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The Impact on Education of the World Wide Web Dr DJ Hobbs School of Computing, Leeds Metropolitan University, UK d.hobbs@lmu.ac.uk RJ Taylor Distributed Systems Technology Centre, Queensland University of Technology, Australia taylor@dstc.qut.edu.au Abstract: Although interest in the WWW as a way to teach and to empower students is increasing, on-line classrooms are still few and far between. The newer Internet technologies may help change this. For example, developers are now experimenting with technologies which can provide users with synchronous communication, using video cameras to allow easy access to live discussions in a WWW environment. This paper describes a project which created a set of WWW pages documenting the state of the art in educational multimedia design, and then went on to design, develop and evaluate a prototype WWW-based multimedia teaching tool - a Podiatry test using HTML forms, 24bit colour images and MPEG video. The project was conducted between sites in the UK and Australia using the WWW and other Internet functionality to exchange and share information, giving valuable first-hand experience of the benefits and frustrations of on-line cooperative working. New Internet Functionality The WWW has found enormous success through word of mouth coupled with the enthusiastic support of the media. Probably more importantly, commercial developers have now adopted the WWW as a new advertising medium. Along with this increase in popularity, there has been a rush to incorporate new features into the software, many of which can facilitate and enhance specific educational modes discussed later in this paper. For example, as HTML has evolved, new features have been added such as interactive forms, defined “hot spots” in images, more versatile layout styles, and formatted tables. An interesting area is the integration of new Internet technologies into the WWW. For instance, Internet Relay Chats (real-time group discussions) and MUD's (Multiple User Dungeons, essentially an IRC in an interesting setting) provide users and designers with the ability to interact with each other live instead of, for example, having to wait for a mailing list to distribute the information as it is posted via e-mail. Another Internet technology being integrated into the WWW is CUSeeMe sites (ftp://gated.cornell.edu/pub/video). CUSeeMe is a teleconferencing program which allows users to see and hear each other by converting the data from a video camera into an Internet compatible format. Functionality such as this combined with the WWW's built-in audio-visual capabilities suggests new possibilities for group-based on-line education. Another influence likely to affect the WWW in a major way is HotJava, a WWW browser developed by Sun Microsystems (http://java..sun..com/) that can execute programs (known as applets) written in the Java programming language and included (like images) in HTML pages. The Java language is the first to present a comprehensive solution to the challenges of programming for the Internet, providing an object-oriented programming language optimised for the creation of distributed, executable applications and offering portability, security, advanced networking and reliability without compromising performance. Because Java is compiled into machine independent bytecodes, applications written in Java can migrate transparently over the Internet, accessible by anyone using the HotJava browser or any other Java enabled browser. Netscape Navigator, by far the most popular WWW browser, now offers Java support enabling it to download Java applets to run on a wide variety of client systems. Java has been available since April 1995 for developers using the Sun Solaris or SunOS platforms. More recently the availability of the language has been extended to other varieties of UNIX, Microsoft’s Windows NT and Windows 95 operating systems.
The RealAudio (http://www.realaudio.com/) player is a another good example of how the WWW technology is being advanced. It gives WWW users equipped with only a standard multimedia personal computer and a 14.4 Kbps modem instantaneous access to real-time audio programming. It uses highly compressed audio files which, rather than being downloaded and then played as a complete file, are received incrementally with each segment fed to the RealAudio player as it arrives thus enabling continuous play from the outset. This technology makes audio-on-demand as practical as delivery of text and graphics, overcoming the significant downloading delays that have hitherto presented an obstacle to its informational, recreational and creative use. The latest extension of the WWW browser is the development of “plug-ins”. These application are written by third parties and extend the functionality of the browser offering features such as video and audio compression and decoding, virtual reality markup language (VRML) support and video/audio conferencing within the browser’s Graphical User Interface. The WWW for Research and Information Seeking The WWW has grown from its origins as a simple system for distributing documents and communicating among members of the high-energy physics community into a more general multimedia tool of wider appeal. Nevertheless, its use as a research tool continues and has increased enormously. Research institutions and universities have established home pages and the WWW is increasingly used to advertise the work and interests of departments and staff. Researchers are still some of the keenest users of the WWW in view of its potential for contact and collaboration, for disseminating research findings, and for facilitating peer review of the outcomes of research [Russell & Baird 1995]. Despite the magnitude of the information available, using the Web is a simple matter, even for young children, so that anyone with the desire and the time to explore is bound to discover a variety of fascinating sites and resources. Yet because of the vast numbers of WWW sites, knowing where to begin searching, what to look for, and what to ignore can be a daunting task. The development of what are known as webworms, spiders, and knowbots (computerised search agents which will scan the Internet looking for requested information) has facilitated searches somewhat although it has brought another problem in that an overwhelming amount of reference material may be returned. This has been helped somewhat by individual WWW users who have already begun to catalogue the enormous variety of educational resources available on-line. As this information is compiled, it becomes available to the educational community in the form of on-line resource guides, some of which are no more than hypertext lists of known educational resources. The educational resources page designed and constructed as part of this project is an example of this kind of listing. A set of WWW pages (http://www.dstc.edu.au/AU/staff/richard-taylor/education/) was developed to offer the reader a practical means of following up the educational resources discussed. The pages were designed and constructed featuring sites demonstrating interesting and innovative educational pages and existing on-line courses which were considered to exploit some of the best educational features of the WWW. As designers of WWW sites develop more on-line resource guides, the WWW will begin to resemble a World Wide Library Catalogue although, unlike a traditional library, the books and other documents that are available will have been created by students, lecturers and anyone else with an interest in contributing. In consequence, as the WWW grows, so will easy access to useful and interesting information. There are naturally concerns over the reliability of the knowledge that is being published on the WWW. [Treloar 1995] suggests, however, that there is no reason why Web-published journals should not be subject to the same peer review processes that apply in the print world. The WWW as Teaching Tool From a curricular point of view, the WWW can be used to design tutorials and on-line lessons for a variety of subjects. For example, [Blumberg 1994] describes an on-line teaching tool for basic genetics known as MendelWeb (http://netspace.org/MendelWeb/) that integrates elementary biology, discrete mathematics, and the history of science. MendelWeb is constructed from Gregor Mendel's 1865 paper Experiments in Plant Hybridisation presented as an active document, with links to traditional reference material (e.g. glossaries, biographies, and the original German text) as well as images, tutorials, active commentaries, related Web sites,
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Proceedings of WebNet 96— WebNet
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FULL PAPERS BRIAN BEVIRT Designing
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THIERRY LEVOIR & REMI BASTIDE SADS:
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MASAYASU AOTANI Distance education
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IAIN LANGDON Education for Changing
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PANELS M J MCALISTER, P COMER & MIS
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Designing Hypertext Navigation Tool
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Organize the Contents of Your Site
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multiple hierarchy charts have to b
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Developing Structured WWW-Sites wit
