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and annotations that a user might add. There are four kinds of proxies: proxies for world-objects, proxies for links, proxies for user-created marks, and proxies for Merzbaus. When an HTML-document that contains embedded links is accessed, it is automatically parsed, and a separate proxy for each link is created. Thus, in Merz links are bi-directional and treated as first-class objects, which can be given keywords and annotated, as can any other object. A Merzbau proxy holds references to user-created collections of world-objects, which themselves have proxies in the database. Merzbau proxies also have one or many associated view specifications, which in the current implementation are stored as separate files, and which hold information about how the Merzbau should be visualised. Proxies (world-objects) are represented to the user through a filtering process, which selects information from the database according to criteria specified by the user. Information from the filter is passed to a visualisation process, which assigns representations to the selected information within the framework of a metaphor, according to some rules of assignment. The resulting view is in most cases visual, but currently we are also working on auditory representations of information. Parallel representations are possible, e.g., different windows can show different views onto the same Merzbau. Collaboration In the current phase of the project it was most straightforward to implement collaboration through a central server. This server had to be internet compliant, allow user registration and password protection, permit user group assignments, support document protection and archiving, and it had to be fully programmable and sufficiently flexible to permit modifications and additions. We choose to use a variant of Lambda MOO [Curtis 1991]. Members of the Merz software team had previously developed WWW - MOO software, e.g., [Virtual Film Festival 1995], based on the hypertext extensions to Lambda MOO [Meyer, Blair & Hader 1995]. MOO’s are object-oriented databases which include a rich collection of primitives, object-classes, and functions ("verbs") applicable to multi-user, networked collaboration. The integration of MOO technology with the WWW through HTML declarations permits complex hyper-media sites to be constructed. For the Merz project, however, a different scheme was required. First, the PERL routines which provide Web - MOO correspondence had to be replaced with JAVA applications. Second, the MOO would not provide interactive online services for users but, rather, would remain on-line transparently once the user had made a valid connection. After such a connection, a user may "put" a Merzbau, identified by a unique name, into the MOO. Any other authorized user attached to the server can then retrieve the Merzbau by name, and start making changes to it. Thus, the MOO functions as a background database server for the storage, archiving and retrieval of Merzbau’s. Each Merzbau is identified by a unique name and is owned by a unique user. Named Merzbau’s and users are, in fact, uniquely numbered objects in the MOO database and can be accessed by any of the MOO procedures. Ownership privileges are assigned to objects according to the privileges of the user. That is, if user N has group access to all the Merzbaus submitted by users A, B, and C, then N will be able to “get” the Merzbau, i.e., the Merzbau proxy and all its associated proxies and view specification(s). If user N re-submits this Merzbau it will be stored by a new name and assigned new privileges. A very simple scheme exists to format the client-side Merzbau data into an ASCII stream of name-value pairs. Companion client-side and server routines have been implemented in JAVA which manage the connections and the put and get routines. Thus, at the current stage, several users can put, get, modify, and re-put Merzbaus as new objects in a secure, fully protected database. The sequencing of requests and read/write accesses are handled by the MOO core software. While Lambda MOO databases were not initially designed for tasks of this nature, all of the criteria listed earlier were realized using this novel combination of JAVA and lambda MOO. Future developments There still remains some work concerning the basic JAVA application, especially with regard to aspects of visualisation which involve metaphors. Another concern is the user interface: the existing interface is only a point of departure for the interface development, which will take place through rapid prototyping and formal usability testing. Adding autonomous processes to aid search and monitoring of content on the WWW is a next step. Some preliminary work in this respect has been carried out concerning the use of neural networks, and how the user should communicate with such processes in a visualisation environment. Another, ongoing line of
