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

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9.1 Research objectives 9 CONCLUSIONS for educational experts (cf. section 6.3) at the start of the evaluation or the existing approach of linking TLSs (cf. section 6.5.3) can be regarded as limitations of the framework, but are not an argument against the approach chosen in this project, because the problems are regarded as soluble during further research in the future. Besides, those issues are no hindrance to the separation of the educational content from the technical content. Altogether, the first research objective formulated in the literature review in 2.13 - the creation of a framework for content separation - can be considered to be achieved within the scope of this PhD. Therefore, the main hypothesis of this work that the separation of technical and educational content is possible if it is based on a fine-grained structure of different teaching and learning strategies can be regarded as fulfilled. 9.1.2 Evaluation of the framework The second objective of this project was to evaluate the created framework as to its application to several different TLSs and its usability on different teaching levels. The interview evaluation with teachers, educational and technical experts from different teaching levels, teaching backgrounds and countries and the undertaken interviews showed that the EFTECS framework fulfilled the requirements of this study (cf. chapter 2). During the interview evaluation the test subjects were asked to create educational material in two steps, a manual markup task and a HEAT based markup task. (cf. chapter 2). During the evaluation the teachers used different EHPs to create several TLSs, for example a Lecture-TLS or a QA-TLS which they successfully put together to form an EM. The results of the markup tasks were introduced in chapter 6 and discussed in chapter 8 and showed that the EFTECS framework is acceptable to both educational and technical experts. Furthermore, the results gained from the practical evaluation introduced in chapter 7 also showed that the framework is applicable within given restrictions. 196
9.1 Research objectives 9 CONCLUSIONS Altogether, it can be claimed that the EFTECS is working as specified and pre- dicted. 9.1.3 Evaluation of the authoring tool The third objective of this PhD was to evaluate the practical usability of the created framework. To evaluate the usability it was necessary to build a new hypermedia educational authoring tool, the HEAT, which is based on the EFTECS as described in section 3.8. The experiments with the test candidates (cf. chapter 6), the practical evaluation (cf. chapter 7) and the discussion of the experimental results (cf. chapter 8) showed the practical usability of the HEAT. Additionally, the evaluation candidates stated that the HEAT was working very well and that they would like to use it in the future, if the HEAT became available (cf. section 6.5). Moreover, the interview evaluation showed that the manual markup task helped to understand and use the HEAT (cf. section 6.2), which shows that the HEAT is a working conversion of the created EFTECS model as discussed in chapter 8. Furthermore, the results gained from the practical evaluation in chapter 7 showed that the HEAT could be used for the creation of educational material. At another point of this study, the reusability of educational material with the HEAT was examined. It was shown in the interview evaluation (cf. section 6.5.4) and in the practical evaluation (cf. chapter 7) that the selected approach was feasible, but will need some optimisation. The created content space (cf. section 4.6) that supports the reuse of educational material was working as expected (cf. section 6.5.4). Furthermore, the creation of new educational material (cf. section 7.3) and the conversion of existing material (cf. section 7.2) with the HEAT were feasible. Therefore, the third research objective formulated in the literature review in 2.13 - the evaluation of the authoring tool - can be considered to be accomplished within the scope of this PhD. Altogether, it was shown in chapter 8 that the main objectives of this PhD work have been addressed and achieved. The evaluations undertaken during this project produced enough significant results to address the objectives of this PhD. 197
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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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5.2 Design of the interview evaluat
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5.3 Design of the practical evaluat
Page 145 and 146: 6 Interview evaluation 6 INTERVIEW
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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
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
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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: 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
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
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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.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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