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Links refer to Templates. From the
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typing tool, which on the one hand
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and implement commercial Web-sites.
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constraints. It is important to rem
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A three-rowed "desktop" was used as
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All assignments were tracked, and s
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Figure 5: Student Information Toolb
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positive values to the course: 1. F
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2. Problem Areas We have identified
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in our system is quite large, and p
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map information for display into th
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- whether these new applications co
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4.3. The Production Phase The produ
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Requests 2500000 2000000 1500000 10
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information systems. Since late 199
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QuestWriter, which will be availabl
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Figure 1: Typical Study Approaches
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Figure 2: Feedback Loop for Questio
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educational Web page design. We hav
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Identifying and Meeting Needs of In
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Two new forms-driven templates, one
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What We Learned About Coaching Web
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Introduction The WWW as a Primary S
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Processing the Order Once users hav
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documentation, report a problem to
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VRML and the Web: A Basis for Multi
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Plate 2: Three users represented by
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Figure 2: Interfae components to ex
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Avatar Distribution Figure 3: Avata
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Introduction Tracking WWW Users: Ex
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etween subsequent requests, and an
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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
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2.1 Extracting and Organizing WWW S
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mantic space comes from exploring r
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Introduction Interactive Justice Th
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presented by both public prosecutor
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A different communication mode allo
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Convergence to the Information High
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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
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Page 227 and 228: 4.1.4 SPS-SCS delivery system This
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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: References Figure 6: Document Displ
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
Page 287 and 288: Real Audiences—Worldwide: A Case
Page 289 and 290: outstandingly successful authors re
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Page 293 and 294: Introduction Web Conceptual Space R
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An Information Broker for Adaptive
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the worst case, we can make a rough
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These simple parameters significant
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[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
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The administration and management s
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Educational packages: the current i
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Embedded Interactive Concept Maps i
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eading and understanding informal c
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Every Smart Ideas document has a de
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and used an index into the HTML doc
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Introduction Building Internet-Base
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comments from others or newly assig
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Figure 3: Author profile Conclusion
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The major features are: Figure 1 Me
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Figure 3 FrameMaker requirements do
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5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
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Scannell, Ted (1996). Steve Jobs In
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originator. Thus, the collaborative
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preferences, circumstances and task
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development concerns the previously
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Abstract: Aspects of Large World Wi
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Structuring data The unstructured a
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say on a LAN with a hypermedia serv
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Halasz, 1988 Halasz, F. (1988). Ref
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One of the CNES' goals is to make s
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Archived Files Start Time 1 End Tim
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HELP-EXCHANGE: An Arbitrated System
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Since the Help-Exchange system is e
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system avoids spamming since the qu
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From a Set of Technical Documents t
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“The machine that would perform t
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In the case of the link with commen
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[Glushko 89] Glushko, R. (1989). De
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• SWOOP [Hunter et al. 95] provid
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also planned for implementing this
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storage structures already establis
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Every S-collection (instance) has a
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do not map S-collections onto a glo
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The operator JOIN is applied to a c
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Internet India Suzanne McMahon Univ
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published in Bombay, includes shopp
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INDIA-E@INDNET.BGSU.EDU Economic Fo
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Instructional Materials The first c
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Reminder Robot For the Q&A section
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[Wusage 1994] Cold Spring Harbor La
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succeed, is also social in origin,
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Other ships may also appear on the
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An Intelligent Tutoring System on t
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Figure 1. Viewer Control Mechanism
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input and clickable map as the ways
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Designing Digital Libraries for Pos
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Layer HOSS allows an open set of st
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contradictory to produce a well-def
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[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
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did nothing but slow down processin
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Bundling has been studied extensive
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The software industry relies on dif
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that is not accepted by society exi
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[Richardson & Radner 1996] Richards
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European Economic Area agreement. S
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Figure 2: Components of the learnin
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5. Concluding Remarks Figure 4: The
