Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612049
S. Nooshabadi, J. Garside
This paper covers an international collaborative teaching project involving the design of a state-of-the-art microprocessor and embedded system between the University of New South Wales, Manchester University and the Imperial College, London University. This project, being the first of its kind anywhere in the world, provides an environment that replicates the current industrial practice in embedded system design in an easy and comprehensible setting; an environment where the processor, dedicated coprocessors and software are all integrated to create a functional system such as used in sophisticated electronic devices, including mobile phones, webphones, photocopiers, televisions, digital cameras and PDAs. We see such collaboration as important in both reducing development costs in developing up to date - and increasingly sophisticated - courses as well as fostering good relations between peer departments
{"title":"Teaching Embedded Systems Design – An International Collaborative Project","authors":"S. Nooshabadi, J. Garside","doi":"10.1109/FIE.2005.1612049","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612049","url":null,"abstract":"This paper covers an international collaborative teaching project involving the design of a state-of-the-art microprocessor and embedded system between the University of New South Wales, Manchester University and the Imperial College, London University. This project, being the first of its kind anywhere in the world, provides an environment that replicates the current industrial practice in embedded system design in an easy and comprehensible setting; an environment where the processor, dedicated coprocessors and software are all integrated to create a functional system such as used in sophisticated electronic devices, including mobile phones, webphones, photocopiers, televisions, digital cameras and PDAs. We see such collaboration as important in both reducing development costs in developing up to date - and increasingly sophisticated - courses as well as fostering good relations between peer departments","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116502477","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612234
S. Krause, C. Roberts, D. Baker, Ş. Yaşar, S. Uysal, S. Kurpius
A team of engineering and education faculty and science education graduate students partnered with a local high school to implement an engineering design course. Course objectives included: learning to apply the engineering design methodology, acquiring and using basic engineering skills and tools, and understanding and valuing engineering as a career and a profession. The objectives were generally not achieved due to a variety of barriers related to the class. These included: varying maturity levels of students due to mixed age groups; lack of diversity; need for enhanced structuring of classes; inappropriate placement of students in engineering classes by guidance counselors; issues of materials management; inadequate application of science and math in design and problem solving; and the level of difficulty of course books. The nature of these barriers is discussed along with implications for teaching engineering design in high school. Recommendations for improvements to fulfil course objectives and achieve learning outcomes are presented
{"title":"Navigating rugged terrain: barriers and benefits to implementing an elective engineering design course in a high school setting","authors":"S. Krause, C. Roberts, D. Baker, Ş. Yaşar, S. Uysal, S. Kurpius","doi":"10.1109/FIE.2005.1612234","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612234","url":null,"abstract":"A team of engineering and education faculty and science education graduate students partnered with a local high school to implement an engineering design course. Course objectives included: learning to apply the engineering design methodology, acquiring and using basic engineering skills and tools, and understanding and valuing engineering as a career and a profession. The objectives were generally not achieved due to a variety of barriers related to the class. These included: varying maturity levels of students due to mixed age groups; lack of diversity; need for enhanced structuring of classes; inappropriate placement of students in engineering classes by guidance counselors; issues of materials management; inadequate application of science and math in design and problem solving; and the level of difficulty of course books. The nature of these barriers is discussed along with implications for teaching engineering design in high school. Recommendations for improvements to fulfil course objectives and achieve learning outcomes are presented","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114701657","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612265
Shyamal Mitra, R. Lopez-Herrejon, D. Zimmaro, Mark Johnson, Morrie Schulman
Programming skills are in increasing demand in nearly all disciplines. To cater to this demand the Computer Sciences department, at our institution, offers programming courses tailored for non-majors. Historically, we have observed the highest drop rate in the introductory course even though most of the students have had some prior experience with computers. Course evaluations indicate that most of them feel that programming is a challenging intellectual exercise. To allay student concerns we decided to apply active learning techniques in the lectures as well as in the discussion sessions. We wanted to give students feedback on their understanding of the lecture material during the class period and thereby reinforce their learning process. We also wanted some insight on how well the lecture material was being assimilated. For these purposes, we used the classroom performance system (CPS), which is a software/hardware system that allowed us to pose multiple choice questions during lectures and receive responses from students through their hand held remote control pads. The system tallied and recorded the responses and displayed the results in histograms. The correct answer was highlighted for students to get immediate feedback on their performance compared to their peers. We measured the effectiveness of this approach through student surveys, student ratings, classroom observations, CPS results, and analyses of the students' performance on the final examination. Student experience was largely positive and most students reported that this active learning technique helped them understand new and difficult material. From the instructor's perspective this new approach provided us with a better gauge to student understanding and kept students engaged during the lectures
