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The Course module manages all the didactic material provided by the pedagogue experts. It contains all information about the pedagogical domains explained in the previous section. The Auditor module distributes the requests to the other modules. It has been designed using the pattern facade (Gamma, Helm, Johnson & Ulissides, 1995). It transmits the interactions considered relevant by the interface. The Student Model module stores general characteristics as the login, password…. It also records the student profile (multimedia, analytic) and the performance along the sessions with the system such as concepts acquired, failed, etc. Some of these characteristics are gathered at the beginning of the course in a general test carried out either by the system or by a specific exam. The Intelligent module consults the Student model and makes intelligent decisions based on heuristically defined tasks taken from Artificial Intelligence. It also compiles tests to evaluate sessions using techniques borrowed from Item Response Theory (Weiss & Yoes, 1990) and Computer Adaptive Testing (Hambleton, Zaal & Pieters). Besides, it requests data update in the student model as a result of certain operations made by the student such as recording the results of a test, or navigation from a node to another in the hypermedia. The Teacher module provides tools to manage the behavior of the system to adapt better to the students. With it teachers can supervise the learning and behavior of their students. They are able to access the Student Model and examine its contents. Consult which activities, sessions, layers, courses have been seen and which concepts have been passed and failed. This module also provides tools to build teacherdefined sessions made up from activities existing in the system (by now). These sessions have the same characteristics and treatment as the sessions compiled by the system autonomously. This system also provides functionality to retrieve and assess those activities that the system is not able to evaluate autonomously. Finally, there is a Communication Module that allows distribution among several machines of the previously commented modules. It is implemented using CORBA (Urban-Lurain, 1997) programming environment. Conclusions EGA-Hezinet is the AHS built as a result of the project Hezinet. It demonstrates that AHS can be built on the web even when the domain is large and complicated such as in this case the learning of a language. The key techniques of this success relied on the experience of the project participants. Aurten Bai gave a coherent and usable structure to the domain. The group of Hypermedia and Multimedia (GHM) of the University of the Basque Country add to the system their background with some research prototypes of AHS, such as HyperTutor (Pérez, Lopistéguy, Gutiérrez & Usandizaga, 1995) or WebTutor (Pérez & Gutiérrez, 1996). The interface of EGA-Hezinet is plenty of functionality and offers great variety of activities. This has been achieve thanks to the effort of Ibermática in the implementation and the design of up to 20 different types of activities made by pedagogues of Aurten Bai. Also the efforts of adaptation included in the system added by the GHM. The system has included currently some activities specially created by wellknown Basque writers to encourage the students with some motivating narrations. And multimedia is achieved adding animations, presentations and virtual tours through the Basque country using Macromedia Director. EGA-Hezinet is not another prototype. It is a commercial product obtained from research work developed by the GHM. The system is going to be published soon, after it passes its evaluation period with students of a high school. Our goal is to use this experience to develop other systems in other areas. The group has already contacted other possible partners interested in include their domain in such an interactive system. References Baker, N.C. (1993). Intelligent Tutoring Frameworks for Engineering. In Information Technology for Civil and Structural Engineers, Proceedings of The Third International Conference in the Appli-cation of Artifical Intelligence to Civil and Structural Engineering. B.H.V. Topping and A.I. Khan Editors, Civil-Comp Press. 295-300.
Berners-Lee, T. & R. Cailliau, (1989). Proposal for a hypertext project. http://www.w3.org/pub/WWW/Proposal.html Gamma, E., Helm, R., Johnson, R. & Ulissides, J. (1995). Design patterns. Addison Wesley Congman Inc. 185-193. Hambleton, R. K.; J. N. Zaal & J. P. M. Pieters (1990). Computerized Adaptive Testing: Theory, Applications & Standards. In Hambleton, R. K., J. N. Zaal (Eds). Advances in educational and psychological testing. Kluwer Academic Publishers: Norwell, Massachusetts (USA). Johansson Kokkinakis, S. (1998) An intelligent Tutor System for Chinese. http://svenska.gu.se/~svesj/IKITS/IKITSeng.html Kargu-Heldring, E. (1996). Estonian Language Learning in Interactive Hypermedia Environment. Proceedings of the Conference Hypermedia in Tallinn, Tallinn. Landow, G.P. (1997). What can educational hypertext do What can you do with hypertext in education http://www.stg.brown.edu/projects/hypertext/landow/vp/educate.html Object Management Group. (1998). Bookmarks for CORBA. http://www.omg.org/news/corbkmk.htm Pérez, T. A. & Gutiérrez J. (1996). WebTutor. Un sistema Hipermedia Adaptativo para la educación en WWW. Actas del V Congreso Iberoamericano de Inteligencia Artificial, IBERAMIA'96. Cholula, Puebla, MÉXICO. Perez, T. A., Gutiérrez, J. & Lopistéguy, P.