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3. Very few supermarket shoppers have a shopping list that specifies each item completely. Most shoppers go to the proper aisle, e.g., dairy products, canned vegetables, toiletries, and browse to get the best bargain. (Stores encourage browsing because browsers buy more.) Here, the cohesive elements for each aisle are usually clearly marked and displayed, such as bakery goods, Mexican foods, and so on. The common theme among the above examples is that items are grouped by cohesive elements, and users browse by scanning the items within one group. Users do not choose the cohesive elements; instead, the elements are selected by store owners, supermarket managers, or authors of flower keys. For example, in a supermarket one can put together canned goods, mixing meat products with vegetables, or one can put together vegetables, mixing together fresh and canned produce. Learning by browsing along a cohesion path There are some central ideas which form a cohesion path that crosses different disciplines. Preservation of energy is a central idea of physics, chemistry, cosmology, and many other domains. Organizing learning along such ideas counters fragmentation and over specialization, which are characteristic of modern scientific development. Besides classifying information by content, we can classify it by media: English text, Spanish text, audio, movie, graphic, video, interactive video, and their combination. Media may also act as cohesive elements which correspond to grouping information by form of presentation. Different media are often difficult to combine. In a book about birds, we have text and pictures, but we cannot include chirping or acrobatic flying, which can be heard and seen in a movie. In all sequential media, e.g., written or spoken text, movie or video, each item can lie on only one cohesive path available to a browser. If flowers of one color are put together, then flowers from the same region must be scattered throughout the book, and vice versa. Using hypermedia to construct a browsing system is a very attractive solution to this dilemma. Then the user of a system may choose the browsing path, following color (blue), or blooming season (April), or habitat (desert), getting the advantage of all cohesive elements within one tool. Also existing hypermedia techniques can overcome the boundaries among media, allowing their simultaneous combination. The goal of this project is to apply the concept of cohesion to a multimedia browsing system. The system we are developing is described in detail in III. below. II. Previous research A. Psychological studies As mentioned above, the concepts of text coherence and cohesion have been used by many authors in the psycholinguistics literature ([Halliday 1985]; [Halliday & Hasan 1976]; [Grimes 1975]; [Harris 1952]; [Kintsch 1974]; [Kintsch & vanDijk 1978]). Two items in a text are said to be cohesive if they refer to the same concept. In the schema of [Halliday & Hasan 1976], examples of cohesion include repeated words, a noun and its pronoun referent, and the use of synonyms. These authors claim that cohesion provides semantic continuity and improves a text's intelligibility. An extended treatment of text coherence can be found in Kintsch [ 1974]. The notion of text cohesion was extended to visual, and to visual and verbal cohesion by [Baggett & Ehrenfeucht 1982]. In their schema, two items from different media (textual and visual) were termed cohesive if they referred to the same concept (e.g., the word 'husband' and a picture of a 'husband'.) They described a cohesion graph for frames from a movie; with it, a measure of the closeness of cohesive elements in a sequence of frames could be determined. In one experiment, participants were asked to put still frames from a movie that they had not seen into a sequence so that they "make a good story". Participants grouped together cohesive elements significantly more closely than they actually occurred in the movie. The authors interpreted this result to mean that people are aware of cohesive elements and use them in grouping material. B. Some earlier implementations Here we briefly describe some of our previous implementations of browsing systems based on multimedia cohesion. (Discussions of other approaches to multimedia browsing can be found in [Allen 1995]; [Cruz & Hill 1994]; [Stotts & Furuta 1989]; [Zellweger 1989].)
(1) [Baggett, Ehrenfeucht, & Guzdial 1989] implemented a graphics-based instructional system for assembly and repair of a toy "string crawler", a battery-powered vehicle which traveled along a string when it was turned on. Access was via graphical and textual cohesive elements. Users could follow any of 21 different concepts (e.g., switch box, wire, motor) through the 41-frame presentation. (2) In "Where in History is Mathematics?", a project in two graduate software design classes, users could investigate the six different civilizations which, according to current knowledge, developed mathematics at least in part independently: Africa, Sumer-Babylon, India, China, Maya, and Inca. Cohesive elements included zero, counting schemes, famous individuals, games, and tools. (3) "Footloose in Washtenaw County, Michigan", another project in a software design class, was a multimedia (videodisc-based) implementation of sites one could visit. Cohesive elements included cross-country ski areas, bird-watching locations, and old churches. (4) In an implementation of 183 Emily Dickinson poems and critiques of them offered by four authors [Espinosa & Baggett 1994], cohesive elements were 16 abstract themes (e.g., love imagery) together with the poems themselves. The material in this system was text only. It should be noted that none of the above implementations was a complete browsing system. They did not provide an authoring tool, so each one was restricted to being used as a browser of a specific presentation. The current system being developed is much more general, as described below. III. Current design and implementation A. Users of the system In all browsing schemas we have two participants: an author, an expert who arranges the material and identifies or creates cohesive paths, and a learner who chooses and follows a path in search of information. In an experimental setting, there is a third participant, a researcher, who can observe the learner (or the author), analyze their behavior and the workings of the system, and plan experiments. B. Data structure The material to be browsed will be organized into a data structure, essentially a graph, that groups cohesive materials together. Each multimedia document is assigned to a node in the graph (possibly more than one document per node), and nodes that share a cohesive element are linked together into a cohesive path. Nodes may belong to more than one cohesive path, and one special node, the home node, belongs to every cohesive path. Each path is circular and has a default order on its nodes so that the home node is both the first and last node in every cohesive path. Since nodes may belong to more than one cohesive path, these paths may intersect. The default ordering of nodes within a cohesive path will determine the order of forward traversal when the graph is used to browse the material, and the intersection points (nodes) are where travel along one path may yield to travel along a different path. C. System components This section describes the current implementation of our browsing system. Three components have actually been designed, each of which corresponds to one of the three types of users described earlier. The first to be implemented is the authoring tool, which is used by the author to create the presentation to be browsed. The second piece being developed is the browser, with which the learner will browse the presentation. The final component consists of facilities for the researcher to analyze the learner's session in the browser. At the present time, only the authoring tool has been partially implemented. 1. Authoring tool .
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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
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ProFusion's main process creates mu
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Managing Interdisciplinary Project
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influencing the study. To ensure th
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ANALYSIS The introduction of new co
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to be combined; this integration ac
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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 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
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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 and 266: applications manage chat sessions,
Page 267 and 268: 6. Evaluation Figure 4: Example
Page 269 and 270: Introduction Windows to the Univers
Page 271 and 272: Figure 1: The main navigation panel
Page 273 and 274: Our Planet Interior & Surface Atmos
Page 275: I. Introduction What is a browser?
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
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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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Page 321 and 322: Introduction Building Internet-Base
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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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