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given topic and take part in actively seeking out these different perspectives as well as generating ideas and opinions of their own. They are able to go further in the development of their ideas in a given domain because they are given a chance to work out their ideas in writing, as well as in person-to-person discussions facilitated by the ideas generated originally in MeTAL. The World Wide Web is a flexible tool that can easily be used in a classroom as tool for helping students write. However, this flexibility comes in the form of lack of structure for the content. There is no control over what hypertext links a user creates on a given page or how these pages or links are formatted. Instead, like most tools for creating traditional ITSs today, it is focused entirely on the media, the text and the graphics and the HTML, rather than on the writing. Students and teachers alike are easily distracted by having to write and sort through HTML documents. Final projects of classes often look pretty, with fancy fonts and images downloaded from far away places, but the writing is not improved from the reports of past years. This is mainly due to the fact that it is too easy to get distracted by surface features (making use of the felxibility inherent in HTML) rather than focusing on their ideas and their writing. It's the problem of form vs. content. Like the EON ITS authoring tool [Eon] and other knowledge-based authoring tools, MeTAL helps the users focus on the content of the domain where student learning is happening, rather than on the details of how to display that information. MeTAL Hurdles - Computer Science Issues - Databases & Machine Learning At the heart of the MeTAL system is not simple text files with HTML, but rather a complex object-oriented database. Because of this, it is possible to do many complex things that are helpful in tutoring. One of these, is doing queries on the objects, rather than simple full text searches as at most web sites. Simple HTML attempts to provide structure to documents, but it is not enforced, seldom used, and more often abused to simply get the right look. In MeTAL, we can easily queries such as: "show me all comments made by me since last week" or "show me all refutation nodes made that are linked to nodes with 10 or more votes" See [Idea Futures]. The system generates documents dynamically from a database and users may restructure their views according to their own preferences. For instance, nodes that have had many hits or votes or annotations associated with them could gravitate to the "top" or the "center" of the knowledge space. We think of the collaborative knowledge space as a graph or a true "web" rather than a hierarchical tree as is the case with Hyper-G systems [Hyper-G]. Using machine learning techniques, MeTAL will be able to generate "leading questions" for given nodes. This will be an aid in prompting users to By making use of the top indexed words from the entire collection of documents (as collected from model authors, or from past, fully implemented instantiations of a domain of interest) we can prompt the user for more information. The top indexed words from the collection can be compared against the top indexed words of the given author's documents/nodes. Words that are not mentioned can be used in the "leading questions" mentioned above. "Do you have anything to write about (your) _____ ?" MeTAL Design Contributions MeTAL is important because it an attempt to make the benefits of hypertext available to students in secondary school. The WWW and WWW browsers are great resources but are too unstructured and focused on media aspects rather than on the content -- the students's ideas and writing. It is not a replacement for person-toperson discussions in the classroom but is meant as a facilitating tool towards improved dialogues, especially in the large, 30 student classrooms we often have today. Without a way to bridge the gap between verbal communication and the writing of all students, many voices don't get heard. MeTAL is a way to facilitate this sort of communication. The WWW, and the internet in general, is said to be a decentralizing force and one that flattens the playing field, giving the little companies and individuals more opportunity for growth and power and voice. While this is true in isolated instances, in general, the WWW most benefits large corporations and business, rather than education and individuals. MeTAL is a step in the right direction by making use of the WWW for authentic writing and communication by students in their place-based community or classroom. System References [Annotations] Annotations. Group-annotations on the WWW, September 1993.