{"title":"An Assessment of the Effectiveness of Interactive Technology in an Introductory Programming Course for Non-Majors","authors":"Shyamal Mitra, R. Lopez-Herrejon, D. Zimmaro, Mark Johnson, Morrie Schulman","doi":"10.1109/FIE.2005.1612265","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612265","url":null,"abstract":"Programming skills are in increasing demand in nearly all disciplines. To cater to this demand the Computer Sciences department, at our institution, offers programming courses tailored for non-majors. Historically, we have observed the highest drop rate in the introductory course even though most of the students have had some prior experience with computers. Course evaluations indicate that most of them feel that programming is a challenging intellectual exercise. To allay student concerns we decided to apply active learning techniques in the lectures as well as in the discussion sessions. We wanted to give students feedback on their understanding of the lecture material during the class period and thereby reinforce their learning process. We also wanted some insight on how well the lecture material was being assimilated. For these purposes, we used the classroom performance system (CPS), which is a software/hardware system that allowed us to pose multiple choice questions during lectures and receive responses from students through their hand held remote control pads. The system tallied and recorded the responses and displayed the results in histograms. The correct answer was highlighted for students to get immediate feedback on their performance compared to their peers. We measured the effectiveness of this approach through student surveys, student ratings, classroom observations, CPS results, and analyses of the students' performance on the final examination. Student experience was largely positive and most students reported that this active learning technique helped them understand new and difficult material. From the instructor's perspective this new approach provided us with a better gauge to student understanding and kept students engaged during the lectures","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127692306","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612156
E. Eschenbach, E. Cashman, A. Waller, S. Lord
A framework is presented for implementing feminist pedagogy along with demonstrative examples from engineering curricula. The framework for incorporating the values of feminism into the learning experience focuses on three aspects: 1) learning management strategies, 2) assessment and evaluation strategies and 3) strategies for critiquing existing power structures and the engineering process. Feminist pedagogy strategies suggested by others include cooperative learning, providing students a voice in classroom management decisions, structuring student interactions to facilitate all students' participation, having students participate in designing evaluation rubrics and assigning projects that require more than technical skills. A unique feature which feminist pedagogy offers to engineering education is the critique of power structures in relation to the engineering process. For example, the following questions can be addressed: (a) How are engineering processes influenced by the historical frameworks of their development?; (b) How are decisions made?; (c) Who makes decisions?; (d) Who benefits from the decisions?; and (e) What values do they reflect?
{"title":"Incorporating feminist pedagogy into the engineering learning experience","authors":"E. Eschenbach, E. Cashman, A. Waller, S. Lord","doi":"10.1109/FIE.2005.1612156","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612156","url":null,"abstract":"A framework is presented for implementing feminist pedagogy along with demonstrative examples from engineering curricula. The framework for incorporating the values of feminism into the learning experience focuses on three aspects: 1) learning management strategies, 2) assessment and evaluation strategies and 3) strategies for critiquing existing power structures and the engineering process. Feminist pedagogy strategies suggested by others include cooperative learning, providing students a voice in classroom management decisions, structuring student interactions to facilitate all students' participation, having students participate in designing evaluation rubrics and assigning projects that require more than technical skills. A unique feature which feminist pedagogy offers to engineering education is the critique of power structures in relation to the engineering process. For example, the following questions can be addressed: (a) How are engineering processes influenced by the historical frameworks of their development?; (b) How are decisions made?; (c) Who makes decisions?; (d) Who benefits from the decisions?; and (e) What values do they reflect?","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125494888","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 : 2005-10-19DOI: 10.1109/FIE.2005.1611986
J. Wolfe
This paper describes the results of an NSF funded study of 17 student teams in computer science and technical writing classes. Observations and interviews with students are contrasted with the practices of experienced professional engineers. The results suggest major differences between how students and professionals view the role of written communication in team projects. Students viewed teamwork almost exclusively in terms of verbal communication and rarely produced managerial documents such as meeting minutes and task lists- even when explicitly encouraged to do. By contrast, professional engineers see such documentation as essential to project success. Student teams also used ineffective strategies for coauthoring documents, often trying to write major sections of text synchronously as a group. Finally, student evaluations of their teammates' written contributions were often inaccurate. Recommendations for structuring classroom team projects are presented
{"title":"The role of writing in effective team projects: students and professionals differ","authors":"J. Wolfe","doi":"10.1109/FIE.2005.1611986","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611986","url":null,"abstract":"This paper describes the results of an NSF funded study of 17 student teams in computer science and technical writing classes. Observations and interviews with students are contrasted with the practices of experienced professional engineers. The results suggest major differences between how students and professionals view the role of written communication in team projects. Students viewed teamwork almost exclusively in terms of verbal communication and rarely produced managerial documents such as meeting minutes and task lists- even when explicitly encouraged to do. By contrast, professional engineers see such documentation as essential to project success. Student teams also used ineffective strategies for coauthoring documents, often trying to write major sections of text synchronously as a group. Finally, student evaluations of their teammates' written contributions were often inaccurate. Recommendations for structuring classroom team projects are presented","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115856731","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612030
