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maintained in an Oracle database, which records student data and courseware organization. Student exercises and logs of student activities are stored in the database as well. The databases residing on the student workstations include a subset of the data maintained in the central database. 4. Processing and Communication Details All communication between the mini-server and course manager is handled via the ANDES protocol, which is based on the Web’s Hypertext Transfer Protocol (HTTP). ANDES requests are embedded in the path component of HTTP Uniform Resource Locators (URLs). A request contains the script arguments and other necessary data that are passed to the servers for processing. This approach is similar to that used by other context-sensitive Web-based applications, such as I-Doc [Johnson&Erdem 96] and Dienst [Davis&Krafft 95]. The mini-server sends two kinds of requests: login requests and logout. These functions synchronize the system and guarantee that students receives the necessary course assets. If the student’s computer crashes in the midst a session, before a logout request has been issued, this will be detected the next time a login is attempted. The login connection is as brief as possible and consists of an authentication and a check for assets. If there are assets to be downloaded, the mini-server will inform the student how long the download will take. The student has the option to continue with the download or to quit and log on later at a more convenient time. The assets may either be transmitted immediately using the HTTP connection, or via electronic mail. When the download is confirmed, the login function closes the TCP connection and reconfigures the student’s Web server to run locally. When the system is ready, the student is presented with a main menu or new announcement. The logout function is invoked when the student exits the system. During logout, data files containing student progress, completed work, event logs and email are uploaded or emailed to the course manager. Contextual information is added to the transferred files to assure the appropriate processing by the course manager. 5. Generating Web-Based Courseware Materials ANDES is designed both to deliver distance courseware and facilitate the creation of such courseware. A special authoring language, called ATML, was developed to facilitate the generation of Web-based courseware. Within an ANDES course, Web pages may be used to present new material, control interactive exercises, or deliver examinations. These pages should have a consistent form. For example, all pages may include a standard tool bar for navigating to other pages. Test pages might include a built-in timer widget, which locks the page after time runs out. A foreign language course might include multiple pages introducing vocabulary items, each of which contains standard elements like word definitions, examples of uses, and audio clips of spoken language. Consistency of form is achieved by generating pages from templates. The mini-server is configured for each course with a set of page templates appropriate for that course. Each defines a page layout, contains a set of fields to fill in, and defines the actions that the system should take when the student is done with the page. Each ATML page description identifies the template to be used, and lists the field entries. The field entries are indicated with tagged, SGML-like commands. The mini-server dynamically generates HTML pages from the descriptions, and inserts the appropriate CGI processing commands. Developers can combine ATML with HTML, or use just one or the other. ATML files can be created with any word processor. As an example, consider a possible template for online examinations. Each exam includes a set of questions and a set of corresponding write-in text fields. The page has a title, a button to press when done, links to help pages, etc. Each exam has a fixed duration – exams submitted after the time expires will be discounted or rejected. Such complex behavior and layout can be generated automatically from the description shown in Fig. 4.
6. Evaluation Figure 4: Example ATML Template Three phases of testing are planned for ANDES. In the alpha tests, described below, the emphasis was placed on the functionality of specific features of the system and the particular content included. In the beta tests, emphasis will be placed on the usability of the integrated user interface and the flow of student activities. In the first public course a wide variety of assessment techniques will be used, including analysis of the logs of student actions, correlation of patterns of student behavior with performance and satisfaction, time on task, errors, backward navigation, and so on. 6.1 Alpha Test Results The alpha test was conducted March. At that time, the main student workstation functions and the login functions of the central server were complete. The evaluation lasted about twelve hours over two days and included a feedback session at the end of the last day. Four users, or “students’’, were stationed at two separate sites on campus and a teaching assistant was located at a third. The students watched the course video tapes and then logged in and took the workshops when appropriate. Eight workshops were tested. Each day concluded with an hour-long, remote TA session that utilized both Internet Relay Chat and Live Audio broadcasting. When a student logged in, a connection to the central server was established and the student's workshop status was downloaded from the central database. The students were then presented with the main menu from which the workshops were launched; quitting the workshops took the students back to the main menu. At logout, another connection to the central server was made and student work was automatically emailed to the TA. The feedback session after the evaluation focused on the content and efficacy of the courseware and systems technology. Specific problems and comments were recorded. The consensus was that the sum of the parts worked as a course, that the technology was easy to use, and that students would be interested in taking these “classes”. Of particular interest were the chat sessions: The TA said that posing a question during chat was like asking a question in class and having all the students answer simultaneously; and that time would be needed to come up with a strategy for conducting these sessions. The students thought these sessions were effective but found their flow difficult to get used to at first. A maximum of ten students per session was suggested–only half the size we thought we could support. Most said the LiveAudio broadcast was interesting, but not particularly useful (in actuality it was used very little by the TA), although they liked being able to hear the TA's voice. While the architectural functionality of the system was transparent to students during the evaluation, its setup was time-consuming and needs to be automated. Trying to configure the system to run in the required eight megabytes of RAM was especially troublesome. Ten megabytes are required just to support the Macintosh OS, Netscape, and Director, so virtual memory was used, which caused problems for some of the applications. The memory requirement will be increased to sixteen megabytes, which is fast becoming the multimedia standard. References [HTTP 96] HTTP Working Group (1996). Hypertext transfer protocol 1.0. Web page available at http://www. w3. org/ hypertext/WWW/ Protocols/HTP1.0/ draft-ietf-http-spec.html. [Holt etal. 95] P. Holt, C. Fontaine, J. Gismondi, and D. Ramsden (1995). Collaborative learning using guided discovery on the internet. International Conference on Computers in Education, AACE. 206-213
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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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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
Page 215 and 216: ProFusion's main process creates mu
Page 217 and 218: Managing Interdisciplinary Project
Page 219 and 220: influencing the study. To ensure th
Page 221 and 222: ANALYSIS The introduction of new co
Page 223 and 224: to be combined; this integration ac
Page 225 and 226: On receiving the information that a
Page 227 and 228: 4.1.4 SPS-SCS delivery system This
Page 229 and 230: Aster Servers - How to make Aster m
Page 231 and 232: Another approach we have tested as
Page 233 and 234: information available on the web. W
Page 235 and 236: Project Based Learning - Global Vil
Page 237 and 238: http://www.ncsa.uiuc.edu/SDG/Softwa
Page 239 and 240: Web. It is tailored to the needs of
Page 241 and 242: Views of the Solar System - http://
Page 243 and 244: Gatherers and Brokers. The Gatherer
Page 245 and 246: (Uniform Resource Locators) are pre
Page 247 and 248: References Figure 6: Document Displ
Page 249 and 250: The RealAudio (http://www.realaudio
Page 251 and 252: For educators, this combination of
Page 253 and 254: The practical components of this pr
Page 255 and 256: typologize communication and media
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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 265: applications manage chat sessions,
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
Page 295 and 296: conceptual knowledge processing, kn
Page 297 and 298: and the 'Top' view for all applicat
Page 299 and 300: An Information Broker for Adaptive
Page 301 and 302: the worst case, we can make a rough
Page 303 and 304: These simple parameters significant
Page 305 and 306: [Weider 96] Weider, C. , Fullton, J
Page 307 and 308: experiments, listen to sound, run l
Page 309 and 310: The administration and management s
Page 311 and 312: Educational packages: the current i
Page 313 and 314: Embedded Interactive Concept Maps i
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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
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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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