Papers in PDF format

More documents

Recommendations

Info

$(LMS\) an der Universität Freiburg - Lehrstuhl Algorithmen ...$

Which pedagogical and management strategies, combined with which Web-integrated functionalities, improve the efficiency and educational effectiveness of group-based project work for university students in designoriented technical courses where members of the courses include students from different countries and educational institutions? Two courses in which we are involved and which make project work a key instructional strategy are serving as cases for us in our on-going examination of this question, both to improve our own teaching and in relation to a joint research focus on “tele-learning” involving both of our faculties at our university. In this paper, we describe the 1995 versions of these two courses, one for educational technology students and the other for business information technology students; indicate some key problems addressed by (ourselves as) the instructors of these courses; describe the Web-based tools and environments designed and used by the instructors within the courses in support of the project work; and reflect critically on future refinements in project-work deployment in our courses Description of the Courses The course On-Line Learning is an elective course for senior students in the Faculty of Educational Science and Technology at the University of Twente in The Netherlands. Students electing the On-Line Learning course generally are specializing in the design and development of electronic instrumentation for learning support. In the 1995 version of the course, there were 32 students including five exchange students from Spain and Germany. Relating directly to the objectives for the course is a collaborative learning activity, around which the project work is based. In 1995 this collaborative learning activity was the design and development of a hyperlinked reader making effective use of the functionalities available in the World-Wide Web environment. The Jigsaw Methodology for collaborative work was employed, by which each member of a group has a specific task which must be contributed in an appropriate fit to the overall “jigsaw” of the project [see, for example, McManus & Aiken 1995]. In the groups of three, all group members had to agree on the structure and global design decisions for their component of the communal Web site, but after this it generally proceeded that one student took the lead for the actual technical development of the site, one for the content, and one for design decisions relating to layout and navigation. The instructor managed the project work through a mixture of computer conferencing using the FirstClass computer conferencing environment, e-mail, and distribution-list communication. Over 500 messages were logged during the course. It was required that all group-produced components be integrated into the “new textbook” as a total learning resource and that the entire environment be completed and presented (to the class and to the “world” via its movement to a WWW server for Internet access) during the final face-to-face session of the course. The product of this project work can be seen within the 1995 course site, at URL http:// www.to.utwente.nl/ism/online95/campus/campus.html Applications of Information Technology (AIT) is a compulsory course for first-year students in Business Information Technology (BIT) at the University of Twente (the Netherlands). The Business Information Technology curriculum started in 1993 to bridge the gap between computer science and business administration. AIT makes this very explicit, by using information technology to study applications of information technology. AIT provides an introduction to the full spectrum of applications of information technology, allowing students to zoom in on specific applications. The course emphasizes the role of the technology in organizations rather than the technology itself. Thus, the course serves to motivate the students for what is coming in the remaining curriculum and makes sure that they can relate theory to practice. A special feature of the course is the experience of working collaboratively on the major course project with students taking a similar course at the Kuopio Vocational Educational Centre in Finland via the Internet. Students work in project groups each of which consists of about six Dutch and three Finnish students. Each group has its own Web page that gives an overview of the group’s work. Efforts of the group are to yield a
