Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186001
Oliver Bohl, Angela Frankfurth, J. Schellhase, U. Winand
Guidelines represent an important instrument in the development of Web-based trainings (WBTs). They help to create reliable, portable, and interoperable, standardized WBTs of high-quality. The development of guidelines can be considered as a key success factor regarding the effectiveness of WBTs. The effects of guidelines can be both favourable and restrictive. Guidelines which are too rigid and strict could have counterproductive effects, therefore an optimum at guidelines is to be aimed at. This article discusses potentialities and restrictions of WBT guidelines. It can thus be of assistance in the project-specific development of guidelines. The importance of guidelines is illustrated by a case study of the inter-universitarian e-learning network Winfoline.
{"title":"Guidelines-a critical success factor in the development of Web-based trainings","authors":"Oliver Bohl, Angela Frankfurth, J. Schellhase, U. Winand","doi":"10.1109/CIE.2002.1186001","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186001","url":null,"abstract":"Guidelines represent an important instrument in the development of Web-based trainings (WBTs). They help to create reliable, portable, and interoperable, standardized WBTs of high-quality. The development of guidelines can be considered as a key success factor regarding the effectiveness of WBTs. The effects of guidelines can be both favourable and restrictive. Guidelines which are too rigid and strict could have counterproductive effects, therefore an optimum at guidelines is to be aimed at. This article discusses potentialities and restrictions of WBT guidelines. It can thus be of assistance in the project-specific development of guidelines. The importance of guidelines is illustrated by a case study of the inter-universitarian e-learning network Winfoline.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"310 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":"131817838","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.2002.1186094
Toshihiro Hayashi, Kenzi Watanabe, Y. Hayashida, Hiroki Kondo
Various kinds of high-quality media systems have been developed. It is expected that these systems can be used for remote lectures. We are adopting these systems including a high-speed network to construct a remote lecture based on "Instruction with Blackboard", which provides an old-fashioned but very common style of lecture. This instruction style has been often avoided in remote lectures so far because it requires high-quality data transmission. However it is no doubt that this style of instruction is still a very popular teaching method. Therefore, it is educationally meaningful that this teaching method is realized on remote lectures. This paper describes a construction method of the remote lecture based on Instruction with Blackboard and the experiment on the remote lecture using high-quality media systems.
{"title":"Remote lecture based on Instruction with Blackboard using high-quality media systems","authors":"Toshihiro Hayashi, Kenzi Watanabe, Y. Hayashida, Hiroki Kondo","doi":"10.1109/CIE.2002.1186094","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186094","url":null,"abstract":"Various kinds of high-quality media systems have been developed. It is expected that these systems can be used for remote lectures. We are adopting these systems including a high-speed network to construct a remote lecture based on \"Instruction with Blackboard\", which provides an old-fashioned but very common style of lecture. This instruction style has been often avoided in remote lectures so far because it requires high-quality data transmission. However it is no doubt that this style of instruction is still a very popular teaching method. Therefore, it is educationally meaningful that this teaching method is realized on remote lectures. This paper describes a construction method of the remote lecture based on Instruction with Blackboard and the experiment on the remote lecture using high-quality media systems.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"1 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":"129397612","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.2002.1186133
P. Eronen, Jussi A. Nuutinen, Erkki Rautama, E. Sutinen, J. Tarhio
Concept learning belongs to the fundamental challenges of educational technology. Contrary to the current trend of designing and implementing contents for various web-based virtual courses, concept learning requires cognitive tools rather than digital materials. We introduce a novel scheme to generate computer games from concept maps made by a teacher or a learner herself. Concept gaming exceeds the potential of previous software packages for concept mapping in a significant feature: it adds excitement and tension to the process of building a meaningful composition of concepts related to each other. In addition, concept gaming supports learning at various levels, from memorizing up to open problem solving.
{"title":"Concept gaming","authors":"P. Eronen, Jussi A. Nuutinen, Erkki Rautama, E. Sutinen, J. Tarhio","doi":"10.1109/CIE.2002.1186133","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186133","url":null,"abstract":"Concept learning belongs to the fundamental challenges of educational technology. Contrary to the current trend of designing and implementing contents for various web-based virtual courses, concept learning requires cognitive tools rather than digital materials. We introduce a novel scheme to generate computer games from concept maps made by a teacher or a learner herself. Concept gaming exceeds the potential of previous software packages for concept mapping in a significant feature: it adds excitement and tension to the process of building a meaningful composition of concepts related to each other. In addition, concept gaming supports learning at various levels, from memorizing up to open problem solving.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"48 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":"130793590","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.2002.1185957
Hideyuki Suzuki, Hideo Funaoi
From the viewpoint of social construction ism, community is not defined by external normative structure, but rather locally and contingently constructed through people's communication. Based on this interactive view of community, Community Incubator a Web-based BBS system for online schools, has been designed. The system supports community building through providing participants with resources to talk about their identity, group boundaries, and history of their activities. For this purpose, the system has three functions: (1) autoaddresser; (2) community visualizer; and (3) community editor. This paper discusses how these functions work to assist participants to construct an online community of learners.