development concerns the previously mentioned "sonification" of information: using sound to convey meaning [Pennycook Breder and Dawkins 1996]. The system for collaboration implemented to date will be extended to also permit direct person-to-person communication. This will include many of the standard features of the Web - MOO, as well as real-time audio conferencing using low-bandwidth speech codec systems such as TrueSpeech [DSP Group 1996]. A further initiative will be to replace the central MOO server with a distributed, client-based system. This development is necessary to fully realise the kind of seamless collaboration we have in mind for users of Merz. References [Ahlberg and Wistrand 1995] Ahlberg, C. & Wistrand, E. (1995). IVEE: An Environment for Automatic Creation of D ynamic Queries Applications. CHI'95 Conference Companion, Denver, Colorado, 15-16. [Andrews, Kappe and Maurer 1995] Andrews, K., Kappe, F. & Maurer, H. (1995). Hyper-G and Harmony: Towards the Next Generation of Networked Information Technology. CHI'95 Conference Companion, Boston, MA, 33-34. Bederson, Stead and Hollan 1994] Bederson, B.B., Stead, L. & Hollan, J.D. (1994). Pad++: Advances in Multiscale Interfaces. CHI'94 Conference Proceedings Boston, MA, 315-316. [Buchler 1955] Buchler, B. (1955). Philosopical Writings of Peirce. New York: Dover Publications. [Carrol, Mack and Kellogg 1988] Carrol, J.M., Mack, R.L. & Kellogg, W.A. (1988). Interface Metaphors and User Interface Design. In Helander, M. (Ed.) Handbook of Human-Computer Interaction. North Holland: Elsevier Science Publishers B.V., 67-85. [Curtis 1991] Curtis, P., (1991). The Lambda MOO Programmer's Manual, Xerox PARC. Available via FTP from parcftp.xerox.com/pub/MOO/. DSP Group 1996] TrueSpeech (1996). DSP Group, Inc. 3120 Scott Boulevard Santa Clara, CA 95054-3317. http://www.dspg.com/ [Godby and Miller 1996] Godby, J. & Miller, E (1996). A Metalanguage for Describing Internet Resources Using the Dublin Core Element Set. Proceedings of INet'96, Montréal, QC, Canada. Available from http://www.isoc.org/. [Hori 1993] Hori, K. (1993). Computer-supported Articulation of the Tacit Dimension. Toward Dynamics of Knowledge in Engineering. Proceedings of the 1st Int. Symposium of Research Into Artifacts, Tokyo, Japan, 100 - 107. [Kidd 1994] Kidd, A. (1994). The Marks are on the Knowledge Worker. CHI 94 Conference Proceedings, Boston, MA. 186-191. [Kubota 1996] Kubota, A. (1996). The Abduction Machine Project. RACE, The University of Tokyo, 4-6-1 Komaba, Meguro-ku, Tokyo, 153, Japan. http://artifacts.race.u-tokyo.ac.jp/hn/AbM.html [Lenman and See 1995] Lenman, S. & See, H. (1995). Personal Information Spaces. Poster Proceedings of the 4th International WWW-conference, Boston, MA. 56-57. [Mander, Salomon and Wong 1992] Mander, R., Salomon, G. & Wong, Y. (1992). A Pile Metaphor for Supporting Casual Organisation of Information. CHI'92 Conference Proceedings, Amsterdam, the Netherlands, 627-634. [Marshall and Shipman 1995] Marshall, C.C. & Shipman, F.M. (1995). Spatial Hypertext: Designing for Change. Communications of the ACM, 38 (8), 186 - 191. [Merz 1996] The Merz Project (1996). CITI, 1575 boul. Chomedey, Laval (Québec) H7V2X2. http://merzbau.citi.doc.ca/merz.html Meyer, Blair & Hader 1995] Meyer T, Blair, D. & Hader, S. (1995). WAXweb. A MOO-Based Collaborative Hypermedia System for WWW. Computer Networks and ISDN Systems, 28 (1&2), 77-84 [Mukherjea and Foley 1995] Mukherjea, S & Foley, J., D. (1995). Visualizing the World-Wide Web with the Navigational View Builder. Computer Networks and ISDN Systems, 27 (6), 1075-1087 [Nielsen 1995] Nielsen, J. (1995). Hypermedia and Hypertext. The Internet and Beyond. Boston, MA: AP Professional. [Pennycook Breder and Dawkins1996] Pennycook, B., Breder E. & Dawkins, K. (1996). The Merz Soundscape. McGill University, Faculty of Music, Montréal, Québec, Canada. http://www.music.mcgill.ca/~brp/merzscape.html. [Pesce 1995] Pesce, M. (1995). VRML: Browsing and Building Cyberspace. New Riders MacMillan / Publishing
Page 1 and 2:
Proceedings of WebNet 96— WebNet
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FULL PAPERS BRIAN BEVIRT Designing
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THIERRY LEVOIR & REMI BASTIDE SADS:
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MASAYASU AOTANI Distance education
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IAIN LANGDON Education for Changing
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PANELS M J MCALISTER, P COMER & MIS
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Designing Hypertext Navigation Tool
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Organize the Contents of Your Site
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multiple hierarchy charts have to b
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Developing Structured WWW-Sites wit
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Links refer to Templates. From the
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typing tool, which on the one hand
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and implement commercial Web-sites.
