Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186072
J. Ceddia, Judithe Sheard
In 2001, a Web-based tool (WIER) was provided for 175 final year IT students to use in their capstone project for an external client. The tool is multifaceted in that it provides facilities for project management, artefact reuse from past projects and administration Of the projects. Furthermore, WIER provides facilities for a number of different user types namely student, client, supervisor and coordinator. Evaluations performed during 2001 indicate that students generally found WIER a useful resource.
{"title":"Evaluation of WIER - a capstone project management tool","authors":"J. Ceddia, Judithe Sheard","doi":"10.1109/CIE.2002.1186072","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186072","url":null,"abstract":"In 2001, a Web-based tool (WIER) was provided for 175 final year IT students to use in their capstone project for an external client. The tool is multifaceted in that it provides facilities for project management, artefact reuse from past projects and administration Of the projects. Furthermore, WIER provides facilities for a number of different user types namely student, client, supervisor and coordinator. Evaluations performed during 2001 indicate that students generally found WIER a useful resource.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115603467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186120
Yueh-Chun Shih, N. Chen
A task-based learning model defines the process whereby students organize teams to accomplish some tasks by using and integrating what they have learnt in a creative way through access to the resources available on the network. The task-based learning model can be further broken down into sub-divisions to address different perspectives. The mission-based learning model is one of those. The mission-based learning model particularly helps students develop attitude and ability to accomplish some special task accepting the risk that they may fail. The main characteristics of a mission-based learning model are commitment, risk-taking, persistence and learning by error. In this study, we develop a typical instructional activity, named "Telling Story about Paper Bill", as mission-based learning model. The activity we propose is intended to help students integrate knowledge such as history, geography, environment, animal-care and computer skill. During this process of integration, students should develop attitudes of commitment, risk-taking and persistence, and the ability to accomplish tasks collaboratively.
{"title":"Mission-based learning model and its instructional activity design","authors":"Yueh-Chun Shih, N. Chen","doi":"10.1109/CIE.2002.1186120","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186120","url":null,"abstract":"A task-based learning model defines the process whereby students organize teams to accomplish some tasks by using and integrating what they have learnt in a creative way through access to the resources available on the network. The task-based learning model can be further broken down into sub-divisions to address different perspectives. The mission-based learning model is one of those. The mission-based learning model particularly helps students develop attitude and ability to accomplish some special task accepting the risk that they may fail. The main characteristics of a mission-based learning model are commitment, risk-taking, persistence and learning by error. In this study, we develop a typical instructional activity, named \"Telling Story about Paper Bill\", as mission-based learning model. The activity we propose is intended to help students integrate knowledge such as history, geography, environment, animal-care and computer skill. During this process of integration, students should develop attitudes of commitment, risk-taking and persistence, and the ability to accomplish tasks collaboratively.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116792902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186159
A. Trewern, M.F. Megabright
Two online projects are described in this paper. Wara Blong Life and Sniff, Swing and Swipe were ten-week, online activity-based projects offered in 2001 to elementary, middle and junior secondary school classes from all over New Zealand.
本文描述了两个在线项目。Wara long Life和Sniff, Swing和Swipe是2001年为新西兰各地的小学，初中和初中班级提供的为期十周的在线活动项目。
{"title":"Virtual learning experiences outside of the classroom: connecting educationally oriented organisations and classrooms using online projects","authors":"A. Trewern, M.F. Megabright","doi":"10.1109/CIE.2002.1186159","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186159","url":null,"abstract":"Two online projects are described in this paper. Wara Blong Life and Sniff, Swing and Swipe were ten-week, online activity-based projects offered in 2001 to elementary, middle and junior secondary school classes from all over New Zealand.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117194553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186217
S. Nykvist
This paper reports on an elective unit of study, offered to undergraduate primary and early childhood education students at the Queensland University of Technology. The course has as its main focus, the notion of online virtual communities, and explores students' current trends and practices with communication tools and networked communities with those currently being offered in a variety of educational contexts. After exploring and using a range of knowledge building tools, students then attempt to develop an online environment that espouses a sense of community amongst its participants. The students participate in the course through the use of various tools including multi user domains and bots, video and audio streaming including live video, chat including comic chat, threaded discussion lists, online gaming environments, email lists and instant messaging.
