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Figure 2: The W3DT Web-Designer Showing a Model of the Cybersound Site The Template Employee is linked to the Index Staff by means of a Dynamic Link. The meaning of this construct is straightforward: The Index contains a static list of all employees (whenever a new employee is hired, this list has to be updated manually). The user can choose one of the names presented in this list and will get further information on the selected person from the database. This dynamically generated Page is modeled by the Template Employee. Finally, the model shown in figure 2 contains the Diagram Concerts, referring to a submodel which describes this domain in more detail. This small example gives an impression of the W3DT modeling constructs. The W3DT modeling technique is described in more detail in [Bichler and Nusser 1996]. In the next section we will show how the Web-Designer can be used to generate a running prototype of the specified information stem. sy Computer Aided Web Development with the W3DT Web-Designer There are several ways to support a developer in the design phase. Of course a formal design methodology is an important part. But to push efficiency in this development step, a computer aided design tool for WWWbased information systems is needed. Figure 2 shows a screen shot of the W3DT Web-Designer, a CASE-tool for the WWW. In developing the Web-Designer we had the following goals in mind: • A tool should completely support the graphical notation of the design methodology. • The definition of Layouts (comparable to the style-sheets of HTML 3.0) should facilitate the design of uniformly looking Pages throughout the whole site. Although the pages generated by the Web-Designer are only a skeleton which is completed by means on an HTML-editor, this feature has proven to be very useful if a large number of files are involved. • The user should be able to generate a running system at any time throughout the design process. Thus we have fast feedback loops on each design decision. • Using the HTML-pages and CGI-scripts generated by such a CASE-tool, developers should have the possibility to better communicate their ideas to other people. In short we intended to provide a powerful proto-
typing tool, which on the one hand saves development time and on the other is a helpful means to meet the needs and wishes of a customer. The W3DT Web-Designer was developed using Perl 5.0 and Wafe [see Neumann and Nusser 1993], a prototyping environment for the X-environment. The Web-Designer provides an easy to use graphical browser for the W3DT methodology. The user is able to draw and edit all the W3DT-constructs in a very straight-forward manner. Large sites with several hundreds of pages are modeled within very short time. By means of the hierarchical refinement, the models are kept clear and easy to comprehend. Generating a prototype of the Cybersound site In order to demonstrate the functionality of the W3DT Web-Designer, we will now take a closer look at the CD-Form part of the Cybersound example introduced in the previous section. The first step in generating a running system for this model with the W3DT Web-Designer is the definition of a Site. Essentially, this means that the user provides basic information on the target system. Among others, the directories for HTML files or CGI-scripts have to be specified. Once a site is defined, the user can start to add the objects of the W3DT design methodology and to link them together with static and dynamic links as shown in figure 2. The button bar on the left side of the window provides easy access to all the necessary W3DT constructs. Figure 3: General Form Attributes Any time during the design process, new Layouts can be created. A Layout basically consists of a header, a footer and other attributes, which will be used in all pages and CGI-scripts throughout the system. Once a Layout has been created, it can be assigned to any page in the diagram. This helps to achieve a uniform "look and feel" of the Web-site. After having designed the information and access structures of the site it is necessary to set the page-specific attributes. Through context-sensitive windows all attributes of the currently selected element can be modified. Figure 3 shows as an example the attribute window of a Form. Here all relevant information of the page like its name, a comment, its language, or the responsible organization can be entered. Much of this data is used for the generation of helpful reports for the administration of a site. By means of the index-tab Form all dialog elements of a Form can be defined (shown in figure 4). Text fields, check boxes, selections and all the other form elements supported by HTML 2.0 can be inserted. Layout and form elements are important attributes for the generation of a prototype of the designed site.
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: Links refer to Templates. From the
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
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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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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
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Table of Contents Executive Summary
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Chapter One: The Web Marketplace Gr
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4) Advertising Subsidy growing dram
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effectiveness of the ad with any on
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3) Server Performance The Web commu
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Chapter Three: Andromedia’s Aria
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3) Distributed Design Although Obje
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Aria.monitor is comprehensive with
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The Aria.recorder is also capable o
Page 125 and 126:
is being used to create real-time r
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The Reporter user interface provide
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Aria.reporter takes advantage of th
Page 131 and 132:
Introduction Automating Hypermedia
Page 133 and 134:
Figure 3: 2: Add Course Graphic Cre
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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
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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 and 152:
The Web as Process Tool and Product
Page 153 and 154:
collaboratively produced report abo
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In the AIT course, key satisfaction
Page 157 and 158:
Explorations: the Cornell Theory Ce
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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
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IP Multicast messages do not work o
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came into common use. A number of e
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probably to human culture as a whol
Page 183 and 184:
3D Visualization of WWW Semantic Co
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2.1 Extracting and Organizing WWW S
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mantic space comes from exploring r
Page 189 and 190:
Introduction Interactive Justice Th
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presented by both public prosecutor
Page 193 and 194:
A different communication mode allo
Page 195 and 196:
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
Page 269 and 270:
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
Page 339 and 340:
preferences, circumstances and task
Page 341 and 342:
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
Page 451 and 452:
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
Page 457 and 458:
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
Page 471 and 472:
WebGrid provides many additional fa
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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
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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
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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
Page 501 and 502:
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
Page 535 and 536:
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
Page 551 and 552:
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
Page 557 and 558:
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:
Page 589 and 590:
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
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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
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Implementation The tool is a Web-ba
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Providing Real Time Instruction on
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first was a single free text field
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the project as contributors of stud
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knowledge-acquisition have to be ac
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instead of contributing a lengthy r
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1. Introduction WWW3D: A 3D Multi-U
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6. Summary In this paper we have de
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collaborative programs. At the same
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and continued challenges of the pas
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In order to cater for the this latt
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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
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acquisition to be followed.- Repres
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Web in order to supplement the main
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When installed at the user end, stu
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These and other lessons learned hav
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some other details about the enviro
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Interactive Teaching Material for t
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The applet is organised around two
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esult, the new search queries not o
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Introduction Distant Education Mate
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Information. The Internet resources
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1 Introduction The Virtual Universi
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on-line, an audio and/or video conn
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Finally, if you are preparing lesso
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The user accessing the database (at
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Figure 2: The HTML page of Esther,
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PANEL
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TUTORIALS
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Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
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Low end digital cameras do not at a
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To display images correctly the gam
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• 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
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the user. The drawback of dynamic c
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types. These are used to restrict t
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-18-
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If you would like to modify the app
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4.4 Database versus Information Ret
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HARVEST [29,30] is a more complicat
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• Access speed: 10% with 9,6 Kbit
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17. Proceedings of the 3rd Internat
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50. Poynton CA. Frequently Asked Qu
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