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etween lessons or view media usage through the HCC digital library. Work is currently ongoing to provide drag-and-drop lesson reordering. The maintenance of networked hypermedia, not the rapid generation of courseware, is the greater concern for course developers. The HCC simplifies tracking what media is used in what lesson and associates a plain text description of media with the media file. Media can be tracked by all of the different types [see Fig. 3] or it can be tracked by media type. This provides a simple yet effective mechanism for dynamically tracking what media is used in what lesson. Advantages and Disadvantages of the Course Creator The HCC provides six major advantages: it is a course-based, not page-based HTML development tool; simple professor interface; incremental course development with the ability to link in shared and personal media elements; consistent student interface and hyperdisciplinary course support; production of a course digital library; and modest machine and network resources required for effective use. Unlike other tools, the HCC supports a course-based approach to the development of hypermedia courseware instead of a file-based approach. This object-based approach more closely models other, more traditional methods of course development, and as such is easier and more natural to use. The simple point-and-click professor interface complements the course-based approach by supporting instructor development of hypermedia courseware without a need to know HTML. This allows professors to focus on the content of the media added and not on HTML. It is believed that this will greatly reduce the amount of time required to create a course. Incremental course development allows instructors the flexibility to develop as much or as little of the hypermedia course as time or desire permits. Few professors have the time to monolithically develop gigabytes of course material. Incremental development is often the only viable approach for hypermedia courseware. Instructors may begin with a simple course outline and lesson objectives and as time and other resources permit, develop and include other media resources such as lesson notes, slideshows, sound files, graphics, movies, and links to other information sources. Furthermore, the media elements developed can be easily shared with other courses due to the consistent directory structure produced by the HCC. The HCC provides a consistent student interface. Once a student learns how to use the interface in one course, the student knows how to use the interface in any other course. This allows for seamless cross-linking between courses and integration of courses across departmental boundaries and eventually, hyperdisciplinary course support. Without a tool such as the HCC, hyperdisciplinary courseware is essentially impracticable. The HCC requires moderate machine and network resources. It has been successfully used on relatively modest platforms (slow 80486 machines with 8MB of RAM, 500MB local hard drives, and standard shared 10 Mbps Ethernet network connection). It outputs standard V1.0 HTML, so a wide variety of Web browsers can be used to access the courseware created. Network file server and Web server requirements will, of course, still vary with the amount of material being used and the number of simultaneous student accesses antic ipated. The HCC has three major disadvantages: lack of flexibility in course design, no support for Common Gateway Interface forms, and no support of incremental compilation. The lack of flexibility limits course design to one of the two templates available in the HCC. Instructors cannot individualize their course using other HTML editors as the tool will overwrite these changes the next time the course is compiled. Likewise, there is no support for CGI forms, Java scripts, frames, or some of the other emerging features of HTML. While these are significant disadvantages, hyperdisciplinary courseware will not be possible without some standard interface. Furthermore, because the HCC was designed to dramatically reduce the amount of time required to create an HTML-based course, inclusion of these features would not facilitate rapid course development. A powerful, yet simple tool was needed. Lack of incremental compilation remains a limitation of the current system. When the HCC recompiles a course, it recopies all of the media elements to the HTML directory and recreates all of the code necessary to link the course together. This overwrites any previous code or changes made to that code from other HTML editors. Clearly, it would be more cost efficient in terms of time and network bandwidth to only changes those portions of the course that had been altered. It is the intent of the authors to add this feature to the software over time.