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constraints. It is important to rem
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A three-rowed "desktop" was used as
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All assignments were tracked, and s
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Figure 5: Student Information Toolb
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positive values to the course: 1. F
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2. Problem Areas We have identified
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in our system is quite large, and p
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map information for display into th
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- whether these new applications co
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4.3. The Production Phase The produ
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Requests 2500000 2000000 1500000 10
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information systems. Since late 199
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QuestWriter, which will be availabl
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Figure 1: Typical Study Approaches
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Figure 2: Feedback Loop for Questio
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educational Web page design. We hav
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Identifying and Meeting Needs of In
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Two new forms-driven templates, one
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What We Learned About Coaching Web
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Introduction The WWW as a Primary S
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Processing the Order Once users hav
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documentation, report a problem to
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VRML and the Web: A Basis for Multi
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Plate 2: Three users represented by
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Figure 2: Interfae components to ex
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Avatar Distribution Figure 3: Avata
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Introduction Tracking WWW Users: Ex
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etween subsequent requests, and an
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server not to cache that object. Ho
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[Benford et al. 1996] Benford, S.D.
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Published on the Web from the WebNe
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current state of knowledge represen
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Figure 1: Textook and Glossary wind
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Part of this work is supported by a
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Database 2. Review of Related Work
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Display Password Screen Check User
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Recently, Java has changed the way
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To meet our requirements, we have o
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Using the WebSM the creation of a q
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store its result in a variable, usi
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Table of Contents Executive Summary
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Chapter One: The Web Marketplace Gr
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4) Advertising Subsidy growing dram
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effectiveness of the ad with any on
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3) Server Performance The Web commu
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Chapter Three: Andromedia’s Aria
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3) Distributed Design Although Obje
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Aria.monitor is comprehensive with
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The Aria.recorder is also capable o
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is being used to create real-time r
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The Reporter user interface provide
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Aria.reporter takes advantage of th
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Introduction Automating Hypermedia
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Figure 3: 2: Add Course Graphic Cre
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Longevity of the HTML Course Creato
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Methodological Issues in Studying a
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4. Complexity of User Interaction:
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automatically, in a reliable and pe
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web users (i.e., scrolling list of
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the NSF EXPRES project. In [Galeghe
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Astronomy and Space Science Relevan
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surface of Pluto - assembled throug
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The Web as Process Tool and Product
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collaboratively produced report abo
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In the AIT course, key satisfaction
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Explorations: the Cornell Theory Ce
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version of Netscape 2.0 (Netscape w
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from video tape) and compromised on
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Designing a Course on the WEB : the
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charge of a training institute, we
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Another way of supporting "point to
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References [Derycke and D’Halluin
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like SGMLS or SP [Clark 95]. The WW
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MRTSpace is based on MRT, a Minimal
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2.3 Geometric and visual ‘continu
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IP Multicast messages do not work o
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came into common use. A number of e
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probably to human culture as a whol
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3D Visualization of WWW Semantic Co
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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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Fig. 10: 3-dimensional pattern matr
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structure of the courses adheres to
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applications manage chat sessions,
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6. Evaluation Figure 4: Example
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Introduction Windows to the Univers
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Figure 1: The main navigation panel
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Our Planet Interior & Surface Atmos
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I. Introduction What is a browser?
