
Page 53 and 54: others, and therefore accessed more
Page 55 and 56:
A goal and constraints concept g is
Page 57 and 58:
then an overlay at the map level is
Page 59 and 60:
the actual presentation, but is not
Page 61 and 62:
Semantic Web enthusiasts often enco
Page 63 and 64:
Fensel D., & Musen M. A. (2001). Th
Page 65 and 66:
components in a standard way. The n
Page 67 and 68:
educational resources. There is a g
Page 69 and 70:
WordNet (http://www.cogsci.princeto
Page 71 and 72:
Process-aware Authoring Support for
Page 73 and 74:
Aroyo, L., & Dicheva, D. (2002). Co
Page 75 and 76:
Yang, S. J. H., Chen, I. Y. L., & S
Page 77 and 78:
complex, understanding the concept
Page 79 and 80:
Figure 1. Architecture of Personali
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Attributes Description Annotation_I
Page 83 and 84:
Figure 5 shows the relations among
Page 85 and 86:
semantic level. We have built an on
Page 87 and 88:
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
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If we want to show examples, which
Page 99 and 100:
Bry, F., & Schaffert, S. (2002). A
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Appendix: Set of Rules for Deriving
Page 103 and 104:
Abel, M.-H., Benayache, A., Lenne,
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get into contact and to dialogue wi
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We propose to take into account thi
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ResourceAccess Digital Solid Audio
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An ontology is a differential set o
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In order to handle sets, it is nece
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object model (Hall 2001). These sys
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Moreale, E., & Vargas-Vera, M. (200
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inferences in the background (takin
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specifications, which can be reason
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esources and, in particular, subscr
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Hyland (Hyland, 1998) describes a m
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Table 6. Our Essay Metadiscourse Ta
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different assignments. Our analysis
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annotation categories relevant to t
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Smolensky, P., Fox, B., King, R., &
Page 135 and 136:
The development of EAHA is a comple
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Design sharing and retrieval An RDF
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specifically they are: a) indices t
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example, sections, lessons, etc.
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to these classes. This is slightly
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The aggregation of concepts, that i
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Chang, W. W. (1998). A discussion o
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“This country must develop in tot
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The carriers of the tales are known
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furnishes a cognitive understanding
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2. Enjoyable Reading World Module E
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Eklund, J., & Sinclair, K. (2000).
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Course of Architecture and Organiza
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XSLTs that transform the P3’s out
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We have already mentioned that we h
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Figure 4. A microprogramming lesson
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net models, which P3 shares with Da
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In Figure 9 we give students’ ans
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Gašević, D., Devedžić, V., &Ves
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compare the costs of educational pr
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The returns of training, whether tr
Page 177 and 178:
completion, and termination. Each o
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structured to be consistent with th
Page 181 and 182:
Motschnig-Pitrik, R., & Mallich, K.
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These must be held or lived by the
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think, to communicate, to structure
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make mistakes without negative cons
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students' statements to the worksho
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While project management was a cour
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e offered to students in order to p
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more meaningful, persistent, and ef
Page 197 and 198:
Motschnig-Pitrik, R., & Derntl, M.
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Situated Cognition and Martin Heide
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successful practices per se, but we
Page 203 and 204:
A situated cognition perspective pu
Page 205 and 206:
References Barab, S., Squire, K., &
Page 207 and 208:
However, only a third of these teac
Page 209 and 210:
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
Page 221 and 222:
quality assurance and facilitating
Page 223 and 224:
technological values to determine t
Page 225 and 226:
Chapter 4: From competencies to cap
Page 227 and 228:
increased cranial activity; a belie
Page 229 and 230:
Gilbert, J. (2004). Book review: Th
Page 231:
International Forum of Educational
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