A. Rusu, R. Elliott, D. Jones, K. McGarry, C. Santiago, H.S. Mohammed
The majority of undergraduate software engineering courses are taught by presenting theoretical background, reinforced by group or individual work on in-class projects. However, exposure to real-world projects would greatly improve a student's performance in industry. So far, attempts at involving students in real-world projects have been focused on large software products. This approach almost never succeeds in producing a final workable product because of the short period and provides little satisfaction to the customer or to the students. Hence, a fundamental question arises: can we develop a one-semester undergraduate software engineering course where we teach software engineering concepts and methodologies, and at the same time, have each student experience every software engineering phase, work in teams on a real-world project, interact with a real-world customer, and develop a marketable product which can be used, as is, by the customer? In this paper, we answer this question in the affirmative by presenting a novel approach for teaching software engineering to undergraduates
{"title":"Pioneering entrepreneurial software engineers","authors":"A. Rusu, R. Elliott, D. Jones, K. McGarry, C. Santiago, H.S. Mohammed","doi":"10.1109/FIE.2005.1612030","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612030","url":null,"abstract":"The majority of undergraduate software engineering courses are taught by presenting theoretical background, reinforced by group or individual work on in-class projects. However, exposure to real-world projects would greatly improve a student's performance in industry. So far, attempts at involving students in real-world projects have been focused on large software products. This approach almost never succeeds in producing a final workable product because of the short period and provides little satisfaction to the customer or to the students. Hence, a fundamental question arises: can we develop a one-semester undergraduate software engineering course where we teach software engineering concepts and methodologies, and at the same time, have each student experience every software engineering phase, work in teams on a real-world project, interact with a real-world customer, and develop a marketable product which can be used, as is, by the customer? In this paper, we answer this question in the affirmative by presenting a novel approach for teaching software engineering to undergraduates","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131389578","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612110
F. Colace, M. De Santo, M. Iacone
Thanks to the technological improvements of recent years, distance education today represents a real and effective tool for integrate (and sometimes substitute) the traditional formative processes. In literature, it is widely recognized that an important component of this success is related with the ability "to customize" the learning process for the specific needs of a given learner. This ability is still far to have been reached and there is a lot of interest in investigating new approaches and tools to adapt the formative process on the specific individual needs. In this paper, we present and discuss a model to capture information about learning style and capabilities of students; this information is successively used to select the most suitable learning objects and to arrange them in "adapted" learning paths. We discuss experimental results in using our approach
{"title":"Work in progress - ASAP: an automatic student adapted learning path generator","authors":"F. Colace, M. De Santo, M. Iacone","doi":"10.1109/FIE.2005.1612110","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612110","url":null,"abstract":"Thanks to the technological improvements of recent years, distance education today represents a real and effective tool for integrate (and sometimes substitute) the traditional formative processes. In literature, it is widely recognized that an important component of this success is related with the ability \"to customize\" the learning process for the specific needs of a given learner. This ability is still far to have been reached and there is a lot of interest in investigating new approaches and tools to adapt the formative process on the specific individual needs. In this paper, we present and discuss a model to capture information about learning style and capabilities of students; this information is successively used to select the most suitable learning objects and to arrange them in \"adapted\" learning paths. We discuss experimental results in using our approach","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130460467","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612035
Zhao Gang, Yong Zongkai
With the rapid development of wireless networks and mobile devices, mobile learning has got more and more attention. However, most of current learning resources (LR) were designed with desktop computers and high-speed network connections. Moreover, for different user preferences in mobile learning environment, not all of the data are relevant and critical to the learning process. It is a challenge to deliver such learning resources to various devices with limited capability over low-speed wireless network while ensuring higher synthetically quality of learning resource. To solve above problem, in this paper we proposed a Learning Resource Adaptation and Delivery Framework to adapt learning resources to various learning environments. It consists of two layers: multimedia adaptation layer and learning object adaptation layer. In the multimedia adaptation layer, MPEG-21 Digital Item Adaptation (DIA) mechanism is incorporated to handle the adaptation of low-level multimedia contents contained in learning resources. In the learning object layer, the appropriate selection of learning objects is based on an extended Learning Object Model for mobile learning. With the introduction of an integrated quality mechanism filling the quality metrics gap between high-level learning objects and low-level multimedia objects, an adaptation decision algorithm is presented to ensure higher final adaptation quality of learning resources