Longevity of the HTML Course Creator A problem with any locally developed software artifact lies in finding viable ways to maintain and extend it over a sustained period of time. Even reliance on commercial products does not alleviate all of these concerns. Few instructors will desire to commit to a tool whose problems are unfixable and which can not evolve to match developments in the problem domain it purports to address. Currently, much of the coding and testing work which has and will go into evolving the HCC is undertaken by the annual crop of senior students undertaking software design group projects; strategic direction and oversight remain with knowledgeable faculty members. In this mechanism is a fortuitous linkage between the desire of most groups to create a new artifact reflecting their own creativity and development tool preferences, and the need to substantially modify hypermedia courseware tools every year to keep up with changing standards and instructor requirements. A prior year’s working tool becomes the living specification of the existing baseline requirement (adjusted for known bugs) and the basis for prototyping the current year’s extensions and modifications. The long term viability of this approach to evolving the HCC remains to be seen, but it has so far proved reasonably effective and admirably (though not optimally) economizing of faculty time. The HCC is currently being used in several departments at USMA as the basis for hypermedia course creation. Faculty members as well as the department leadership from several departments have been enthusiastic. One department has decided that all hypermedia courseware within the department will be developed using the HCC. Validation of exactly how much time is saved and the degree of acceptance among professors who had previously been unwillingly to exploit the WWW remains an ongoing research topic. Summary and Future Research The HCC simplifies the creation of hypermedia courseware. Through a simple point-and-click interface, professors can rapidly and easily build hypermedia courses. Construction of the hypermedia course is focused on lesson construction and not page construction as other tools require. No knowledge of HTML is required. Maintenance of a HTML-based course is likewise simplified with digital library support and media tracking. Requiring only modest platform support, the HCC supports the development of hyperdisciplinary courseware. It represents a first step in providing hypermedia courseware design software that anyone and everyone could use. Future research into the HCC is focused on enhancement and assessment. Incremental compilation, support for the “chunking” of related lessons, color-coding material that must be updated on a semester basis, and attempts to improve the speed and functionality of software are the focus of the enhancement effort. The assessment effort is focused on validating the amount of time saved and the degree of acceptance among professors who had previously been unwillingly to exploit the WWW. Based on experiences with the tool, it is believed that HCC will have a significant impact on both. References [Carver & Howard 1995a] Carver, C. A. and R.A. Howard (1995). “An Assessment of Networked Multimedia and Hypermedia” Proceedings of the 1995 IEEE/ASEE Frontiers in Education Conference . Atlanta, GA. 2c5.17- 2c5.21. [Haga & Nishino 1995a] Haga, H. and M. Nishino (1995). “Guidelines for Designing Hypermedia Teaching Materials”. Proceedings of ED-MEDIA 95: World Conference on Educational Multimedia and Hypermedia. Graz, Austria. 283-288. [Hedberg et al. 1996a] Hedberg, John, Barry Harper, Robert Wright, and Grant Farr. “An Authoring Metaphor to Match Constructivist Theory” Proceedings of ED-MEDIA 96: World Conference of Educational Hypermedia and Multimedia . Boston, MA. 776. [Jonassen and Harris 1991a] Jonassen D. H. and D. Harris (1991). “Analyzing and selecting instructional strategies and tactics”. Performance Improvement Quarterly, 4. [Mayer et al. 1993a] Mayer, S., T. Muldner, and C. Unger (1993). “NEAT: An Integrated Authoring Environment Based upon Toolbook”. Proceedings of EDMEDIA 93: World Conference on Educational Multimedia and Hypermedia. 332-339. [Mayrhofer, V et al. 1996a] Mayrhofer, V., Nick Scherbakov, and Keith Andrews. “HM-Card: A New Approach to Courseware Production” Proceedings of ED-MEDIA 96: World Conference of Educational Hypermedia and Multimedia . Boston, MA. 433-438.
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Proceedings of WebNet 96— WebNet
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FULL PAPERS BRIAN BEVIRT Designing
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THIERRY LEVOIR & REMI BASTIDE SADS:
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MASAYASU AOTANI Distance education
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IAIN LANGDON Education for Changing
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PANELS M J MCALISTER, P COMER & MIS
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Designing Hypertext Navigation Tool
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Organize the Contents of Your Site
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multiple hierarchy charts have to b
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Developing Structured WWW-Sites wit
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Links refer to Templates. From the
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typing tool, which on the one hand
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and implement commercial Web-sites.
