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

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8.1 Review of the EFTECS 8 DISCUSSION This observation can be explained by their lack of educational background com- pared to the educational experts. It had been expected that they were not as fast as the educational experts at understanding the concepts of the 3-Layer-Model and the EFTECS. This was observed during the interview evaluation in section 6.2, where the technical experts stated that they had difficulties during the first steps working with the EFTECS. However, at the end of the manual markup task the technical experts said that they were able to use the EFTECS to tag the given material. All the members of the evaluation group stated that they did not have any problems using the EFTECS once they had understood the underlying principles. However, during the manual markup task some problems did occur and were pointed out by the whole evaluation group. Those problems did not regard the EFTECS but the material that had to be tagged during the manual markup task. For example, it was stated that the tagging of pre-existing material was perceived as more difficult than the creation and tagging of the test subjects’ own material. Altogether, it has been shown that the 3-Layer-Model and the EFTECS were com- prehensible and usable by both educational and technical experts. 8.1.2 Content separation The separation of the educational content from the technical content was shown in the interview and in the practical evaluation. The educational experts stated in the interview evaluation (cf. section 6.3) that they could use and apply the EFTECS without any problems. However, this could be the effect of their educational background, because they are used to working with the educational paradigms used in the EFTECS. Therefore, it is also necessary to take the results of the technical experts into consideration for the evaluation of the EFTECS. The technical experts also stated that they were able to use the EFTECS without any problems after they had been given some information about the educational background of the material they had to author. 182
8.1 Review of the EFTECS 8 DISCUSSION Altogether, this means that one of the major goals of the project has been achieved, because the separation of educational and technical content was feasible within the EFTECS and the HEAT paradigm. 8.1.3 Reusability of material The reusability of the created material in other EMs was one of the requirements of this PhD. Only if existing material can be reused, will it be beneficial to educational experts in their work. As it was shown in the interview evaluation and the practical evaluation, educational material has to exist in the content space before it can be reused. This is a basic principle of IT applications, which usually need work input before they can support the users. However, once the material is authored it can be stored in the content space (cf. section 4.6) and further on can be reused by other authors. This reusability of material was confirmed in the interview evaluation (cf. chapter 6) as well as in the practical evaluation (cf. chapter 7) and it was regarded as a major advantage of the EFTECS. Additionally, the search functions based on EHPs were especially useful to the members of the evaluation group (cf. section 6.5.4). After an author has searched and found some educational material, he can insert it into his EM. Altogether, it was shown that material authored with the EFTECS and the HEAT can be reused. 8.1.4 Presentation and communication The 3-Layer-Model and the EFTECS focus on the creation of educational material based on teaching and learning strategies. The EFTECS model provides the option of using different presentation technologies via the physical information layers, but leaves the actual realisation of additional functions to the HEAT or any other technical solution based on the EFTECS. For example, communication between the teacher and the students could be es- tablished by the creation of a special communication TLS and its implementation within the HEAT. This implementation of a communication TLS could also cover 183
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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 the aut
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5 Evaluation methodology 5 EVALUATI
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5.1 Analysis of alternative approac
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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 165 and 166: 7 Practical evaluation 7 PRACTICAL
Page 167 and 168: 7.1 Design 7 PRACTICAL EVALUATION O
Page 169 and 170: 7.2 Existing material 7 PRACTICAL E
Page 171 and 172: 7.2 Existing material 7 PRACTICAL E
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
Page 179 and 180: 7.4 Summary 7 PRACTICAL EVALUATION
Page 181: 8 Discussion 8 DISCUSSION The insig
Page 185 and 186: 8.1 Review of the EFTECS 8 DISCUSSI
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
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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
Page 211 and 212: REFERENCES REFERENCES [49] Barbara
Page 213 and 214: REFERENCES REFERENCES [68] A.W. Str
Page 215 and 216: REFERENCES REFERENCES [88] Melanie
Page 217 and 218: REFERENCES REFERENCES [110] The Dep
Page 219 and 220: REFERENCES REFERENCES [131] David A
Page 221 and 222: REFERENCES REFERENCES [151] Michael
Page 223 and 224: REFERENCES REFERENCES [174] Allianc
Page 225 and 226: A Appendices 225 A APPENDICES
Page 227 and 228: A.1 Evaluation tasksheet A APPENDIC
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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.7 Contents of CD A APPENDICES A.7
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Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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