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A Distance Education How-To Manual:
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usually required. This can take pla
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piece, or of the whole piece. A CD
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Indexes, Keys: these tables define
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following, we discuss basic types o
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long: in the music database, the co
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The MARBLE 1 Project: A Collaborati
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available, as described above, help
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Feedback and Analysis Fig 2: Extrac
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Open Net and the Australian On-Line
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speeds, download times, changing br
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our audience, fall into one of the
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server change. When we had our own
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Structuring and classification of d
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would not have the rights to change
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5 Current Electronic Publications W
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WebGrid: Knowledge Elicitation and
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annotation form shown in Figure 2 t
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Figure 4 WebGrid form for rating el
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Figure 7 Main status screen of WebG
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As a final element, the realtor has
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WebGrid provides many additional fa
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Media, Multimedia and Meaningful La
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One question which arises in a disc
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about the medium. In studies in whi
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Schwerin advocates mediation as “
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The wider implications of this perc
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Internet, that quality may be seen
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The most frequently discussed probl
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3.2 Developer viewpoint A MicroWeb
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We anticipate that the complete Mic
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Database for employment information
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Figure 1 System Structure Figure 2
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Figure 5(b) Results of Searching
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ClassNet is a CGI-Script running un
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Current Uses Dr. Doug Yarger at Iow
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Introduction Modelling Alter Egos i
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Let us further suppose that the cyb
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• NEC to indicate that the action
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for example impossible to define an
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[vdRiet 95] R.P. van de Riet, A. Ju
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or "anchors." The anchors are stori
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Figure 1: Excerpt from SMART WWWeb
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there is less dissolved oxygen in t
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CS20 will provide students with new
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EPIC : Building a Structured Learni
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expects. The EPIC exercises are emb
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interactive courses around Scotland
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This paper begins by briefly survey
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must supply such information, the s
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Building the collection The lowest
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size is bounded by the size of a st
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the choice should be. It may be tha
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Introduction Supporting Provision a
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A visual resource base comprises a
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• Web browser: It performs the se
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POSTER / DEMONSTRATION
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integration of presentations create
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Science Technology Entry Program: I
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ID Comm: Building a Virtual Communi
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Preservice Teacher Education and th
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Un Meurtre a Cinet (Un homicidio en
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The Human Brain: A Frames-based Ima
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Collaborative Learning/Teaching on
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SHORT PAPERS
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system look for email from the mail
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Converting a Large Introductory Cou
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Bringing Instructional Design Princ
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Watermarking for the HyperWave Hype
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Impact of the Introduction of Web-B
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Owen, J.M. (1993). Program Evaluati
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(d) Low cost to students (e) Easier
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Introduction Robots And The Web: An
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Figure 2. BargainBot Search Results
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Conclusions and Future Work Figure
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Introduction Active Messaging in Ja
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Acknowledgments The authors would l
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The effective development of web-ba
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telecollaboration. This work aims t
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Introduction Internet for Teachers:
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Creating Educational Webmasters: Cy
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Acknowledgments I would like to tha
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The College of Human Ecology, which
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The screen dumps below show a large
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can also open and close levels of t
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Venice and Vienna, iconographic col
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Introduction: Cyberschool - Singapo
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1. Overview US Information Superhig
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Collaborative Design: A Cognitive A
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A Web Based Decision Support System
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addition to participating in teache
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communication between students, bet
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• Exploring Libraries introduces
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Design for Web-Based Learning Phili
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The effin factor concerns the appea
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Introduction The Web is not a Distr
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WEB-EDD: Electronic Document Delive
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Walker, G. L. & Thoma, G. R. (1995)
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3. Evaluation of Link Annotation fo
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Based on the needs addressed above,
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The Presentational use of the inter
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named-thing2(thing-type (parameters
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Integrating the use of the Web into
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linking within the web page is also
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Providing Medical Education Resourc
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logons by PPP/home access, Informat
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indeed create considerable turbulen
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Introduction Homeland: An Integrate
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[Frega and Volpentesta 94] Frega N.
