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

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2.6 Teaching and learning strategies 2 LITERATURE REVIEW the part of the development expert could be minimised and the teacher would have an easy to use tool for the creation of educational hypermedia. To achieve this result, several problems have to be solved. At the initial stage of the project, we are dealing with three major aspects: • What specific requirements for a hypermedia authoring tool do teachers have? • What kinds of teaching strategies exist and how are these strategies computable in educational hypermedia? • What technology should be used to achieve the separation of functional and knowledge based content? 2.6.2 Approaches What specific requirements for a hypermedia authoring tool do teachers have? To answer this question, several approaches had to be considered. The following steps were planned: Literature review, questionnaires and personal interviews. Further work on the project required additional investigation, and other techniques like prototype testing and evaluation were used. What kinds of teaching strategies exist and how are these strategies computable in educational hypermedia? Research in the field of teaching and learning strategies is extensive and many teaching and learning strategies have already been analysed and described [2][18] [19][20]. Some of these strategies are of a computable nature, e.g. Guided Tours, Question & Answer, others, like the learning of motor skills, e.g. how to hold a pen with one finger, are not. A taxonomy of these teaching and learning strategies was built and their suitability in educational hypermedia was evaluated during this project. For this taxonomy we used hypermedia primitives, like conditional navi- gation, sequencing nodes, dynamic node construction, and so on. If a teaching or 48
2.6 Teaching and learning strategies 2 LITERATURE REVIEW learning strategy can be expressed by these primitives, then we regard the strategy as computable in our framework. What technology should be used to achieve the separation of functional and knowledge based content? The taxonomy described above provided the basis for a prototype of a hypermedia educational authoring tool. Walker and Hess et al. emphasise that a critical issue for such an application is platform independence and the combination of authoring aids and graphics capabilities [2]. Therefore, the selection of the underlying techniques is an essential part in the development of the prototype. There are two possible approaches. Either an existing hypermedia authoring tool will be used for further development or a new, specialised authoring tool needs to be developed. The second approach was selected for this project and a decision concerning the development languages and tools also needed to be made. Java is the de facto standard for a platform independent programming language and was chosen for the prototype development [92]. Furthermore, the educational material produced must be deliverable over the WWW. The intention for this project was to use one of the existing WWW standards, XML (Extensible Markup Language) [93], for the indexing and linking of the knowledge based content in our framework. SMIL (Synchronised Multimedia Integrated Language) seemed to be an option for representing and defining our hypermedia primitives in hypermedia authoring, because SMIL is a language for describing interactive synchronised multimedia distributed over the WWW [94]. Additionally, it has to be mentioned that during the work on this project several new technologies have emerged. Those new technologies, for example the .net- Framework [95] of Microsoft could also have been selected for this project. However, due to the platform independence of the Java framework, this work focuses on this technology. 49
Page 1 and 2: Separation of educational and techn
Page 3 and 4: CONTENTS CONTENTS Contents 1 Introd
Page 5 and 6: CONTENTS CONTENTS 2.12.6 Java and J
Page 7 and 8: CONTENTS CONTENTS 6 Interview evalu
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Page 11 and 12: LIST OF FIGURES LIST OF FIGURES Lis
Page 13 and 14: LIST OF TABLES LIST OF TABLES List
Page 15 and 16: List of Abbreviations ADL - Advance
Page 17 and 18: Declaration This work has not previ
Page 19 and 20: 1 Introduction 1.1 Aim of project 1
Page 21 and 22: 1.4 Problem areas 1 INTRODUCTION ea
Page 23 and 24: 1.5 Approach 1 INTRODUCTION Secondl
Page 25 and 26: 2 Literature Review 2 LITERATURE RE
Page 27 and 28: 2.1 Definition and history of e-lea
Page 29 and 30: 2.2 Forms of e-learning 2 LITERATUR
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Page 45 and 46: 2.5 Educational research 2 LITERATU
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Page 63 and 64: 2.10 Reuse of material 2 LITERATURE
Page 65 and 66: 2.11 Adaptive Hypermedia System 2 L
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Page 69 and 70: 2.12 Technology 2 LITERATURE REVIEW
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Page 73 and 74: 2.13 Research objectives 2 LITERATU
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Page 89 and 90: 3.6 Common meta-information 3 EFTEC
Page 91 and 92: 3.8 The complete EFTECS 3 EFTECS 3.
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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
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6 Interview evaluation 6 INTERVIEW
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6.1 Analysis of the pre-test interv
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6.1 Analysis of the pre-test interv
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6.2 Analysis of the manual markup t
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6.3 Analysis of the mid-test interv
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6.3 Analysis of the mid-test interv
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6.4 Analysis of the HEAT based mark
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6.4 Analysis of the HEAT based mark
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6.5 Analysis of the post-test inter
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6.5 Analysis of the post-test inter
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7 Practical evaluation 7 PRACTICAL
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7.1 Design 7 PRACTICAL EVALUATION O
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7.2 Existing material 7 PRACTICAL E
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7.2 Existing material 7 PRACTICAL E
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7.3 New material 7 PRACTICAL EVALUA
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7.3 New material 7 PRACTICAL EVALUA
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7.4 Summary 7 PRACTICAL EVALUATION
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7.4 Summary 7 PRACTICAL EVALUATION
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8 Discussion 8 DISCUSSION The insig
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8.1 Review of the EFTECS 8 DISCUSSI
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8.1 Review of the EFTECS 8 DISCUSSI
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8.2 Review of the HEAT 8 DISCUSSION
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8.3 Critique of the study 8 DISCUSS
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9 Conclusions 9 CONCLUSIONS In this
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9.1 Research objectives 9 CONCLUSIO
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9.2 Future work 9 CONCLUSIONS 9.2 F
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9.2 Future work 9 CONCLUSIONS Howev
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9.2 Future work 9 CONCLUSIONS therm
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9.3 Contribution to knowledge 9 CON
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REFERENCES REFERENCES [10] Robert J
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REFERENCES REFERENCES [30] Kendall
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REFERENCES REFERENCES [49] Barbara
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REFERENCES REFERENCES [68] A.W. Str
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REFERENCES REFERENCES [88] Melanie
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REFERENCES REFERENCES [110] The Dep
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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.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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