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

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7.2 Existing material 7 PRACTICAL EVALUATION Figure 22: Educational module with linked TLSs the converted material appeared to be straightforward because the existing course material is structured in a book style. However, in order to get an in-depth evaluation of the linking of TLSs and the navigation through the educational material, it was decided to choose a more complex domain for the creation of a new EM in 7.3. 7.2.4 EM-Layer During the practical evaluation it was observed that the conversion of a complete course book takes a lot of time and produces an enormous EM. The screenshot of figure 22 shows a stage of the conversion of the educational material where already several TLSs have been created and linked in an EM. 170
7.2 Existing material 7 PRACTICAL EVALUATION Therefore, it would be good if the HEAT allowed the division of a complete course book into several EMs, e.g. one EM for every chapter of a course book. Unfortu- nately, at the moment the HEAT supports only one EM at a time. This also results in very large EMs which become more and more difficult to manage in the HEAT. Therefore, it seems important to implement the simulta- neous management of several EMs in the HEAT during future work (cf. section 9.2). As already mentioned in chapter 6, the linking of the different TLSs in the EM, the linking of different EMs and the identified problems will be discussed in chapter 8. 7.2.5 Presentation of the material The presentation of the material after its production for the WWW was functional and free of errors. The navigation through the created content also worked cor- rectly, but was fairly straightforward due to the fact that the converted educational material was based on a book and therefore reflected a book like structure. However, as it was already identified during the interview evaluation in chapter 6, the graphical presentation of the material is not perfect and will have to be addressed in future work (cf. section 9.2). 7.2.6 Ease of authoring From our point of view the conversion of already existing material into the HEAT was challenging in many respects. First of all, all the educational material had to be typed in by hand. An electronic format of the material was available in MS Word format, but the HEAT does not support the import of external material at the moment. Therefore, it seems very important to create several import and export interfaces for accepted formats, like for example MS Word or XML. Furthermore, the more TLSs were authored and fitted into the EM, the more difficult it became to identify the specific TLSs. The different TLSs within an EM 171
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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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4.8 Detailed example 4 HEAT Figure
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Page 127 and 128: 5 Evaluation methodology 5 EVALUATI
Page 129 and 130: 5.1 Analysis of alternative approac
Page 131 and 132: 5.2 Design of the interview evaluat
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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 and 168: 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
Page 183 and 184: 8.1 Review of the EFTECS 8 DISCUSSI
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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 205 and 206: 9.3 Contribution to knowledge 9 CON
Page 207 and 208: REFERENCES REFERENCES [10] Robert J
Page 209 and 210: REFERENCES REFERENCES [30] Kendall
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Page 215 and 216: REFERENCES REFERENCES [88] Melanie
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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.5 XSL-Documents A APPENDICES A.5
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A.5 XSL-Documents A APPENDICES tls
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A.6 XEML - eXtensible Educational M
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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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