collaboratively produced report about a selected topic, in the form of a set of Web pages in which individual contributions are integrated. The individual contribution of each member of a project group consists of a page in which that member presents himself, and a number of pages in which the acquired knowledge is presented in the form of an essay. The course takes nine weeks each consisting of two sessions of four hours each. A group arranges its own work, making sure that the next week's commitments are kept. Access to other equipment or access beyond hours is possible and may be necessary to achieve the desired goals. Tutorial sessions for the course stress the relation of the project to the content of the course textbook. Supervision contacts are maintained with each local subgroup, to check progress; to account for the commitments due; to stimulate improving the work; and to ensure that delivery of the final document is guaranteed. Self evaluation by the students is carried out electronically by means of an evaluation tool embedded in the course Web site. After having successfully followed the course, students' knowledge of the role of information systems in organizations, failure and success factors of applications of information technology, information sources and Internet applications should have increased. Furthermore, students should be able to formulate an information request, to collect information, to use information technology for collaborative document processing and to cooperate effectively. International co-operation, taking initiatives in order to achieve goals, thinking critically and constructively and respecting the requirements from within an organization are other important aspects of the course. Use of Web-based Tools and Environments for Process Support in the AIT Course In the 1995 version of the On-Line Learning course described here, the Web was used as the platform for the products of collaborative work and well as the environment that was the focus of study of the collaborative work itself. However, the Web site for the course was intended more as the product and archive of the course rather than as a tool for supporting the process of project work during the course. Separate communication environments supporting various forms of communication and file transfer were the tools for this support. In the AIT course, the Web is used both as a management and work site and a product-related environment, although the product is realized more individually compared to the Online Learning course. Of particular process support in the AIT course are functionalities integrated within the course Web site relating to mail archive, to shared workspaces, and to evaluation tools. In the following, the functionalities of these features are described and their integration into the overall AIT course site explained. Thus we discuss these in some detail here. A Web environment was created which was explicitly meant to be a starting point for students following the course. The same environment was available for both the Dutch and Finnish students to assure the same basic information. This Web environment served several purposes: 1. providing practical information of the course: planning, time schedules, goals and phases were available 2. providing local course information such as manuals, papers and an example of a Web environment created by one of the last year's AIT groups 3. supporting the information-search process (links to the local on-line library, Web search engines and electronic journals) 4. supporting both synchronous and asynchronous communication among both local and international group members, with other groups and with and among the tutors 5. providing feedback on communication by a group memory (mail archive) for every group 6. supporting collaborative document processing by integrating shared workspaces into the Web site 7. presenting the (intermediate) results and the end products (Home Pages) 8. supporting self evaluation by students through an embedded evaluation tool The tools for purposes 5, 6, and 8 are further described. Mail Archives:
Page 1 and 2:
Proceedings of WebNet 96— WebNet
Page 3 and 4:
FULL PAPERS BRIAN BEVIRT Designing
Page 5 and 6:
THIERRY LEVOIR & REMI BASTIDE SADS:
Page 7 and 8:
MASAYASU AOTANI Distance education
Page 9 and 10:
IAIN LANGDON Education for Changing
Page 11 and 12:
PANELS M J MCALISTER, P COMER & MIS
Page 13 and 14:
Designing Hypertext Navigation Tool
Page 15 and 16:
Organize the Contents of Your Site
Page 17 and 18:
multiple hierarchy charts have to b
Page 19 and 20:
Developing Structured WWW-Sites wit
Page 21 and 22:
Links refer to Templates. From the
Page 23 and 24:
typing tool, which on the one hand
Page 25 and 26:
and implement commercial Web-sites.
Page 27 and 28:
constraints. It is important to rem
Page 29 and 30:
A three-rowed "desktop" was used as
Page 31 and 32:
All assignments were tracked, and s
Page 33 and 34:
Figure 5: Student Information Toolb
Page 35 and 36:
positive values to the course: 1. F
Page 37 and 38:
2. Problem Areas We have identified
Page 39 and 40:
in our system is quite large, and p
Page 41 and 42:
map information for display into th
Page 43 and 44:
- whether these new applications co
Page 45 and 46:
4.3. The Production Phase The produ
Page 47 and 48:
Requests 2500000 2000000 1500000 10
Page 49 and 50:
information systems. Since late 199