{"title":"Learning Resource Adaptation and Delivery Framework for Mobile Learning","authors":"Zhao Gang, Yong Zongkai","doi":"10.1109/FIE.2005.1612035","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612035","url":null,"abstract":"With the rapid development of wireless networks and mobile devices, mobile learning has got more and more attention. However, most of current learning resources (LR) were designed with desktop computers and high-speed network connections. Moreover, for different user preferences in mobile learning environment, not all of the data are relevant and critical to the learning process. It is a challenge to deliver such learning resources to various devices with limited capability over low-speed wireless network while ensuring higher synthetically quality of learning resource. To solve above problem, in this paper we proposed a Learning Resource Adaptation and Delivery Framework to adapt learning resources to various learning environments. It consists of two layers: multimedia adaptation layer and learning object adaptation layer. In the multimedia adaptation layer, MPEG-21 Digital Item Adaptation (DIA) mechanism is incorporated to handle the adaptation of low-level multimedia contents contained in learning resources. In the learning object layer, the appropriate selection of learning objects is based on an extended Learning Object Model for mobile learning. With the introduction of an integrated quality mechanism filling the quality metrics gap between high-level learning objects and low-level multimedia objects, an adaptation decision algorithm is presented to ensure higher final adaptation quality of learning resources","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134113057","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612004
Youngkwon Bae, Jinsook Lim, Taewuk Lee
Recently, people in the area of e-learning contents development are paying attention to educational games, which utilize games in education for pleasant learning. This study purposed to analyze the effects of educational activities using educational computer games as a part of e-learning based on the activity theory, which provides theoretical framework to educational activities. Learning through educational games is attained situation-contextually as learners practice various phenomena happening while they play games. Thus, the activity theory is fit for explaining the educational and entertaining elements of educational activities involved in game learning. For this, the study investigated educational games as e-learning analyzed based on the activity theory
{"title":"Work in progress - a study on educational computer games for e-learning based on activity theory","authors":"Youngkwon Bae, Jinsook Lim, Taewuk Lee","doi":"10.1109/FIE.2005.1612004","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612004","url":null,"abstract":"Recently, people in the area of e-learning contents development are paying attention to educational games, which utilize games in education for pleasant learning. This study purposed to analyze the effects of educational activities using educational computer games as a part of e-learning based on the activity theory, which provides theoretical framework to educational activities. Learning through educational games is attained situation-contextually as learners practice various phenomena happening while they play games. Thus, the activity theory is fit for explaining the educational and entertaining elements of educational activities involved in game learning. For this, the study investigated educational games as e-learning analyzed based on the activity theory","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134193577","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 : 2005-10-19DOI: 10.1109/FIE.2005.1611919
T. Lauer, S. Trahasch, B. Zupancic
Lecture recording has become a widespread way of producing learning contents rapidly. However, the resulting documents have some disadvantages regarding learner interaction, in particular regarding collaborative learning based on such documents. This paper proposes a model for anchoring group discussions in learning contents in a fine-granular way. Artifact-centered discussion is regarded as collaborative annotation of documents, with an extended data model for annotations which is independent of document and media types. After outlining the generic framework and data model, we describe its application to the scenario of group discussions around lecture recordings. Notes can be anchored both spatially and temporally in the multimedia documents. The infrastructure for sharing notes has been implemented as an Annotation Web Service (AWS), and the player software for viewing recordings has been extended into a client providing thread-based as well as document-centered discussion features
讲座录音已经成为一种广泛使用的快速生成学习内容的方式。然而，由此产生的文档在学习者交互方面存在一些缺点，特别是在基于这些文档的协作学习方面。本文提出了一个以细粒度方式锚定学习内容的小组讨论模型。以工件为中心的讨论被视为文档的协作注释，具有独立于文档和媒体类型的注释的扩展数据模型。在概述了通用框架和数据模型之后，我们描述了它在围绕讲座录音的小组讨论场景中的应用。注释可以在空间和时间上锚定在多媒体文档中。用于共享笔记的基础设施已作为注释Web服务(Annotation Web Service, AWS)实现，用于查看记录的播放器软件已扩展为客户端，提供基于线程和以文档为中心的讨论功能
{"title":"Anchored discussions of multimedia lecture recordings","authors":"T. Lauer, S. Trahasch, B. Zupancic","doi":"10.1109/FIE.2005.1611919","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611919","url":null,"abstract":"Lecture recording has become a widespread way of producing learning contents rapidly. However, the resulting documents have some disadvantages regarding learner interaction, in particular regarding collaborative learning based on such documents. This paper proposes a model for anchoring group discussions in learning contents in a fine-granular way. Artifact-centered discussion is regarded as collaborative annotation of documents, with an extended data model for annotations which is independent of document and media types. After outlining the generic framework and data model, we describe its application to the scenario of group discussions around lecture recordings. Notes can be anchored both spatially and temporally in the multimedia documents. The infrastructure for sharing notes has been implemented as an Annotation Web Service (AWS), and the player software for viewing recordings has been extended into a client providing thread-based as well as document-centered discussion features","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134197561","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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