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

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CONTENTS CONTENTS 4.2 EHP-Layer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 4.2.1 Design aspects . . . . . . . . . . . . . . . . . . . . . . . 98 4.2.2 Technical aspects . . . . . . . . . . . . . . . . . . . . . . 99 4.3 EHP-Information . . . . . . . . . . . . . . . . . . . . . . . . . . 101 4.3.1 Design aspects . . . . . . . . . . . . . . . . . . . . . . . 101 4.3.2 Technical aspects . . . . . . . . . . . . . . . . . . . . . . 102 4.4 TLS-Layer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 4.4.1 Design aspects . . . . . . . . . . . . . . . . . . . . . . . 103 4.4.2 Technical aspects . . . . . . . . . . . . . . . . . . . . . . 104 4.5 EM-Layer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 4.5.1 Design aspects . . . . . . . . . . . . . . . . . . . . . . . 106 4.5.2 Technical aspects . . . . . . . . . . . . . . . . . . . . . . 107 4.6 Content space . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 4.7 Material delivery . . . . . . . . . . . . . . . . . . . . . . . . . . 110 4.8 Detailed example . . . . . . . . . . . . . . . . . . . . . . . . . . 112 4.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 5 Evaluation methodology 127 5.1 Analysis of alternative approaches . . . . . . . . . . . . . . . . . 127 5.1.1 Group session vs. One-to-One session . . . . . . . . . . . 127 5.1.2 Single session vs. Multiple sessions . . . . . . . . . . . . 127 5.1.3 Selected approach . . . . . . . . . . . . . . . . . . . . . 128 5.2 Design of the interview evaluation . . . . . . . . . . . . . . . . . 130 5.2.1 Basic design . . . . . . . . . . . . . . . . . . . . . . . . 130 5.2.2 Pilot study . . . . . . . . . . . . . . . . . . . . . . . . . 130 5.2.3 Final design . . . . . . . . . . . . . . . . . . . . . . . . . 132 5.3 Design of the practical evaluation . . . . . . . . . . . . . . . . . . 142 5.4 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 6
CONTENTS CONTENTS 6 Interview evaluation 145 6.1 Analysis of the pre-test interview . . . . . . . . . . . . . . . . . . 145 6.1.1 Personal details . . . . . . . . . . . . . . . . . . . . . . . 146 6.1.2 Educational task and level of teaching . . . . . . . . . . . 146 6.1.3 Computing skills . . . . . . . . . . . . . . . . . . . . . . 147 6.1.4 Specific WWW knowledge . . . . . . . . . . . . . . . . . 147 6.1.5 Thoughts about using the WWW as a tool for education . 148 6.1.6 Experience of authoring WWW based educational material 148 6.1.7 Intention to use the WWW for educational purposes . . . 149 6.1.8 External requirements to use the WWW for educational purposes . . . . . . . . . . . . . . . . . . . . . . . . . . 149 6.1.9 Educational markup projects . . . . . . . . . . . . . . . . 149 6.1.10 Summary of the pre-test interview . . . . . . . . . . . . . 149 6.2 Analysis of the manual markup task . . . . . . . . . . . . . . . . 151 6.2.1 Provided material . . . . . . . . . . . . . . . . . . . . . . 151 6.2.2 EFTECS and 3-Layer-Model . . . . . . . . . . . . . . . . 151 6.2.3 Educational experts . . . . . . . . . . . . . . . . . . . . . 151 6.2.4 Technical experts . . . . . . . . . . . . . . . . . . . . . . 152 6.3 Analysis of the mid-test interview . . . . . . . . . . . . . . . . . 153 6.3.1 3-Layer-Model . . . . . . . . . . . . . . . . . . . . . . . 153 6.3.2 Using the QA-TLS . . . . . . . . . . . . . . . . . . . . . 154 6.3.3 Using the Lecture-TLS . . . . . . . . . . . . . . . . . . . 154 6.3.4 Ease of QA material tagging . . . . . . . . . . . . . . . . 154 6.3.5 Ease of lecture material tagging . . . . . . . . . . . . . . 155 6.3.6 Additional comments . . . . . . . . . . . . . . . . . . . . 155 6.3.7 Summary of the mid-test interview . . . . . . . . . . . . . 155 6.4 Analysis of the HEAT based markup task . . . . . . . . . . . . . 157 6.4.1 HEAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 6.4.2 EFTECS and 3-Layer-Model . . . . . . . . . . . . . . . . 157 6.4.3 Educational experts . . . . . . . . . . . . . . . . . . . . . 158 7
Page 1 and 2: Separation of educational and techn
Page 3 and 4: CONTENTS CONTENTS Contents 1 Introd
Page 5: CONTENTS CONTENTS 2.12.6 Java and J
Page 9 and 10: CONTENTS CONTENTS 7.3.5 Presentatio
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
Page 39 and 40: 2.3 Advantages and disadvantages of
Page 41 and 42: 2.4 Pedagogical elements and approa
Page 43 and 44: 2.4 Pedagogical elements and approa
Page 45 and 46: 2.5 Educational research 2 LITERATU
Page 47 and 48: 2.6 Teaching and learning strategie
Page 53 and 54: 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
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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.5 XSL-Documents A APPENDICES A.5
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A.5 XSL-Documents A APPENDICES entr
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A.5 XSL-Documents A APPENDICES docu
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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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