Page 51 and 52:
QuestWriter, which will be availabl
Page 53 and 54:
Figure 1: Typical Study Approaches
Page 55 and 56:
Figure 2: Feedback Loop for Questio
Page 57 and 58:
educational Web page design. We hav
Page 59 and 60:
Identifying and Meeting Needs of In
Page 61 and 62:
Two new forms-driven templates, one
Page 63 and 64:
What We Learned About Coaching Web
Page 65 and 66:
Introduction The WWW as a Primary S
Page 67 and 68:
Processing the Order Once users hav
Page 69 and 70:
documentation, report a problem to
Page 71 and 72:
VRML and the Web: A Basis for Multi
Page 73 and 74:
Plate 2: Three users represented by
Page 75 and 76:
Figure 2: Interfae components to ex
Page 77 and 78:
Avatar Distribution Figure 3: Avata
Page 79 and 80:
Introduction Tracking WWW Users: Ex
Page 81 and 82:
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
Page 99 and 100:
Recently, Java has changed the way
Page 101 and 102: To meet our requirements, we have o
Page 103 and 104: Using the WebSM the creation of a q
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
Page 113 and 114: effectiveness of the ad with any on
Page 115 and 116: 3) Server Performance The Web commu
Page 117 and 118: Chapter Three: Andromedia’s Aria
Page 119 and 120: 3) Distributed Design Although Obje
Page 121 and 122: Aria.monitor is comprehensive with
Page 123 and 124: The Aria.recorder is also capable o
Page 125 and 126: is being used to create real-time r
Page 127 and 128: The Reporter user interface provide
Page 129 and 130: Aria.reporter takes advantage of th
Page 131 and 132: Introduction Automating Hypermedia
Page 133 and 134: Figure 3: 2: Add Course Graphic Cre
Page 135 and 136: Longevity of the HTML Course Creato
Page 137 and 138: Methodological Issues in Studying a
Page 139 and 140: 4. Complexity of User Interaction:
Page 141 and 142: automatically, in a reliable and pe
Page 143 and 144: web users (i.e., scrolling list of
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
Page 151: The Web as Process Tool and Product
Page 155 and 156: In the AIT course, key satisfaction
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
Page 163 and 164: Designing a Course on the WEB : the
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
Page 173 and 174: MRTSpace is based on MRT, a Minimal
Page 175 and 176: 2.3 Geometric and visual ‘continu
Page 177 and 178: IP Multicast messages do not work o
Page 179 and 180: came into common use. A number of e
Page 181 and 182: probably to human culture as a whol
Page 183 and 184: 3D Visualization of WWW Semantic Co
Page 185 and 186: 2.1 Extracting and Organizing WWW S
Page 187 and 188: mantic space comes from exploring r
Page 189 and 190: Introduction Interactive Justice Th
Page 191 and 192: presented by both public prosecutor
Page 193 and 194: A different communication mode allo
Page 195 and 196: Convergence to the Information High
Page 197 and 198: over 9 million at the beginning of
Page 199 and 200: unreliable electronic components co
Page 201 and 202: in an integrated model which has th
Page 203 and 204:
Crane, D. (1972). Invisible College
Page 205 and 206:
discourse does not mean that it is
Page 207 and 208:
Figure 2 Communities within the lay
Page 209 and 210:
The major services classified are:-
Page 211 and 212:
Spears, R. and Lea, M. (1994). Pana
Page 213 and 214:
presents relevant items to the user
Page 215 and 216:
ProFusion's main process creates mu
Page 217 and 218:
Managing Interdisciplinary Project
Page 219 and 220:
influencing the study. To ensure th
Page 221 and 222:
ANALYSIS The introduction of new co
Page 223 and 224:
to be combined; this integration ac
Page 225 and 226:
On receiving the information that a
Page 227 and 228:
4.1.4 SPS-SCS delivery system This
Page 229 and 230:
Aster Servers - How to make Aster m
Page 231 and 232:
Another approach we have tested as
Page 233 and 234:
information available on the web. W
Page 235 and 236:
Project Based Learning - Global Vil
Page 237 and 238:
http://www.ncsa.uiuc.edu/SDG/Softwa
Page 239 and 240:
Web. It is tailored to the needs of
Page 241 and 242:
Views of the Solar System - http://
Page 243 and 244:
Gatherers and Brokers. The Gatherer
Page 245 and 246:
(Uniform Resource Locators) are pre
Page 247 and 248:
References Figure 6: Document Displ
Page 249 and 250:
The RealAudio (http://www.realaudio
Page 251 and 252:
For educators, this combination of
Page 253 and 254:
The practical components of this pr
Page 255 and 256:
typologize communication and media
Page 257 and 258:
egistration pattern (in the reverse
Page 259 and 260:
the Internet, in terms of informati
Page 261 and 262:
Fig. 10: 3-dimensional pattern matr
Page 263 and 264:
structure of the courses adheres to
Page 265 and 266:
applications manage chat sessions,
Page 267 and 268:
6. Evaluation Figure 4: Example
Page 269 and 270:
Introduction Windows to the Univers
Page 271 and 272:
Figure 1: The main navigation panel
Page 273 and 274:
Our Planet Interior & Surface Atmos
Page 275 and 276:
I. Introduction What is a browser?
Page 277 and 278:
(1) [Baggett, Ehrenfeucht, & Guzdia
Page 279 and 280:
Node display. In addition to enforc
Page 281 and 282:
On-demand Multi-lingual Font Servic
Page 283 and 284:
One of the advantages by using Java
Page 285 and 286:
The directory can be an alias defin
Page 287 and 288:
Real Audiences—Worldwide: A Case
Page 289 and 290:
outstandingly successful authors re
Page 291 and 292:
usually jumps over the keyboard --
Page 293 and 294:
Introduction Web Conceptual Space R
Page 295 and 296:
conceptual knowledge processing, kn
Page 297 and 298:
and the 'Top' view for all applicat
Page 299 and 300:
An Information Broker for Adaptive
Page 301 and 302:
the worst case, we can make a rough
Page 303 and 304:
These simple parameters significant
Page 305 and 306:
[Weider 96] Weider, C. , Fullton, J
Page 307 and 308:
experiments, listen to sound, run l
Page 309 and 310:
The administration and management s
Page 311 and 312:
Educational packages: the current i
Page 313 and 314:
Embedded Interactive Concept Maps i
Page 315 and 316:
eading and understanding informal c
Page 317 and 318:
Every Smart Ideas document has a de
Page 319 and 320:
and used an index into the HTML doc
Page 321 and 322:
Introduction Building Internet-Base
Page 323 and 324:
comments from others or newly assig
Page 325 and 326:
Figure 3: Author profile Conclusion
Page 327 and 328:
The major features are: Figure 1 Me
Page 329 and 330:
Figure 3 FrameMaker requirements do
Page 331 and 332:
5 Conclusions This article has pres
Page 333 and 334:
On-the-Fly Web Pages Minus the HTML
Page 335 and 336:
Scannell, Ted (1996). Steve Jobs In
Page 337 and 338:
originator. Thus, the collaborative
Page 339 and 340:
preferences, circumstances and task
Page 341 and 342:
development concerns the previously
Page 343 and 344:
Abstract: Aspects of Large World Wi
Page 345 and 346:
Structuring data The unstructured a
Page 347 and 348:
say on a LAN with a hypermedia serv
Page 349 and 350:
Halasz, 1988 Halasz, F. (1988). Ref
Page 351 and 352:
One of the CNES' goals is to make s
Page 353 and 354:
Archived Files Start Time 1 End Tim
Page 355 and 356:
HELP-EXCHANGE: An Arbitrated System
Page 357 and 358:
Since the Help-Exchange system is e
Page 359 and 360:
system avoids spamming since the qu
Page 361 and 362:
From a Set of Technical Documents t
Page 363 and 364:
“The machine that would perform t
Page 365 and 366:
In the case of the link with commen
Page 367 and 368:
[Glushko 89] Glushko, R. (1989). De
Page 369 and 370:
• SWOOP [Hunter et al. 95] provid
Page 371 and 372:
also planned for implementing this
Page 373 and 374:
storage structures already establis
Page 375 and 376:
Every S-collection (instance) has a
Page 377 and 378:
do not map S-collections onto a glo
Page 379 and 380:
The operator JOIN is applied to a c
Page 381 and 382:
Internet India Suzanne McMahon Univ
Page 383 and 384:
published in Bombay, includes shopp
Page 385 and 386:
INDIA-E@INDNET.BGSU.EDU Economic Fo
Page 387 and 388:
Instructional Materials The first c
Page 389 and 390:
Reminder Robot For the Q&A section
Page 391 and 392:
[Wusage 1994] Cold Spring Harbor La
Page 393 and 394:
succeed, is also social in origin,
Page 395 and 396:
Other ships may also appear on the
Page 397 and 398:
An Intelligent Tutoring System on t