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constraints. It is important to rem
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A three-rowed "desktop" was used as
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All assignments were tracked, and s
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Figure 5: Student Information Toolb
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positive values to the course: 1. F
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2. Problem Areas We have identified
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in our system is quite large, and p
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map information for display into th
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- whether these new applications co
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4.3. The Production Phase The produ
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Requests 2500000 2000000 1500000 10
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information systems. Since late 199
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QuestWriter, which will be availabl
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Figure 1: Typical Study Approaches
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Figure 2: Feedback Loop for Questio
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educational Web page design. We hav
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Identifying and Meeting Needs of In
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Two new forms-driven templates, one
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What We Learned About Coaching Web
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Introduction The WWW as a Primary S
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Processing the Order Once users hav
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documentation, report a problem to
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VRML and the Web: A Basis for Multi
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Plate 2: Three users represented by
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Figure 2: Interfae components to ex
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Avatar Distribution Figure 3: Avata
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Introduction Tracking WWW Users: Ex
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etween subsequent requests, and an
Page 83 and 84: server not to cache that object. Ho
Page 85 and 86: [Benford et al. 1996] Benford, S.D.
Page 87 and 88: Published on the Web from the WebNe
Page 89 and 90: current state of knowledge represen
Page 91 and 92: Figure 1: Textook and Glossary wind
Page 93 and 94: Part of this work is supported by a
Page 95 and 96: Database 2. Review of Related Work
Page 97 and 98: Display Password Screen Check User
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Page 105 and 106: store its result in a variable, usi
Page 107 and 108: Table of Contents Executive Summary
Page 109 and 110: Chapter One: The Web Marketplace Gr
Page 111 and 112: 4) Advertising Subsidy growing dram
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Page 123 and 124: The Aria.recorder is also capable o
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Page 131 and 132: Introduction Automating Hypermedia
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Page 141 and 142: automatically, in a reliable and pe
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Page 145 and 146: the NSF EXPRES project. In [Galeghe
Page 147 and 148: Astronomy and Space Science Relevan
Page 149 and 150: surface of Pluto - assembled throug
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Page 153 and 154: collaboratively produced report abo
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Page 157 and 158: Explorations: the Cornell Theory Ce
Page 159 and 160: version of Netscape 2.0 (Netscape w
Page 161 and 162: from video tape) and compromised on
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Page 165 and 166: charge of a training institute, we
Page 167 and 168: Another way of supporting "point to
Page 169 and 170: References [Derycke and D’Halluin
Page 171 and 172: like SGMLS or SP [Clark 95]. The WW
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Page 175 and 176: 2.3 Geometric and visual ‘continu
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Page 179 and 180: came into common use. A number of e
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2.1 Extracting and Organizing WWW S
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mantic space comes from exploring r
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Introduction Interactive Justice Th
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presented by both public prosecutor
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A different communication mode allo
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Convergence to the Information High
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over 9 million at the beginning of
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unreliable electronic components co
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in an integrated model which has th
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Crane, D. (1972). Invisible College
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discourse does not mean that it is
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Figure 2 Communities within the lay
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The major services classified are:-
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Spears, R. and Lea, M. (1994). Pana
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presents relevant items to the user
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ProFusion's main process creates mu
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Managing Interdisciplinary Project
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influencing the study. To ensure th
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ANALYSIS The introduction of new co
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to be combined; this integration ac
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On receiving the information that a
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4.1.4 SPS-SCS delivery system This
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Aster Servers - How to make Aster m
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Another approach we have tested as
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information available on the web. W
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Project Based Learning - Global Vil
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http://www.ncsa.uiuc.edu/SDG/Softwa
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Web. It is tailored to the needs of
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Views of the Solar System - http://
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Gatherers and Brokers. The Gatherer
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(Uniform Resource Locators) are pre
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References Figure 6: Document Displ
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The RealAudio (http://www.realaudio
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For educators, this combination of
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The practical components of this pr
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typologize communication and media
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egistration pattern (in the reverse
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the Internet, in terms of informati
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Fig. 10: 3-dimensional pattern matr
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structure of the courses adheres to
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applications manage chat sessions,
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6. Evaluation Figure 4: Example
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Introduction Windows to the Univers
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Figure 1: The main navigation panel
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Our Planet Interior & Surface Atmos
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I. Introduction What is a browser?