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Summary: Our culture often thinks o
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Implementing Engineering Education
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Reorganised by the Web: Bringing th
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content providers--collaborative te
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Table 1: Sample items from the BEM
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Health Care Information on the Web:
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Abstract Shame and War Revisited Ad
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left to do? Style sheets don't let
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In this case, the Los Alamos Nation
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Differing Cultures: Bringing Minds
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Web of Thought: Ways to Make the Wo
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On Teaching and Collaborative Devel
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I.- History Distance Education on D
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But there is much more to this pict
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in Treemaps. In contrast, the Docuv
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Figure 2: Webview The Webview is us
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Figure 3: Intradocument View showin
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Using a WWW Server to Access and Ma
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W3Client Figure 1 : The Co-Learn WW
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Avoiding Vendor Lock-in: An Open Ap
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Web Courses for Northern B.C.: Virt
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Harvesting the Internet: Creating a
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School Participation in the Co-Deve
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a basic framework for adopting tech
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COMMUNITY WEB PROJECTS TO SUPPORT H
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Overview: Automatically Generated W
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Introduction Computer Aided Informa
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[Bloomfield 1994] Bloomfield, H. (1
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A Generic Learning Platform: From t
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etween Moscow and Western Europe, S
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Creating A Presence On The World Wi
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References [Hill 1993] Hill, Terry
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many of the students likewise had f
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DeRose, Steven and Durand, David, M
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{1} http://www.gfz-potsdam.de/drz/g
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significantly different. Analysis f
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3. The Web Based Solution Most CBT
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A Virtual Campus on the World Wide
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A unified NBCC-wide (and hopefully
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Start Your Search Engines! Authenti
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Observations on Web-Based Course De
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espond to at least four other discu
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examples of the many good discussio
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instructor intervention (to prevent
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Using the World Wide Web To Creativ
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In summary, the goals of the PTK ar
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like SGMLS or SP [Clark 95]. The WW
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All relevant information and links
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Introducation A Virtual Classroom i
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Introduction Put Your Experience on
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Domeshek, E.A. & Kolodner, J.L. 199
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• provide IP address • provide
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Incorporating World Wide Web techno
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1 Introduction Non-Invasive Improve
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The first author acknowledges CNPq
Page 759 and 760:
order to make the students feel tha
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World Band: K-12 Music Education on
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PITS (Populated Information Terrain
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The big central landmark VRML Some
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SEEWeb - An Internet Solution Steve
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
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The development of a new journal ne
Page 777 and 778:
Implementation The tool is a Web-ba
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Providing Real Time Instruction on
Page 781 and 782:
first was a single free text field
Page 783 and 784:
the project as contributors of stud
Page 785 and 786:
knowledge-acquisition have to be ac
Page 787 and 788:
instead of contributing a lengthy r
Page 789 and 790:
1. Introduction WWW3D: A 3D Multi-U
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6. Summary In this paper we have de
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collaborative programs. At the same
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and continued challenges of the pas
Page 797 and 798:
In order to cater for the this latt
Page 799 and 800:
Some lectures have pre-lecture assi
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Some Issues. T. of Japanese Society
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MENTOR: Internet Search Advisor and
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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
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
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Introduction Distant Education Mate
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Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
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on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
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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