Page 399 and 400:
Figure 1. Viewer Control Mechanism
Page 401 and 402:
input and clickable map as the ways
Page 403 and 404:
Designing Digital Libraries for Pos
Page 405 and 406:
Layer HOSS allows an open set of st
Page 407 and 408:
contradictory to produce a well-def
Page 409 and 410:
[Chartier 1994] Chartier, R. (1994)
Page 411 and 412:
much of the value on the Net “wil
Page 413 and 414:
did nothing but slow down processin
Page 415 and 416:
Bundling has been studied extensive
Page 417 and 418:
The software industry relies on dif
Page 419 and 420:
that is not accepted by society exi
Page 421 and 422:
[Richardson & Radner 1996] Richards
Page 423 and 424:
European Economic Area agreement. S
Page 425 and 426:
Figure 2: Components of the learnin
Page 427 and 428:
5. Concluding Remarks Figure 4: The
Page 429 and 430:
A Distance Education How-To Manual:
Page 431 and 432:
usually required. This can take pla
Page 433 and 434:
piece, or of the whole piece. A CD
Page 435 and 436:
Indexes, Keys: these tables define
Page 437 and 438:
following, we discuss basic types o
Page 439 and 440:
long: in the music database, the co
Page 441 and 442:
The MARBLE 1 Project: A Collaborati
Page 443 and 444:
available, as described above, help
Page 445 and 446:
Feedback and Analysis Fig 2: Extrac
Page 447 and 448:
Open Net and the Australian On-Line
Page 449 and 450:
speeds, download times, changing br
Page 451 and 452:
our audience, fall into one of the
Page 453 and 454:
server change. When we had our own
Page 455 and 456:
Structuring and classification of d
Page 457 and 458:
would not have the rights to change
Page 459 and 460:
5 Current Electronic Publications W
Page 461 and 462:
WebGrid: Knowledge Elicitation and
Page 463 and 464:
annotation form shown in Figure 2 t
Page 465 and 466:
Figure 4 WebGrid form for rating el
Page 467 and 468:
Figure 7 Main status screen of WebG
Page 469 and 470:
As a final element, the realtor has
Page 471 and 472:
WebGrid provides many additional fa
Page 473 and 474:
Media, Multimedia and Meaningful La
Page 475 and 476:
One question which arises in a disc
Page 477 and 478:
about the medium. In studies in whi
Page 479 and 480:
Schwerin advocates mediation as “
Page 481 and 482:
The wider implications of this perc
Page 483 and 484:
Internet, that quality may be seen
Page 485 and 486:
The most frequently discussed probl
Page 487 and 488:
3.2 Developer viewpoint A MicroWeb
Page 489 and 490:
We anticipate that the complete Mic
Page 491 and 492:
Database for employment information
Page 493 and 494:
Figure 1 System Structure Figure 2
Page 495 and 496:
Figure 5(b) Results of Searching
Page 497 and 498:
ClassNet is a CGI-Script running un
Page 499 and 500:
Current Uses Dr. Doug Yarger at Iow
Page 501 and 502:
Introduction Modelling Alter Egos i
Page 503 and 504:
Let us further suppose that the cyb
Page 505 and 506:
• NEC to indicate that the action
Page 507 and 508:
for example impossible to define an
Page 509 and 510:
[vdRiet 95] R.P. van de Riet, A. Ju
Page 511 and 512:
or "anchors." The anchors are stori
Page 513 and 514:
Figure 1: Excerpt from SMART WWWeb
Page 515 and 516:
there is less dissolved oxygen in t
Page 517 and 518:
CS20 will provide students with new
Page 519 and 520:
EPIC : Building a Structured Learni
Page 521 and 522:
expects. The EPIC exercises are emb