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(1) [Baggett, Ehrenfeucht, & Guzdia
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Node display. In addition to enforc
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On-demand Multi-lingual Font Servic
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One of the advantages by using Java
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The directory can be an alias defin
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Real Audiences—Worldwide: A Case
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outstandingly successful authors re
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usually jumps over the keyboard --
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Introduction Web Conceptual Space R
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conceptual knowledge processing, kn
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and the 'Top' view for all applicat
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An Information Broker for Adaptive
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the worst case, we can make a rough
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These simple parameters significant
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[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
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The administration and management s
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Educational packages: the current i
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Embedded Interactive Concept Maps i
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eading and understanding informal c
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Every Smart Ideas document has a de
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and used an index into the HTML doc
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Introduction Building Internet-Base
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comments from others or newly assig
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Figure 3: Author profile Conclusion
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The major features are: Figure 1 Me
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Figure 3 FrameMaker requirements do
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5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
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Scannell, Ted (1996). Steve Jobs In
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originator. Thus, the collaborative
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preferences, circumstances and task
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development concerns the previously
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Abstract: Aspects of Large World Wi
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Structuring data The unstructured a
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say on a LAN with a hypermedia serv
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Halasz, 1988 Halasz, F. (1988). Ref
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One of the CNES' goals is to make s
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Archived Files Start Time 1 End Tim
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HELP-EXCHANGE: An Arbitrated System
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Since the Help-Exchange system is e
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system avoids spamming since the qu
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From a Set of Technical Documents t
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“The machine that would perform t
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In the case of the link with commen
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[Glushko 89] Glushko, R. (1989). De
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• SWOOP [Hunter et al. 95] provid
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also planned for implementing this
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storage structures already establis
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Every S-collection (instance) has a
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do not map S-collections onto a glo
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The operator JOIN is applied to a c
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Internet India Suzanne McMahon Univ
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published in Bombay, includes shopp
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INDIA-E@INDNET.BGSU.EDU Economic Fo
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Instructional Materials The first c
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Reminder Robot For the Q&A section
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[Wusage 1994] Cold Spring Harbor La
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succeed, is also social in origin,
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Other ships may also appear on the
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An Intelligent Tutoring System on t
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Figure 1. Viewer Control Mechanism
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input and clickable map as the ways
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Designing Digital Libraries for Pos
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Layer HOSS allows an open set of st
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contradictory to produce a well-def
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[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
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did nothing but slow down processin
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Bundling has been studied extensive
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The software industry relies on dif
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that is not accepted by society exi
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[Richardson & Radner 1996] Richards
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European Economic Area agreement. S
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Figure 2: Components of the learnin
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5. Concluding Remarks Figure 4: The
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A Distance Education How-To Manual:
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usually required. This can take pla
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piece, or of the whole piece. A CD
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Indexes, Keys: these tables define
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following, we discuss basic types o
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long: in the music database, the co
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The MARBLE 1 Project: A Collaborati
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available, as described above, help
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Feedback and Analysis Fig 2: Extrac
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Open Net and the Australian On-Line
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speeds, download times, changing br
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our audience, fall into one of the
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server change. When we had our own
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Structuring and classification of d
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would not have the rights to change
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5 Current Electronic Publications W
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WebGrid: Knowledge Elicitation and