{"title":"Community Incubator: supporting construction of online learners' community through visualization","authors":"Hideyuki Suzuki, Hideo Funaoi","doi":"10.1109/CIE.2002.1185957","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185957","url":null,"abstract":"From the viewpoint of social construction ism, community is not defined by external normative structure, but rather locally and contingently constructed through people's communication. Based on this interactive view of community, Community Incubator a Web-based BBS system for online schools, has been designed. The system supports community building through providing participants with resources to talk about their identity, group boundaries, and history of their activities. For this purpose, the system has three functions: (1) autoaddresser; (2) community visualizer; and (3) community editor. This paper discusses how these functions work to assist participants to construct an online community of learners.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"1 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":"131252545","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.2002.1185850
T. Chan
EduCities is a network city for educational purposes. At the moment, there are more than 1 million EduCitizens registered in EduCities. 2,000 schools (more than half of schools in Taiwan) have built their EduTowns (smaller version of EduCities) and 18,000 classes are running their EduVillages. But these figures only represent an infrastructure, a bare skeleton, of a future network learning society. Based on the authors' work on EduCities, they argue that a network learning society will not be a 'tribal' learning society or a learning ecology, as portrayed by John Seely Brown in his keynote at ICCE98. Instead, it will be a 'structured' learning society. This structure mimics the current real world society we are used to today. The essence of the power of network is connectivity - connecting people, physical objects, information repositories, almost everything in the world. The question is how we use this network capability to link the old social structure, and from that, cultivate and diffuse learning elements into this structure, and expand the structure to form a larger but connected learning society. These strategies and actions taken are what we call the social design of a network learning society. If network learning is a learning ecology, then it must evolve around an existing structure.
{"title":"Social design of network learning society","authors":"T. Chan","doi":"10.1109/CIE.2002.1185850","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185850","url":null,"abstract":"EduCities is a network city for educational purposes. At the moment, there are more than 1 million EduCitizens registered in EduCities. 2,000 schools (more than half of schools in Taiwan) have built their EduTowns (smaller version of EduCities) and 18,000 classes are running their EduVillages. But these figures only represent an infrastructure, a bare skeleton, of a future network learning society. Based on the authors' work on EduCities, they argue that a network learning society will not be a 'tribal' learning society or a learning ecology, as portrayed by John Seely Brown in his keynote at ICCE98. Instead, it will be a 'structured' learning society. This structure mimics the current real world society we are used to today. The essence of the power of network is connectivity - connecting people, physical objects, information repositories, almost everything in the world. The question is how we use this network capability to link the old social structure, and from that, cultivate and diffuse learning elements into this structure, and expand the structure to form a larger but connected learning society. These strategies and actions taken are what we call the social design of a network learning society. If network learning is a learning ecology, then it must evolve around an existing structure.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"1 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":"130842372","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.2002.1186268
Peng-Wen Chen
Chinese keyboard typing is fundamental training at school in Taiwan. For the sake of a sharp learning curve, many CAI systems have been used to help teaching and learning. However, these CAI systems focus on learning results (say speed, accurate rate, etc.) rather than learning process. In this paper, we use adaptive learning strategy and agent-based technology to propose an adaptive Chinese-typing learning system and its relative course organization. We hope to help typing skill refinement according to one's personal learning condition.
{"title":"Proposal of an adaptive Chinese keyboard typing learning environment","authors":"Peng-Wen Chen","doi":"10.1109/CIE.2002.1186268","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186268","url":null,"abstract":"Chinese keyboard typing is fundamental training at school in Taiwan. For the sake of a sharp learning curve, many CAI systems have been used to help teaching and learning. However, these CAI systems focus on learning results (say speed, accurate rate, etc.) rather than learning process. In this paper, we use adaptive learning strategy and agent-based technology to propose an adaptive Chinese-typing learning system and its relative course organization. We hope to help typing skill refinement according to one's personal learning condition.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"255 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":"133014164","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.2002.1185858
Takashi Ishikawa, Hiroshi Matsuda, Hiroshi Takase
The paper describes a teaching assistant facility being developed in Nippon Institute of Technology to activate question answering in computer programming practice using Web based teaching. The facility is implemented in the Website to provide agent supported collaborative learning using community Web software. The contents of the Website are teaching materials for computer programming practice and an electronic bulletin board system for question answering to assist practice of the students. The students can send a question message to the bulletin board and then receive an answer message from the teacher or other students in the classroom. An agent in the Website distributes the question message to teacher and/or the students being active to answer questions. The facility activates question answering between students as a form of collaborative learning.