Page 523 and 524:
interactive courses around Scotland
Page 525 and 526:
This paper begins by briefly survey
Page 527 and 528:
must supply such information, the s
Page 529 and 530:
Building the collection The lowest
Page 531 and 532:
size is bounded by the size of a st
Page 533 and 534:
the choice should be. It may be tha
Page 535 and 536:
Introduction Supporting Provision a
Page 537 and 538:
A visual resource base comprises a
Page 539 and 540:
• Web browser: It performs the se
Page 541 and 542:
POSTER / DEMONSTRATION
Page 543 and 544:
integration of presentations create
Page 545 and 546:
Science Technology Entry Program: I
Page 547 and 548:
ID Comm: Building a Virtual Communi
Page 549 and 550:
Preservice Teacher Education and th
Page 551 and 552:
Un Meurtre a Cinet (Un homicidio en
Page 553 and 554:
The Human Brain: A Frames-based Ima
Page 555 and 556:
Collaborative Learning/Teaching on
Page 557 and 558:
SHORT PAPERS
Page 559 and 560:
system look for email from the mail
Page 561 and 562:
Converting a Large Introductory Cou
Page 563 and 564:
Bringing Instructional Design Princ
Page 565 and 566:
Watermarking for the HyperWave Hype
Page 567 and 568:
Impact of the Introduction of Web-B
Page 569 and 570:
Owen, J.M. (1993). Program Evaluati
Page 571 and 572:
(d) Low cost to students (e) Easier
Page 573 and 574:
Introduction Robots And The Web: An
Page 575 and 576:
Figure 2. BargainBot Search Results
Page 577 and 578:
Conclusions and Future Work Figure
Page 579 and 580:
Introduction Active Messaging in Ja
Page 581 and 582:
Acknowledgments The authors would l
Page 583 and 584:
The effective development of web-ba
Page 585 and 586:
telecollaboration. This work aims t
Page 587 and 588:
Introduction Internet for Teachers:
Page 589 and 590:
Creating Educational Webmasters: Cy
Page 591 and 592:
Acknowledgments I would like to tha
Page 593 and 594:
The College of Human Ecology, which
Page 595 and 596:
The screen dumps below show a large
Page 597 and 598:
can also open and close levels of t
Page 599 and 600:
Venice and Vienna, iconographic col
Page 601 and 602:
Introduction: Cyberschool - Singapo
Page 603 and 604:
1. Overview US Information Superhig
Page 605 and 606:
Collaborative Design: A Cognitive A
Page 607 and 608:
A Web Based Decision Support System
Page 609 and 610:
addition to participating in teache
Page 611 and 612:
communication between students, bet
Page 613 and 614:
• Exploring Libraries introduces
Page 615 and 616:
Design for Web-Based Learning Phili
Page 617 and 618:
The effin factor concerns the appea
Page 619 and 620:
Introduction The Web is not a Distr
Page 621 and 622:
WEB-EDD: Electronic Document Delive
Page 623 and 624:
Walker, G. L. & Thoma, G. R. (1995)
Page 625 and 626:
3. Evaluation of Link Annotation fo
Page 627 and 628:
Based on the needs addressed above,
Page 629 and 630:
The Presentational use of the inter
Page 631 and 632:
named-thing2(thing-type (parameters
Page 633 and 634:
Integrating the use of the Web into
Page 635 and 636:
linking within the web page is also
Page 637 and 638:
Providing Medical Education Resourc
Page 639 and 640:
logons by PPP/home access, Informat
Page 641 and 642:
indeed create considerable turbulen
Page 643 and 644:
Introduction Homeland: An Integrate
Page 645 and 646:
[Frega and Volpentesta 94] Frega N.