{"title":"Student use of knowledge building tools in networked communities","authors":"S. Nykvist","doi":"10.1109/CIE.2002.1186217","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186217","url":null,"abstract":"This paper reports on an elective unit of study, offered to undergraduate primary and early childhood education students at the Queensland University of Technology. The course has as its main focus, the notion of online virtual communities, and explores students' current trends and practices with communication tools and networked communities with those currently being offered in a variety of educational contexts. After exploring and using a range of knowledge building tools, students then attempt to develop an online environment that espouses a sense of community amongst its participants. The students participate in the course through the use of various tools including multi user domains and bots, video and audio streaming including live video, chat including comic chat, threaded discussion lists, online gaming environments, email lists and instant messaging.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"93 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120978701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185981
Chi-Hong Leung, Yee-Man Chan, A. Wu
This paper emphasizes the importance of interactivity and customization in online learning. With the web being the essential means of CMC (computer-mediated communication), interaction between the website and the learner is of prime significance for personalization to address individual needs and enabling success. Based on the two major dimensions of interactivity, namely control and message, a conceptualization on the different levels and types of customization is also presented with various application discussed.
{"title":"Importance of interactivity and customization in online learning","authors":"Chi-Hong Leung, Yee-Man Chan, A. Wu","doi":"10.1109/CIE.2002.1185981","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185981","url":null,"abstract":"This paper emphasizes the importance of interactivity and customization in online learning. With the web being the essential means of CMC (computer-mediated communication), interaction between the website and the learner is of prime significance for personalization to address individual needs and enabling success. Based on the two major dimensions of interactivity, namely control and message, a conceptualization on the different levels and types of customization is also presented with various application discussed.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121246883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186264
S. Yang, Chia-Chieh Huang
In Taiwan, gender equity and gender issues in education are beginning to open up and become a hot topic. Curriculum materials are now being developed, professional publications are beginning to cover gender equity issues, a serious of professional workshops are devoting time to it, and individual teacher educators are starting to become concerned about it. In response to the educational policy of our country, the Internet theater gender program is designed to achieve gender equity for K 5-6 primary school students. The Internet theatre project takes advantage of computer support learning community and theatre education. The introduction of Internet theatre into the gender education presents both an opportunity to expand the power of teaching and learning gender issues through electronic facilitation of the Internet technology to exploit the enhanced features of interactive hypermedia and the educational, entertaining value of theatre education. It intends to give learners a safe, entertaining, intellectual and supervised opportunity to examine their own attitudes, behaviors and living experience regarding gender issues through interactive drama and discussion.
{"title":"Gender education through creating Internet theatre in education","authors":"S. Yang, Chia-Chieh Huang","doi":"10.1109/CIE.2002.1186264","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186264","url":null,"abstract":"In Taiwan, gender equity and gender issues in education are beginning to open up and become a hot topic. Curriculum materials are now being developed, professional publications are beginning to cover gender equity issues, a serious of professional workshops are devoting time to it, and individual teacher educators are starting to become concerned about it. In response to the educational policy of our country, the Internet theater gender program is designed to achieve gender equity for K 5-6 primary school students. The Internet theatre project takes advantage of computer support learning community and theatre education. The introduction of Internet theatre into the gender education presents both an opportunity to expand the power of teaching and learning gender issues through electronic facilitation of the Internet technology to exploit the enhanced features of interactive hypermedia and the educational, entertaining value of theatre education. It intends to give learners a safe, entertaining, intellectual and supervised opportunity to examine their own attitudes, behaviors and living experience regarding gender issues through interactive drama and discussion.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127506998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185939
T. Daradoumis, M. Guitert, F. Giménez, J. Marquès, T. Lloret
In this paper, the authors explore the different processes involved in constructing effective virtual collaborative learning groups, especially why, when and how these processes affect group formation and to which degree they guarantee the creation of well-functioning and successful learning groups. A student can benefit from collaborative learning only if he/she participates in supportive learning teams. For this reason, their research interest is to aid and provide the means for the configuration of learning groups that are appropriate for different learning situations. A key issue in this process is to make the educational function and structure of collaborative learning groups clear, by identifying and making explicit both the individual and group learning and social goals, as well as the relationships, interaction processes and roles that determine the nature and idiosyncrasy of the group.
{"title":"Supporting the composition of effective virtual groups for collaborative learning","authors":"T. Daradoumis, M. Guitert, F. Giménez, J. Marquès, T. Lloret","doi":"10.1109/CIE.2002.1185939","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185939","url":null,"abstract":"In this paper, the authors explore the different processes involved in constructing effective virtual collaborative learning groups, especially why, when and how these processes affect group formation and to which degree they guarantee the creation of well-functioning and successful learning groups. A student can benefit from collaborative learning only if he/she participates in supportive learning teams. For this reason, their research interest is to aid and provide the means for the configuration of learning groups that are appropriate for different learning situations. A key issue in this process is to make the educational function and structure of collaborative learning groups clear, by identifying and making explicit both the individual and group learning and social goals, as well as the relationships, interaction processes and roles that determine the nature and idiosyncrasy of the group.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125017117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186169
I. Fung
This paper describes a scheme of adaptive advising students on how much time they should spend on traversing the course network. The scheme is based on the notion of critical path embodied in the network. While web-based online teaming emphases student's initiative in managing his own teaming, experiences tell us that some students are always at the risk of being lost in the cyber campus. If they are not monitored closely, their successful completion of the course on time would be in jeopardy. The novelty of the scheme is on its time-based feature. Developers specify the expected time to be spent on each unit and thereby the study patterns of individual students can be closely monitoring. In events of 'abnormality' such as a topic is still not yet browsed after a specified time, the system would alert the student and instructor accordingly.