{"title":"Agent supported collaborative learning using community Web software","authors":"Takashi Ishikawa, Hiroshi Matsuda, Hiroshi Takase","doi":"10.1109/CIE.2002.1185858","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185858","url":null,"abstract":"The paper describes a teaching assistant facility being developed in Nippon Institute of Technology to activate question answering in computer programming practice using Web based teaching. The facility is implemented in the Website to provide agent supported collaborative learning using community Web software. The contents of the Website are teaching materials for computer programming practice and an electronic bulletin board system for question answering to assist practice of the students. The students can send a question message to the bulletin board and then receive an answer message from the teacher or other students in the classroom. An agent in the Website distributes the question message to teacher and/or the students being active to answer questions. The facility activates question answering between students as a form of collaborative learning.","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":"133042702","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.2002.1186124
Chang-Kai Hsu, Jyh-Cheng Chang, Maiga Chang, Jihn-Chang J. Jehng, J. Heh
Knowledge is represented by graph or map is simpler than represented by proposition logics. Students who use the knowledge representation of knowledge map quickly learn to read a graph as IF-THEN and do all their reasoning directly on the graphs without translating them to rules or propositions. Instead, many graphic notations have been developed. Knowledge Map (KM) is a graphic system of logic that is as general as proposition logics.
{"title":"An approach for automatic learning and inference by knowledge map","authors":"Chang-Kai Hsu, Jyh-Cheng Chang, Maiga Chang, Jihn-Chang J. Jehng, J. Heh","doi":"10.1109/CIE.2002.1186124","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186124","url":null,"abstract":"Knowledge is represented by graph or map is simpler than represented by proposition logics. Students who use the knowledge representation of knowledge map quickly learn to read a graph as IF-THEN and do all their reasoning directly on the graphs without translating them to rules or propositions. Instead, many graphic notations have been developed. Knowledge Map (KM) is a graphic system of logic that is as general as proposition logics.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"25 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":"133450766","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.2002.1186245
Y. Ujihashi, T. Minowa, Tadashi Inagaki, Haruo Kurokami
"OKOME" or "rice" is the first full-digital course material produced by NHK (Japan Broadcasting Cooperation). Using the familiar subject of rice as a teaching resource, this program is designed to provide children with lessons on various integrated issues such as community, the environment. the economy and international understanding, which cannot be simply categorized in the traditional framework of the subjects. "OKOME" full-digital course materials have four main contents: (1) review the TV program, (2) video clips, (3) Internet, and (4) BBS. All of these four were designed so as to work effectively by relating to each other. To measure the effects of the material, 13 elementary schools were appointed as pilot schools and various research has been conducted since April 2001. The purpose of this first paper is to introduce the whole picture of the "OKOME" full-digital course material and log collection system supporting its research activities.
{"title":"\"OKOME\" NHK's full-digital material (1): Web site design and log collection system","authors":"Y. Ujihashi, T. Minowa, Tadashi Inagaki, Haruo Kurokami","doi":"10.1109/CIE.2002.1186245","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186245","url":null,"abstract":"\"OKOME\" or \"rice\" is the first full-digital course material produced by NHK (Japan Broadcasting Cooperation). Using the familiar subject of rice as a teaching resource, this program is designed to provide children with lessons on various integrated issues such as community, the environment. the economy and international understanding, which cannot be simply categorized in the traditional framework of the subjects. \"OKOME\" full-digital course materials have four main contents: (1) review the TV program, (2) video clips, (3) Internet, and (4) BBS. All of these four were designed so as to work effectively by relating to each other. To measure the effects of the material, 13 elementary schools were appointed as pilot schools and various research has been conducted since April 2001. The purpose of this first paper is to introduce the whole picture of the \"OKOME\" full-digital course material and log collection system supporting its research activities.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"22 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":"133670492","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.2002.1186339
J. Nunes, S. Morón-García
Systems and environments to support eLearning require detailed specification of learning needs, materials, activities and delivery methods and needs. The complexities of integration of the different ICT components according to these learning needs and sound pedagogical approaches, demand frameworks not too dissimilar to information systems design and development methodologies. These have been traditionally denominated Instructional Design (ID) methodologies. However, the term "Instructional" has strong connotations with the behaviourist school of thought and could indicate a focus on teaching centred approach rather then a less objectivist learner-centred view of education. This paper explores Educational Systems Design (ESD) as a thorough method of design of educational applications or environments and proposes and discusses the CSFs associated with such an approach.
{"title":"Instructional versus Educational Systems Design (ESD): is there a difference?","authors":"J. Nunes, S. Morón-García","doi":"10.1109/CIE.2002.1186339","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186339","url":null,"abstract":"Systems and environments to support eLearning require detailed specification of learning needs, materials, activities and delivery methods and needs. The complexities of integration of the different ICT components according to these learning needs and sound pedagogical approaches, demand frameworks not too dissimilar to information systems design and development methodologies. These have been traditionally denominated Instructional Design (ID) methodologies. However, the term \"Instructional\" has strong connotations with the behaviourist school of thought and could indicate a focus on teaching centred approach rather then a less objectivist learner-centred view of education. This paper explores Educational Systems Design (ESD) as a thorough method of design of educational applications or environments and proposes and discusses the CSFs associated with such an approach.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"10 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133135034","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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