Page 647 and 648:
Summary: Our culture often thinks o
Page 649 and 650:
Implementing Engineering Education
Page 651 and 652:
Reorganised by the Web: Bringing th
Page 653 and 654:
content providers--collaborative te
Page 655 and 656:
Table 1: Sample items from the BEM
Page 657 and 658:
Health Care Information on the Web:
Page 659 and 660:
Abstract Shame and War Revisited Ad
Page 661 and 662:
left to do? Style sheets don't let
Page 663 and 664:
In this case, the Los Alamos Nation
Page 665 and 666:
Differing Cultures: Bringing Minds
Page 667 and 668:
Web of Thought: Ways to Make the Wo
Page 669 and 670:
On Teaching and Collaborative Devel
Page 671 and 672:
I.- History Distance Education on D
Page 673:
But there is much more to this pict
Page 676 and 677:
in Treemaps. In contrast, the Docuv
Page 678 and 679:
Figure 2: Webview The Webview is us
Page 680 and 681:
Figure 3: Intradocument View showin
Page 682 and 683:
Using a WWW Server to Access and Ma
Page 684 and 685:
W3Client Figure 1 : The Co-Learn WW
Page 686 and 687:
Avoiding Vendor Lock-in: An Open Ap
Page 688 and 689:
Web Courses for Northern B.C.: Virt
Page 690 and 691:
Harvesting the Internet: Creating a
Page 692 and 693:
School Participation in the Co-Deve
Page 694 and 695:
a basic framework for adopting tech
Page 696 and 697:
COMMUNITY WEB PROJECTS TO SUPPORT H
Page 698 and 699:
Overview: Automatically Generated W
Page 700 and 701:
Introduction Computer Aided Informa
Page 702 and 703:
[Bloomfield 1994] Bloomfield, H. (1
Page 704 and 705:
A Generic Learning Platform: From t
Page 706 and 707:
etween Moscow and Western Europe, S
Page 708 and 709:
Creating A Presence On The World Wi
Page 710 and 711:
References [Hill 1993] Hill, Terry
Page 712 and 713:
many of the students likewise had f
Page 714:
DeRose, Steven and Durand, David, M
Page 717 and 718:
{1} http://www.gfz-potsdam.de/drz/g
Page 719 and 720:
significantly different. Analysis f
Page 721 and 722:
3. The Web Based Solution Most CBT
Page 723 and 724:
A Virtual Campus on the World Wide
Page 725 and 726:
A unified NBCC-wide (and hopefully
Page 727 and 728:
Start Your Search Engines! Authenti
Page 729 and 730:
Observations on Web-Based Course De
Page 731 and 732:
espond to at least four other discu
Page 733 and 734:
examples of the many good discussio
Page 735 and 736:
instructor intervention (to prevent
Page 737 and 738:
Using the World Wide Web To Creativ
Page 739 and 740:
In summary, the goals of the PTK ar
Page 741 and 742:
like SGMLS or SP [Clark 95]. The WW
Page 743 and 744:
All relevant information and links
Page 745 and 746:
Introducation A Virtual Classroom i
Page 747 and 748:
Introduction Put Your Experience on
Page 749 and 750:
Domeshek, E.A. & Kolodner, J.L. 199
Page 751 and 752:
• provide IP address • provide
Page 753 and 754:
Incorporating World Wide Web techno
Page 755 and 756:
1 Introduction Non-Invasive Improve
Page 757 and 758:
The first author acknowledges CNPq
Page 759 and 760:
order to make the students feel tha
Page 761 and 762:
World Band: K-12 Music Education on
Page 763 and 764:
PITS (Populated Information Terrain
Page 765 and 766:
The big central landmark VRML Some
Page 767 and 768:
SEEWeb - An Internet Solution Steve
Page 769 and 770:
Archive.edu: A Storehouse of Classr
Page 771 and 772:
[O’Haver 1995] O’Haver, M. (199
Page 773 and 774:
Module Three The third module explo
Page 775 and 776:
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
Page 791 and 792:
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
Page 801 and 802:
Some Issues. T. of Japanese Society
Page 803 and 804:
MENTOR: Internet Search Advisor and
Page 805 and 806:
acquisition to be followed.- Repres
Page 807 and 808:
Web in order to supplement the main
Page 809 and 810:
When installed at the user end, stu
Page 811 and 812:
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
Page 823 and 824:
Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
Page 827 and 828:
on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
Page 831 and 832:
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
Page 841 and 842:
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.
Page 849 and 850:
3.1 Database Types There are differ
Page 851 and 852:
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
show all

Papers in PDF format

Create successful ePaper yourself

Delete template?

Save as template?