{"title":"A computational scheme for monitoring online learning progress","authors":"I. Fung","doi":"10.1109/CIE.2002.1186169","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186169","url":null,"abstract":"This paper describes a scheme of adaptive advising students on how much time they should spend on traversing the course network. The scheme is based on the notion of critical path embodied in the network. While web-based online teaming emphases student's initiative in managing his own teaming, experiences tell us that some students are always at the risk of being lost in the cyber campus. If they are not monitored closely, their successful completion of the course on time would be in jeopardy. The novelty of the scheme is on its time-based feature. Developers specify the expected time to be spent on each unit and thereby the study patterns of individual students can be closely monitoring. In events of 'abnormality' such as a topic is still not yet browsed after a specified time, the system would alert the student and instructor accordingly.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123477681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186058
Kazuhiko Nagao, N. Ishii
Programming is one of the most important factors in the education of computer literacy. However, in the initial learning of programming, many students often have faced a simple problem, like syntax-errors by carelessness or mis-typing. Therefore, they feel that programming is too hard. The most important problem is the student can't take advantage of the error messages displayed by the computer. These messages are difficult to understand for beginners because the message only indicates a syntactic error and where it occurred. The authors propose a support system for C language programming on UNIX by using agent technology. This system monitors the error messages from the compiler. It analyzes, rewrites the acquired message, and reports to the student and the teacher on the network. The teacher can improve the teaching method by finding the category of error. The student customizes these messages, and they can use the suitable one at each level. Moreover, these messages are sent to other students by the communication line of each agent. Consequently, many students are able to use these useful messages; they can select the most preferable message from the collection of the agent. The authors executed a preliminary experiment and the improvement of efficiency to the complication work was confirmed.
{"title":"A concept of user agent for user interface of C compiler","authors":"Kazuhiko Nagao, N. Ishii","doi":"10.1109/CIE.2002.1186058","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186058","url":null,"abstract":"Programming is one of the most important factors in the education of computer literacy. However, in the initial learning of programming, many students often have faced a simple problem, like syntax-errors by carelessness or mis-typing. Therefore, they feel that programming is too hard. The most important problem is the student can't take advantage of the error messages displayed by the computer. These messages are difficult to understand for beginners because the message only indicates a syntactic error and where it occurred. The authors propose a support system for C language programming on UNIX by using agent technology. This system monitors the error messages from the compiler. It analyzes, rewrites the acquired message, and reports to the student and the teacher on the network. The teacher can improve the teaching method by finding the category of error. The student customizes these messages, and they can use the suitable one at each level. Moreover, these messages are sent to other students by the communication line of each agent. Consequently, many students are able to use these useful messages; they can select the most preferable message from the collection of the agent. The authors executed a preliminary experiment and the improvement of efficiency to the complication work was confirmed.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"49 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123561252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186152
P. M. Kotas, J. Finck
Central Michigan University has utilized the Internet and the Computer-Assisted Personalized Approach (CAPA) for homework in physics classes. Student activity on CAPA is automatically recorded and logged into the system's files. These log files have been examined to determine when students worked on their assignments. Additional information about the students and their habits were obtained through surveys and institutional data. An analysis of this data indicates that collaborative learning flourishes in an asynchronous environment, and significant relationships exist between study behavior and achievement.
{"title":"Collaborative learning and other successful strategies for on-line homework","authors":"P. M. Kotas, J. Finck","doi":"10.1109/CIE.2002.1186152","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186152","url":null,"abstract":"Central Michigan University has utilized the Internet and the Computer-Assisted Personalized Approach (CAPA) for homework in physics classes. Student activity on CAPA is automatically recorded and logged into the system's files. These log files have been examined to determine when students worked on their assignments. Additional information about the students and their habits were obtained through surveys and institutional data. An analysis of this data indicates that collaborative learning flourishes in an asynchronous environment, and significant relationships exist between study behavior and achievement.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123756955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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