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

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• Server Site Script/Remote Applet are special programs which visualise a particular educational application as a collection of interrelated HTML documents. The Visual Data Definition Tool is a stand-alone Java application working with a special HCT file containing the definition of a HC type. It can create new and edit existing HCT file residing on a local drive. The Visual Data Manipulation Tool is a stand-alone Java application working with an existing HCT file, HTML pages and existing HC units, i.e. educational applications. It can create new and edit existing educational applications residing on a Web server or on a local drive. The main way of authoring and maintaining such educational applications is dragging and dropping existing HTML documents, MM elements and/or HC units onto a selected template. HTML documents can be created with an arbitrary other editing system and must be in a valid HTML format. Additionally, the structure editor provides a possibility to generate valid HTML documents on the fly using so-called Macros defined as a part of the HC type definition. The VDMT allows to combine pages and existing educational applications into a new educational application by means of the following operations: • drag and drop objects into a template cell • delete an object from a template cell • change a relative position within a template cell • set up particular member attributes ( see Figure 4 ) Figure 4: Working with the VDMT A newly created educational application can be stored, i.e. mapped on a Hyperwave server, a standard HTTP Web server or on a local drive. Storing an educational application to a particular hypermedia system means providing it with some additional attributes specific to the chosen system. For example if an educational application is stored on a Hyperwave server, it is stored as a Hyperwave collection having a number of additional attributes which are automatically assigned by the VDMT. Members of the HC unit are defined as members of the corresponding Hyperwave collection and also automatically provided with specific set of attributes. An educational application can be also stored on a local drive or on an ordinary Web server as a directory in a file system containing a number of additional attribute files which are automatically generated by the VDMT. Members of the HC unit are also put into the corresponding folder along with automatically generated attribute files and a special navigational applets interpreting the attribute files. As stated earlier user's Web browsers ( like Netscape or Microsoft InternetExplorer ) do not access directly an educational application. Instead, in order to obtain data, the browser communicates with a special Sever Site Script ( if the educational application resides on a Hyperwave server ) or with a special Java applet ( if the educational application resides on a standard HTTP Web server or on a local drive ).
Figure 5: Saving an Educational Application on a Hyperwave Server In other words, whenever an user accesses such educational application with an ordinary Web browser a special software component is run to visualise the unit in the form of interrelated HTML pages. The HCT file containing a description of the generic link structure and attributes attached to the educational application's members are essentially used to control such visualisation ( see Figure 6 ). Figure 6: Accessing an Educational Application 4. Conclusion Here, we would like to conclude that the proposed combination of Hypermedia Composite data model with Hyperwave data model in order to decrease effort for authoring and maintaining educational applications for the Web has much bigger possibilities then the described use. It can be very useful for different kinds of hypermedia systems. The power of this concept comes from the highly structured hypermedia composites that can be created with Hypermedia Composite data model. Of course that Hypermedia Composite data model has to be mapped onto a logical data model to show all its possibilities so we believe that its use should not only depend on Hyperwave data model, but rather it should try to use other powerful data models, such as XML. XML technology allows the author to define the constructs, i.e. the structure of hypermedia database, as well as the navigational and visualisation paradigm. Hypermedia Composite data model on the other hand allows the author to automatically and rapidly create predefined structures. 5. References 1. Hermann Maurer (1996), Hyperwave – The Next Generation Web Solution, Addison-Wesley 2. Denis Helic, Seid Maglajlic, Nick Sherbakov (1999), Educational Materials on The Web: Data Modelling Approach, MIPRO 99 3. D. Freismuth, K. Schmaranz, B. Zwantschko (1998), Telematic Platform for Patient Oriented Services, JUCS, vol. 11, 1998 4. Microsoft Online XML Workshop (1998), http://www.microsoft.com/xml, Microsoft Corp. Homepage
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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
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
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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
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The prototype under development is
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make an hypermedia educational envi
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accreditation or standing in countr
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A government designates a certain a
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will be involved - either in partne
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Streaming 7000 films... Uwe Sander
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and how to innovate will be paramou
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Toward a framework for instruction
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A knowledge integration approach to
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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