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annotation form shown in Figure 2 t
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Figure 4 WebGrid form for rating el
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Figure 7 Main status screen of WebG
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As a final element, the realtor has
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WebGrid provides many additional fa
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Media, Multimedia and Meaningful La
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One question which arises in a disc
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about the medium. In studies in whi
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Schwerin advocates mediation as “
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The wider implications of this perc
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Internet, that quality may be seen
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The most frequently discussed probl
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3.2 Developer viewpoint A MicroWeb
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We anticipate that the complete Mic
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Database for employment information
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Figure 1 System Structure Figure 2
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Figure 5(b) Results of Searching
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ClassNet is a CGI-Script running un
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Current Uses Dr. Doug Yarger at Iow
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Introduction Modelling Alter Egos i
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Let us further suppose that the cyb
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• NEC to indicate that the action
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for example impossible to define an
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[vdRiet 95] R.P. van de Riet, A. Ju
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or "anchors." The anchors are stori
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Figure 1: Excerpt from SMART WWWeb
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there is less dissolved oxygen in t
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CS20 will provide students with new
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EPIC : Building a Structured Learni
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expects. The EPIC exercises are emb
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interactive courses around Scotland
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This paper begins by briefly survey
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must supply such information, the s
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Building the collection The lowest
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size is bounded by the size of a st
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the choice should be. It may be tha
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Introduction Supporting Provision a
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A visual resource base comprises a
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• Web browser: It performs the se
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POSTER / DEMONSTRATION
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integration of presentations create
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Science Technology Entry Program: I
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ID Comm: Building a Virtual Communi
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Preservice Teacher Education and th
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Un Meurtre a Cinet (Un homicidio en
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The Human Brain: A Frames-based Ima
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Collaborative Learning/Teaching on
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SHORT PAPERS
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system look for email from the mail
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Converting a Large Introductory Cou
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Bringing Instructional Design Princ
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Watermarking for the HyperWave Hype
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Impact of the Introduction of Web-B
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Owen, J.M. (1993). Program Evaluati
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(d) Low cost to students (e) Easier
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Introduction Robots And The Web: An
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Figure 2. BargainBot Search Results
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Conclusions and Future Work Figure
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Introduction Active Messaging in Ja
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Acknowledgments The authors would l
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The effective development of web-ba
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telecollaboration. This work aims t
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Introduction Internet for Teachers:
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Creating Educational Webmasters: Cy
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Acknowledgments I would like to tha
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The College of Human Ecology, which
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The screen dumps below show a large
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can also open and close levels of t
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Venice and Vienna, iconographic col
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Introduction: Cyberschool - Singapo
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1. Overview US Information Superhig
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Collaborative Design: A Cognitive A
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A Web Based Decision Support System
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addition to participating in teache
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communication between students, bet
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• Exploring Libraries introduces
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Design for Web-Based Learning Phili
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The effin factor concerns the appea
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Introduction The Web is not a Distr
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WEB-EDD: Electronic Document Delive
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Walker, G. L. & Thoma, G. R. (1995)
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3. Evaluation of Link Annotation fo
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Based on the needs addressed above,
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The Presentational use of the inter
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named-thing2(thing-type (parameters
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Integrating the use of the Web into
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linking within the web page is also
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Providing Medical Education Resourc
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logons by PPP/home access, Informat
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indeed create considerable turbulen
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Introduction Homeland: An Integrate
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[Frega and Volpentesta 94] Frega N.
