ED-MEDIA 1999 Proceedings Book - Association for the ...

More documents

Recommendations

Info

Content Computer-Enhanced Learning Our development of The IMEJ of Computer-Enhanced Learning is motivated from three directions. First, we are intrigued by the under-utilized potential of electronic publication. Second, we can see that educators have urgent questions about the value of learning technology, and there are very few places where they can find practicable answers. Many universities -- including Wake Forest -- have adopted new policies for student computer ownership, in some cases providing a laptop for all students, in others requiring that all students buy computers with certain minimum specifications (Brown, Burg, and Dominick 1998). Faculty feel pressed to find good uses for the computers, and their questions are of quite a practical nature: What can I do and how can I do it Will my students learn more or differently Our third motivation is to provide a forum where faculty can share their work in computer-enhanced learning most effectively so that they can get feedback and be recognized for their innovations. An imej journal is an ideal medium for their publications. A great deal has been written in the abstract about computer-enhanced learning. There has been the usual hype and over-raising of expectations, followed by the usual disappointment or skepticism. Many of the articles are thoughtprovoking, but more often than not they lack particulars. The purpose of IMEJ is to respond to the public's interest in a useful and concrete way. We would like to allow educators to tell how they have used learning technology, to describe what has worked and what has failed. Our intent is that readers can take away an idea applicable to their own teaching. Assessment The element most lacking in research about computer-enhanced learning is objective assessment of the effectiveness of particular applications. In many cases, educators have only begun experimenting with their ideas. The arguments for the success of their projects are often intuitive and anecdotal -- because assessing how much students learn is, after all, very difficult. In the main, the validity of anecdotal results is apparent. At the same time, we also desire to promote further research based on objective, statistical analysis. We encourage IMEJ authors to include evaluation as an integral part of their ideas and projects. IMEJ seeks articles that describe -- in real terms and with testable interactive examples -- how computers have been used in learning, including a description of the pedagogical results of their efforts. We anticipate that a more rigorous assessment of learning technology will emerge as we build on our collective experiences, especially with the urging of scholarly publications. Form Multimedia Interactivity Having acknowledged the great potential of multimedia interactivity, we'd now like to retrench a bit, for our first admonition to ourselves in the creation of IMEJ has been a reminder to use multimedia interactivity purposefully. It is tempting at times to do things simply because you can do them -- add a scrolling LED sign, make an image move, insert another picture, or plug in another audio file. But there are two very good reasons for restraint. The first is that if an academic journal hopes to be taken seriously, cultivating a glitzy image is certainly not the way to do it. Even more important is to keep in mind what a journal is all about. If the purpose of a journal is to inform or present new ideas, then its multimedia elements should be directed to that end. This isn't as boring as it sounds, as if we no longer value engaging our readers by first capturing their attention. Yes, we want a journal to be engaging, but we want, after all, to engage the readers in ideas and substance, and this can be done most effectively by focusing their attention and not annoying them with distractions. It's just as easy to get carried away with hyperlinks. Hyperlinks have been a source of great enthusiasm among technology-minded writers. In the imaginative vein, they offer a non-linearity of text that opens new avenues for creative expression. In expository writing, hyperlinks proliferate for a different reason. Writers often see them as a service to the readers, pointing them to relevant information. Yet rather than offering an abundance of helpful information and related thoughts, as the writer may intend, these links can overwhelm the reader with a labyrinth of sidetracks, detours, and dead ends.
In summary, we offer the following guidelines for multimedia development, and recommend analogous ones to developers of imej journals in other subject areas. • Use multimedia elements for clarification, explanation, and illustration. Allow the user to experiment and try things out, in an environment where it is clear what to do (Figure 1). • For demonstrations of applications or programs implemented by the author, consider using scaled-down simulations rather than providing external links to the full application. (See http://imej.wfu.edu/articles/WFUAcadia/index.asp, which simulates exploring a Lotus Notes/Wake Forest Template database.) This has a number of advantages: The readers' attention can be directed to the features under discussion; the readers can be instructed more clearly in how to run the example; and the simulation can be maintained at the journal's own Web site, avoiding the danger of a dead link 1 in the paper if the author's application is later moved. Figure 1: Instructions for interactive multimedia are clearly labeled and marked with arrows. Figure 2: Reader has a choice between a self-propelled demo and an interactive one. Links to full applications at external Web sites are marked as such. 1 Dead links are links that lead to Web pages that no longer exist or are otherwise inaccessible.
Page 1 and 2: Designing an Interactive Learning E
Page 3 and 4: develop an educationally meaningful
Page 5 and 6: 2. Functionality of the BSCW System
Page 7 and 8: 3. First empirical findings During
Page 9 and 10: of the users as participating actor
Page 11 and 12: 2. Other Characteristics of the Pro
Page 13 and 14: education resources are being produ
Page 15 and 16: y using a drop-down menu: Informati
Page 17 and 18: Results Computing ability and expos
Page 19 and 20: instructional designs while introdu
Page 21 and 22: Global Educational Multimedia Serve
Page 23 and 24: Assured Access/Mobile Computing Ini
Page 25 and 26: The University has set up a secure
Page 27 and 28: * Changes in educational paradigms
Page 29 and 30: Using Computer Imagery and Visualis
Page 31: Publishing an imej Journal for Comp
Page 35 and 36: Discussion Forums and Peer Review F
Page 37 and 38: Languages and Statistics: Solutions
Page 39 and 40: Kelly and Leckbee (1998) indicate,
Page 41 and 42: A Wide Array of Uses: Inquiry and I
Page 43 and 44: Effects of Question-Based Learning
Page 45 and 46: The EFFECTS of TRAINGING METHOD on
Page 47 and 48: 3. RESEARCH METHODOLOGY A 10-day ex
Page 49 and 50: prototype for futuristic learning e
Page 51 and 52: Designing a Course Web-Site to Supp
Page 53 and 54: International Collaborative Learnin
Page 55 and 56: Facilitation frameworks Bostrom et
Page 57 and 58: From table 2 it can be seen that te
Page 59 and 60: Learning in Safety and Comfort: Tow
Page 61 and 62: Networking The Nation Noel Craske S
Page 63 and 64: Norfolk Stations. Schools of Distan
Page 65 and 66: one-on-one with Teaching Assistants
Page 67 and 68: Java. One of them is already an exp
Page 69 and 70: • Personal study room management
Page 71 and 72: As has already been discussed in th
Page 73 and 74: On-line Support of On-Campus Educat
Page 75 and 76: In-service Teachers Teaching Pre-se
Page 77 and 78: How the Construction & Analysis of
Page 79 and 80: Yet, still we ask ourselves: How do
Page 81 and 82: 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 and 134:
Architecture of HEZINET The system
Page 135 and 136:
Berners-Lee, T. & R. Cailliau, (198
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
show all

ED-MEDIA 1999 Proceedings Book - Association for the ...

Create successful ePaper yourself

Delete template?

Save as template?