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[Maurer 1996] Maurer, H. (1996) Hyperwave: The Next Generation Web Solution. Addison Wesley. [Papaspyrou et al. 1996] Papaspyrou, N., Koutoumanos, A., Maurer, H., and Skordalakis, E. (1996) An Ongoing Experiment in ODL Using New Technologies. In Proceedings of the World Conference of The Web Society (WebNet'96). [Reinhardt 1995] Reinhardt, A. (Mar. 1995) New Ways to Learn. BYTE, 20(3). 50-72. [Romiszowski 1990] Romiszowski, A. J. (1990) Computer Mediated Communication and Hypertext: The Instructional Use of two Converging Technologies. Interactive Learning International, 6(1). 5-29. [Rossner et al. 1995] Rossner, V. and Egan, K. (1995) Using Computers in Teaching Sophisticated Conceptual Material via Distance Education, in Proceedings of the Cambridge International Conference on Open and Distance Learning - Putting the student first: Learner-Centred Approaches in Open and Distance Learning. 174-182. Cambridge. [Sinha 1992] Sinha, A. (Jul. 1992) Client-Server Computing. Communications of the ACM, 35(7). 77-98. [Speh et al. 1994] Speh, M., Carter, B., Reilly, C., and Wang, J. C. (1994) WWW for the Globewide Network Academy. In Advance Proceedings of the First World-Wide-Web Conference. 335-346. Geneva, Switzerland, May 25-27, 1994. [Young 1995] Young, M., (Feb. 1995) The Prospects for Open Learning. Open Learning, 10(1). Pitman Publishing. Acknowledgements The project EONT is partially funded by the European Commission's SOCRATES Programme. Its reference number is TM-OP-1995-1-GR-88 (1/0).
Embedded Interactive Concept Maps in Web Documents Rob Kremer and Brian R. Gaines Knowledge Science Institute University of Calgary Calgary, Alberta, Canada T2N-1N4 {kremer, gaines}@cpsc.ucalgary.ca Abstract: Concept maps are an important means of knowledge representation. People find concept maps intuitive and easy to understand, and they are also amenable to formalization to provide computational services. Concept maps have been used in many fields including education, management, artificial intelligence, knowledge representation, knowledge acquisition, and linguistics. A concept map editor has been ported to the web as a Netscape plug-in where it provides embedded interactive maps within web documents. These maps may be used as an enhancement to web navigation, as a new live annotation form, and as a group interaction tool. Introduction Concept maps are an intuitive visual knowledge representation technique. Concept maps tend to be much easier for human users to understand than other knowledge representations such as pure text or predicate logic [Nosek 90]. Concept maps are graphs consisting of nodes with connecting arcs, representing relationships between nodes [Lamibotte 84]. The nodes are labeled with descriptive text, representing the "concept", and the arcs are labeled (sometimes only implicitly) with a relationship type. Concept maps are used to structure argument forms and express relationships between ideas [Gaines 93]. In education, Novak and Gowin [Novak 84] have promoted the use of concept maps to investigate a student's understanding of a topic, and there are many different forms that have been applied in this field [Lambiotte 84]. In management, Axelrod [Axelrod 76] proposed cognitive maps as a means of representing the conceptual structures underlying decision making, and these have been used empirically to analyze organizational decision making [Eden 79] social systems [Banathy 91] and the policies of political leaders [Hart 77]. In artificial intelligence, Quillian [Quillian 68] developed a form of concept maps that came to be termed semantic networks and used extensively for formal knowledge representation. In knowledge acquisition, concept maps are used to elicit knowledge from experts, for example the Wright-Patterson studies of the pilot's associate [McNeese 90]. In linguistics, Graesser and Clark [Graesser 85] have developed an analysis of argument forms in text in terms of structured concept maps with eight node types and four relation types. In the history of science, Thadgard [Thadgard 92] and Nersessian [Nersessian 89] have used the dynamics of concept maps to model processes of conceptual change in scientific revolutions. In the philosophy of science, Toulmin [Toulmin 58] developed a theory of scientific argument based on typed concept maps that provides a model of the rhetoric of Western thought [Golden 76]. Concept maps can represent knowledge on the very formal level, as in Gaines' KRS system, where concept map structures act as a complete interface to a knowledge representation language [Gaines 91] based on Classic [Borgida 89]. Another formal concept mapping system is the GrIT [Eklund 93] system that edits Conceptual Graphs [Sowa 84] and processes them using PEIRCE [Ellis 92]. But concept maps can also represent knowledge on a much less formal level if the system puts fewer constraints on the graphical "syntax". These two factors, intuitive understanding and both formal and informal knowledge representation, are of great importance: Both novices and experts can potentially use the same media. Novices are free to express themselves informally and without constraint, while experts can express themselves under the constraints of very formal semantics which allows for computational support. Figure 1 shows a typical concept map from an educational domain in which a student has been asked to show the way in which they think about water [Novak 84]. The map has two types of nodes, concepts shown by ovals, and instances shown by rectangles. These are linked by arrows labeled with relations such as needed by, made of, changes, and so on. The conceptual structure developed encompasses some of the physics and biological roles of water. The student has developed the map within broad guidelines as to what are concepts and instances, and that they are to be linked by labeled directed arrows denoting relations.
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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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On receiving the information that a
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4.1.4 SPS-SCS delivery system This
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Aster Servers - How to make Aster m
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Another approach we have tested as
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information available on the web. W
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Project Based Learning - Global Vil
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http://www.ncsa.uiuc.edu/SDG/Softwa
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Web. It is tailored to the needs of
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Views of the Solar System - http://
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Gatherers and Brokers. The Gatherer
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(Uniform Resource Locators) are pre
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References Figure 6: Document Displ
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The RealAudio (http://www.realaudio
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For educators, this combination of
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The practical components of this pr
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typologize communication and media
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egistration pattern (in the reverse
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the Internet, in terms of informati
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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
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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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Page 305 and 306: [Weider 96] Weider, C. , Fullton, J
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Page 309 and 310: The administration and management s
Page 311: Educational packages: the current i
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Page 321 and 322: Introduction Building Internet-Base
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Page 325 and 326: Figure 3: Author profile Conclusion
Page 327 and 328: The major features are: Figure 1 Me
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Page 331 and 332: 5 Conclusions This article has pres
Page 333 and 334: On-the-Fly Web Pages Minus the HTML
Page 335 and 336: Scannell, Ted (1996). Steve Jobs In
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Page 343 and 344: Abstract: Aspects of Large World Wi
Page 345 and 346: Structuring data The unstructured a
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Page 349 and 350: Halasz, 1988 Halasz, F. (1988). Ref
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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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