http://www.ncsa.uiuc.edu/SDG/Software/Mosaic/Docs/group-annotations.html Berners-Lee, [ et al. 1994] [ASK] ASK http://www.ils.nwu.edu/info/software.html [Schank 1991] [Belvedere] Belvedere http://info.pitt.edu/~suthers/ [Suthers 1995] [CoVis] CoVis http://www.covis.nwu.edu/ [Gomez 1995] [Cybernetica Principia] http://134.184.35.101/ [Eon] http://www.cs.umass.edu/~ckc/projects/eon.html [Murray & Woolf 1992] [FEED] Feed Dialog http://www.feedmag.com/dialog.html [Global Lab] Global Lab, TERC, Cambridge, MA http://www.hub.terc.edu/terc/gl/global-lab.html [HYNECOS] HYNECOS http://www.cs.umass.edu/~ckc/691o/readings.html#8 Vassileva [ 1994] [Hyper-G] Hyper-G http://hyperg.tu-graz.ac.at/ [HyperNews] HyperNews http://union.ncsa.uiuc.edu/HyperNews/get/hypernews.html [Idea Futures] the Foresight Exchange [Hanson 1990] http://www.ideosphere.com/ [LEGO LOGO] LEGO LOGO http://casr.www.media.mit.edu/groups/casr/papert.html [Papert 1993] [Subury Valley School] Sudbury Valley School http://www.tiac.net/users/sdavid/svhd.html [Threads] Hotwired Threads http://www.hotwired.com/threads/ [Xanadu] Xanadu http://www.aus.xanadu.com/ References [Berners-Lee, et al. 1994] Berners-Lee, T., Caillau, R., Luotonen, A., Nielsen, H.F., & Secret, A. (1994) The World-Wide Web. Communications of the ACM, 37(8), 76-82. [Gomez & Gordin 1995] Gomez, L. and D. Gordin (1995) A Case Study of Open-Ended Scientific Inquiry in a Technology- Supported Classroom; Proceedings AI-ED 95, 17-24. [Hanson 1990] Hanson, R. (1990) Could Gambling Save Science? - Encouraging an Honest Consensus. Proceedings Eighth Intl. Conf. on Risk and Gambling, London, July 1990. [Mander 1991] Mander, J. (1991) In the Absence of the Sacred: the Failure of Technology and the Survival of the Indian Nations, Sierra Club Books, San Francisco. [McKendree 1995] McKendree, J. et.al. (1995) The Homeopathic Fallacy in Learning from Hypertext, ACM Interactions, July 1995, 74-82. [McLuhan 1964] McLuhan, M. (1964) Understanding Media: the Extensions of Man, McGraw-Hill, New York. [Murray & Woolf 1992] Murray, T. and Woolf, B. (1992). Results of Encoding Knowledge with Tutor Construction Tools, Proceedings 10th National Conference on Artificial Intelligence, AAAI-92, 17-23. [Nelson 1995] Nelson, Ted. (1995) The Brown/MIT Vannevar Bush Symposium, October 12-13, 1995, ACM Interactions, March 1996, 61. http://www.ausbcomp.com/~bbott/wik/bushref.htm [Papert 1995] Papert, S. (1993) The Children's Machine: Rethinking School in the Age of the Computer. New York: BasicBooks. [Postman 1992] Postman, N. (1992) Technopoly: the Surrender of Culture to Technology, Knopff, New York. [Schanck & Jona 1991] Schank, R.C. and Jona, M.Y. (1991) Empowering the Student: New Perspectives on the Design of Teaching Systems; Journal of Learning Sciences, 1(1), 7-35. [Suthers, et al. 1995] Suthers, D. et al. (1995) Belvedere: Engaging Students in Critical Discussion of Science and Public Policy Issues; Proceedings AI-ED 95, 266-273. [Talbott 1995] Talbott, S. (1995) The Future Does Not Compute: Transcending the Computers in Our Midst, O"Reilly & Associates, New York, . [Vassileva 1994] Vassileva, J. (1994) A Practical Architecture for User Modeling in a Hypermedia-Based Information System; Proceedings 4th International Conference on User Modeling, August 1994, Hyannis, MA., 115-120. [Wolf 1996] Wolf, Gary (1996) Steve Jobs: The Next Insanely Great Thing -- The Wired Interview, Wired 4.02, February 1996. http://www.hotwired.com/wired/4.02/features/jobs.html [Wright 1995] Wright, Robert (1995) The Evolution of Despair, Time, August 28, 1995. http://pathfinder.com/time/magazine/domestic/1995/950828/950828.cover.html
Page 1 and 2:
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
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server not to cache that object. Ho
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[Benford et al. 1996] Benford, S.D.
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Published on the Web from the WebNe
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current state of knowledge represen
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Figure 1: Textook and Glossary wind
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Part of this work is supported by a
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Database 2. Review of Related Work
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Display Password Screen Check User
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Recently, Java has changed the way
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To meet our requirements, we have o
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Using the WebSM the creation of a q
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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
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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
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Introduction Automating Hypermedia
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Figure 3: 2: Add Course Graphic Cre
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Longevity of the HTML Course Creato
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Methodological Issues in Studying a
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4. Complexity of User Interaction:
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automatically, in a reliable and pe
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web users (i.e., scrolling list of
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the NSF EXPRES project. In [Galeghe
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Astronomy and Space Science Relevan
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surface of Pluto - assembled throug
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The Web as Process Tool and Product
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collaboratively produced report abo
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In the AIT course, key satisfaction
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Explorations: the Cornell Theory Ce
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version of Netscape 2.0 (Netscape w
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from video tape) and compromised on
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Designing a Course on the WEB : the
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charge of a training institute, we
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Another way of supporting "point to
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References [Derycke and D’Halluin
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like SGMLS or SP [Clark 95]. The WW
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MRTSpace is based on MRT, a Minimal
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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
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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: Project Based Learning - Global Vil
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
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Page 259 and 260: the Internet, in terms of informati
Page 261 and 262: Fig. 10: 3-dimensional pattern matr
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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
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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
Page 549 and 550:
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:
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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
Page 737 and 738:
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
Page 753 and 754:
Incorporating World Wide Web techno
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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
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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
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[O’Haver 1995] O’Haver, M. (199
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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
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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.
Page 849 and 850:
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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