(1995). An Adaptive Hypermedia System. Artificial Intelligence in Education, AIED'95. AACE: Charlottesville, EE.UU. Pérez, T. A., Lopistéguy P.,. Gutiérrez J. & Usandizaga I. (1995). HyperTutor: From Hypermedia to Intelligent Adaptive Hypermedia. Educational Multimedia and Hypermedia, ED-MEDIA'95. AACE: Charlottesville, EE.UU. Sáez-Vacas, F. (1998). La duración creadora. PC Week magazine. September. Urban-Lurain, M. (1997). Intelligent Tutoring Systems: A Historic Review in the Context of the Develop-ment of Artificial Intelligence and Educational Psychology. http://web.cps.msu.edu/~urban/ITS.htm Weiss, D. J. & M. E Yoes. (1990). Item Response Theory. In Hambleton, R. K., J. N. Zaal (Eds). Advances in educational and psychological testing. Kluwer Academic Publishers: Norwell, Massachusetts (USA). Acknowledgements HEZINET project has been carried out with the economic support of Gobierno Vasco-Eusko Jaularitza (Government of the Basque Country). It has been a joint project of a software company (Ibermática), a prestigious regional newspaper (El Diario Vasco), a cultural foundation whose aim is to spread Basque knowledge (Aurten Bai), a secondary school from the environment (Ekintza ikastola) and the Hypermedia and Multimedia research group of the University of the Basque Country. We would like to acknowledge Iñaki Mokoroa and Koldo Lopetegi (Ibermática), Andoni Unzalu (Aurten Bai), Santiago Ipiñazar (El Diario Vasco) and Koldo Pérez (Ekintza ikastola) to join their effort to build this product.
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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instructional designs while introdu
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Global Educational Multimedia Serve
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Assured Access/Mobile Computing Ini
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The University has set up a secure
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* Changes in educational paradigms
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Using Computer Imagery and Visualis
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Publishing an imej Journal for Comp
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In summary, we offer the following
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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3. RESEARCH METHODOLOGY A 10-day ex
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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International Collaborative Learnin
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Facilitation frameworks Bostrom et
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From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
Page 83 and 84: A Reporting Simulation Using Toolbo
Page 85 and 86: environment — it is impossible to
Page 87 and 88: Actually, when a particular author
Page 89 and 90: Any instance of this type is an HC
Page 91 and 92: Figure 5: Saving an Educational App
Page 93 and 94: To address this problem Webfuse dra
Page 95 and 96: Cognitive tools can act as structur
Page 97 and 98: In this study, we propose the follo
Page 99 and 100: more information about it, for exam
Page 101 and 102: Charlottesville, VA., 691-696. Muly
Page 103 and 104: ownership is retained by the instit
Page 105 and 106: priority, it is in the interests of
Page 107 and 108: limitations of the prevailing compl
Page 109 and 110: exchange information with other cla
Page 111 and 112: whether compiled or interpreted. So
Page 113 and 114: A web site system for instructors t
Page 115 and 116: is to monitor the status of learner
Page 117 and 118: the capability grant G13 as Not Set
Page 119 and 120: Slavin R.(1994), Small group method
Page 121 and 122: tutor. Support offered in the form
Page 123 and 124: Apart from utilising the functional
Page 125 and 126: Rogoff, B., & Lave, J. (Ed.). (1984
Page 127 and 128: Java can significantly increase the
Page 129 and 130: The modules are designed for a vari
Page 131 and 132: adapted tests to assess the student
Page 133: Architecture of HEZINET The system
Page 137 and 138: The ParlEuNet system will provide a
Page 139 and 140: 3. Students use a dedicated HTML co
Page 141 and 142: The prototype under development is
Page 143 and 144: make an hypermedia educational envi
Page 145 and 146: accreditation or standing in countr
Page 147 and 148: A government designates a certain a
Page 149 and 150: will be involved - either in partne
Page 151 and 152: Streaming 7000 films... Uwe Sander
Page 153 and 154: and how to innovate will be paramou
Page 155 and 156: Toward a framework for instruction
Page 157 and 158: A knowledge integration approach to
Page 159 and 160: In 1978, the University formalized
Page 161 and 162: comparisons to conventional instruc
Page 163 and 164: Multimedia Cases in Teacher Educati
Page 165 and 166: Merseth, K.K. (1996). Cases and cas
Page 167 and 168: Using Multimedia to support mentors
Page 169 and 170: Conclusion The project is still und
Page 171 and 172: An Investigation into Faculty Attit
Page 173 and 174: Web-Based Testing in Distance Educa
Page 175 and 176: Selecting Internet Technologies to
Page 177 and 178: Designing and Implementing Web-Base
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