Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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7.2 Existing material 7 PRACTICAL EVALUATION 7.2 Existing material According to 7.1.1 it was decided to use some existing material for this part of the practical evaluation. Furthermore, it has to be noted that the author is not an educational expert in the domain of the selected material: • Entrepreneurship and Opportunity Recognition [184] • Small Enterprise Resourcing [185] The content is mainly text based, but also includes some graphical illustrations, some mind maps and some case studies. However, the quantity of the material is far too big to be converted completely in this PhD project. Therefore, only selected parts of the material were authored with the HEAT. The following results were gained during the evaluation. 7.2.1 EHP-Layer From the author’s point of view the EHPs that are implemented in the HEAT turned out to be satisfactory for the conversion of the material as long as only the implemented TLSs are considered. Figure 21 illustrates the EHPs of a Lecture- TLS created for the practical evaluation with the HEAT based on Small Enterprise Resourcing [185]. It was also observed that in some cases new TLSs would have been needed in order to convert the educational material. In this situation it would have been a necessity to design new EHPs that would have allowed the creation of the new TLS. An example of such a new TLS could be a Mind-Map-TLS which would have been needed to convert the educational material with the HEAT. 7.2.2 TLS-Layer From the author’s point of view it turned out during the conversion of the two course books that a lot of the material could be converted with the existing TLSs 168
7.2 Existing material 7 PRACTICAL EVALUATION Figure 21: Lecture-TLS of existing material and EHPs. The application of the developed TLSs and the corresponding EHPs allowed the conversion of most parts of the selected educational material. However, it was not possible to convert all the material, for example the ’Monthly Cash Flow Forecast’ in [185] could not be converted. Additionally, there are a lot of mind maps used in [184] which could not be converted directly, but had to be converted into linked Lecture-TLSs. If the complete course book needed to be converted, it would be necessary to create a special Mind-Map-TLS and the corresponding EHPs for this TLS. Altogether, it can be stated that the HEAT approach is working at the TLS-layer, although additional TLSs will be needed in the future. 7.2.3 Linking of TLSs The linking of the TLSs worked without any problems. Figure 22 on the following page shows an early stage of the conversion of the educational material. Several TLSs had already been created and linked at that stage. The linking of 169
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Separation of educational and techn
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CONTENTS CONTENTS Contents 1 Introd
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CONTENTS CONTENTS 2.12.6 Java and J
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CONTENTS CONTENTS 6 Interview evalu
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CONTENTS CONTENTS 7.3.5 Presentatio
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LIST OF FIGURES LIST OF FIGURES Lis
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LIST OF TABLES LIST OF TABLES List
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List of Abbreviations ADL - Advance
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Declaration This work has not previ
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1 Introduction 1.1 Aim of project 1
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1.4 Problem areas 1 INTRODUCTION ea
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1.5 Approach 1 INTRODUCTION Secondl
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2 Literature Review 2 LITERATURE RE
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2.1 Definition and history of e-lea
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2.2 Forms of e-learning 2 LITERATUR
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2.3 Advantages and disadvantages of
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2.4 Pedagogical elements and approa
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2.4 Pedagogical elements and approa
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2.5 Educational research 2 LITERATU
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2.6 Teaching and learning strategie
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2.7 E-learning and meta-data projec
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2.7 E-learning and meta-data projec
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2.8 Knowledge and learning objects
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2.9 Project management and e-learni
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2.9 Project management and e-learni
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2.10 Reuse of material 2 LITERATURE
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2.11 Adaptive Hypermedia System 2 L
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2.11 Adaptive Hypermedia System 2 L
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2.12 Technology 2 LITERATURE REVIEW
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2.12 Technology 2 LITERATURE REVIEW
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2.13 Research objectives 2 LITERATU
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3.1 Theoretical approach 3 EFTECS p
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3.1 Theoretical approach 3 EFTECS A
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3.2 EFTECS at EM-Layer 3 EFTECS mat
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3.3 EFTECS at TLS-Layer 3 EFTECS
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3.3 EFTECS at TLS-Layer 3 EFTECS Fo
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3.4 EFTECS at EHP-Layer 3 EFTECS 3.
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3.4 EFTECS at EHP-Layer 3 EFTECS 3.
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3.6 Common meta-information 3 EFTEC
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3.8 The complete EFTECS 3 EFTECS 3.
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3.9 The eXtensible Educational Mark
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4.1 General approach 4 HEAT 4.1.1 T
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4.1 General approach 4 HEAT the dif
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4.2 EHP-Layer 4 HEAT 4.2.2 Technica
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4.3 EHP-Information 4 HEAT 4.3 EHP-
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4.4 TLS-Layer 4 HEAT 4.4 TLS-Layer
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4.4 TLS-Layer 4 HEAT Element Type x
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4.5 EM-Layer 4 HEAT The important f
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4.6 Content space 4 HEAT It was def
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4.7 Material delivery 4 HEAT concep
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4.8 Detailed example 4 HEAT • Add
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4.8 Detailed example 4 HEAT Figure
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Page 127 and 128: 5 Evaluation methodology 5 EVALUATI
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Page 145 and 146: 6 Interview evaluation 6 INTERVIEW
Page 147 and 148: 6.1 Analysis of the pre-test interv
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Page 153 and 154: 6.3 Analysis of the mid-test interv
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Page 157 and 158: 6.4 Analysis of the HEAT based mark
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Page 161 and 162: 6.5 Analysis of the post-test inter
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Page 165 and 166: 7 Practical evaluation 7 PRACTICAL
Page 167: 7.1 Design 7 PRACTICAL EVALUATION O
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Page 173 and 174: 7.3 New material 7 PRACTICAL EVALUA
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Page 177 and 178: 7.4 Summary 7 PRACTICAL EVALUATION
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Page 181 and 182: 8 Discussion 8 DISCUSSION The insig
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Page 187 and 188: 8.2 Review of the HEAT 8 DISCUSSION
Page 193 and 194: 8.3 Critique of the study 8 DISCUSS
Page 195 and 196: 9 Conclusions 9 CONCLUSIONS In this
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Page 199 and 200: 9.2 Future work 9 CONCLUSIONS 9.2 F
Page 201 and 202: 9.2 Future work 9 CONCLUSIONS Howev
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Page 205 and 206: 9.3 Contribution to knowledge 9 CON
Page 207 and 208: REFERENCES REFERENCES [10] Robert J
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REFERENCES REFERENCES [131] David A
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REFERENCES REFERENCES [151] Michael
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REFERENCES REFERENCES [174] Allianc
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A Appendices 225 A APPENDICES
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A.1 Evaluation tasksheet A APPENDIC
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A.2 Evaluation Worksheet A APPENDIC
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A.3 Evaluation Interviews A APPENDI
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A.4 Summary of interview results A
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A.7 Contents of CD A APPENDICES A.7
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Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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