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Summary: Our culture often thinks o
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Implementing Engineering Education
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Reorganised by the Web: Bringing th
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content providers--collaborative te
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Table 1: Sample items from the BEM
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Health Care Information on the Web:
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Abstract Shame and War Revisited Ad
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left to do? Style sheets don't let
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In this case, the Los Alamos Nation
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Differing Cultures: Bringing Minds
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Web of Thought: Ways to Make the Wo
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On Teaching and Collaborative Devel
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I.- History Distance Education on D
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But there is much more to this pict
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in Treemaps. In contrast, the Docuv
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Figure 2: Webview The Webview is us
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Figure 3: Intradocument View showin
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Using a WWW Server to Access and Ma
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W3Client Figure 1 : The Co-Learn WW
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Avoiding Vendor Lock-in: An Open Ap
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Web Courses for Northern B.C.: Virt
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Harvesting the Internet: Creating a
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School Participation in the Co-Deve
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a basic framework for adopting tech
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COMMUNITY WEB PROJECTS TO SUPPORT H
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Overview: Automatically Generated W
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Introduction Computer Aided Informa
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[Bloomfield 1994] Bloomfield, H. (1
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A Generic Learning Platform: From t
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etween Moscow and Western Europe, S
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Creating A Presence On The World Wi
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References [Hill 1993] Hill, Terry
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many of the students likewise had f
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DeRose, Steven and Durand, David, M
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{1} http://www.gfz-potsdam.de/drz/g
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significantly different. Analysis f
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3. The Web Based Solution Most CBT
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A Virtual Campus on the World Wide
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A unified NBCC-wide (and hopefully
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Start Your Search Engines! Authenti
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Observations on Web-Based Course De
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espond to at least four other discu
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examples of the many good discussio
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instructor intervention (to prevent
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Using the World Wide Web To Creativ
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In summary, the goals of the PTK ar
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like SGMLS or SP [Clark 95]. The WW
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All relevant information and links
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Introducation A Virtual Classroom i
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Introduction Put Your Experience on
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Domeshek, E.A. & Kolodner, J.L. 199
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• provide IP address • provide
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Incorporating World Wide Web techno
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1 Introduction Non-Invasive Improve
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The first author acknowledges CNPq
Page 759 and 760:
order to make the students feel tha
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World Band: K-12 Music Education on
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PITS (Populated Information Terrain
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The big central landmark VRML Some
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SEEWeb - An Internet Solution Steve
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Archive.edu: A Storehouse of Classr
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[O’Haver 1995] O’Haver, M. (199
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Module Three The third module explo
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The development of a new journal ne
Page 777 and 778:
Implementation The tool is a Web-ba
Page 779 and 780:
Providing Real Time Instruction on
Page 781 and 782:
first was a single free text field
Page 783 and 784:
the project as contributors of stud
Page 785 and 786:
knowledge-acquisition have to be ac
Page 787 and 788:
instead of contributing a lengthy r
Page 789 and 790:
1. Introduction WWW3D: A 3D Multi-U
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6. Summary In this paper we have de
Page 793 and 794:
collaborative programs. At the same
Page 795 and 796:
and continued challenges of the pas
Page 797 and 798:
In order to cater for the this latt
Page 799 and 800:
Some lectures have pre-lecture assi
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Some Issues. T. of Japanese Society
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MENTOR: Internet Search Advisor and
Page 805 and 806:
acquisition to be followed.- Repres
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Web in order to supplement the main
Page 809 and 810:
When installed at the user end, stu
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These and other lessons learned hav
Page 813 and 814:
some other details about the enviro
Page 815 and 816:
Interactive Teaching Material for t
Page 817 and 818:
The applet is organised around two
Page 819 and 820:
esult, the new search queries not o
Page 821 and 822:
Introduction Distant Education Mate
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Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
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on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
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The user accessing the database (at
Page 833 and 834:
Figure 2: The HTML page of Esther,
Page 835 and 836:
PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
Page 843 and 844:
Low end digital cameras do not at a
Page 845 and 846:
To display images correctly the gam
Page 847 and 848:
• PCD: Photo Compact Disc. Kodak.
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3.1 Database Types There are differ
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There are a lot of (hierarchical) k
Page 853 and 854:
the user. The drawback of dynamic c
Page 855 and 856:
types. These are used to restrict t
Page 857 and 858:
-18-
Page 859 and 860:
If you would like to modify the app
Page 861 and 862:
4.4 Database versus Information Ret
Page 863 and 864:
HARVEST [29,30] is a more complicat
Page 865 and 866:
• Access speed: 10% with 9,6 Kbit
Page 867 and 868:
17. Proceedings of the 3rd Internat
Page 869:
50. Poynton CA. Frequently Asked Qu
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