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(1) [Baggett, Ehrenfeucht, & Guzdia
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Node display. In addition to enforc
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On-demand Multi-lingual Font Servic
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One of the advantages by using Java
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The directory can be an alias defin
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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
Page 315 and 316: eading and understanding informal c
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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
Page 337 and 338: originator. Thus, the collaborative
Page 339: preferences, circumstances and task
Page 343 and 344: Abstract: Aspects of Large World Wi
Page 345 and 346: Structuring data The unstructured a
Page 347 and 348: say on a LAN with a hypermedia serv
Page 349 and 350: Halasz, 1988 Halasz, F. (1988). Ref
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Page 355 and 356: HELP-EXCHANGE: An Arbitrated System
Page 357 and 358: Since the Help-Exchange system is e
Page 359 and 360: system avoids spamming since the qu
Page 361 and 362: From a Set of Technical Documents t
Page 363 and 364: “The machine that would perform t
Page 365 and 366: In the case of the link with commen
Page 367 and 368: [Glushko 89] Glushko, R. (1989). De
Page 369 and 370: • SWOOP [Hunter et al. 95] provid
Page 371 and 372: also planned for implementing this
Page 373 and 374: storage structures already establis
Page 375 and 376: Every S-collection (instance) has a
Page 377 and 378: do not map S-collections onto a glo
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Page 381 and 382: Internet India Suzanne McMahon Univ
Page 383 and 384: published in Bombay, includes shopp
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Page 387 and 388: Instructional Materials The first c
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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
Page 723 and 724:
A Virtual Campus on the World Wide
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A unified NBCC-wide (and hopefully
Page 727 and 728:
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
Page 735 and 736:
instructor intervention (to prevent
Page 737 and 738:
Using the World Wide Web To Creativ
Page 739 and 740:
In summary, the goals of the PTK ar
Page 741 and 742:
like SGMLS or SP [Clark 95]. The WW
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All relevant information and links
Page 745 and 746:
Introducation A Virtual Classroom i
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Introduction Put Your Experience on
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Domeshek, E.A. & Kolodner, J.L. 199
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• provide IP address • provide
Page 753 and 754:
Incorporating World Wide Web techno
Page 755 and 756:
1 Introduction Non-Invasive Improve
Page 757 and 758:
The first author acknowledges CNPq
Page 759 and 760:
order to make the students feel tha
Page 761 and 762:
World Band: K-12 Music Education on
Page 763 and 764:
PITS (Populated Information Terrain
Page 765 and 766:
The big central landmark VRML Some
Page 767 and 768:
SEEWeb - An Internet Solution Steve
Page 769 and 770:
Archive.edu: A Storehouse of Classr
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[O’Haver 1995] O’Haver, M. (199
Page 773 and 774:
Module Three The third module explo
Page 775 and 776:
The development of a new journal ne
Page 777 and 778:
Implementation The tool is a Web-ba
Page 779 and 780:
Providing Real Time Instruction on
Page 781 and 782:
first was a single free text field
Page 783 and 784:
the project as contributors of stud
Page 785 and 786:
knowledge-acquisition have to be ac
Page 787 and 788:
instead of contributing a lengthy r
Page 789 and 790:
1. Introduction WWW3D: A 3D Multi-U
Page 791 and 792:
6. Summary In this paper we have de
Page 793 and 794:
collaborative programs. At the same
Page 795 and 796:
and continued challenges of the pas
Page 797 and 798:
In order to cater for the this latt
Page 799 and 800:
Some lectures have pre-lecture assi
Page 801 and 802:
Some Issues. T. of Japanese Society
Page 803 and 804:
MENTOR: Internet Search Advisor and
Page 805 and 806:
acquisition to be followed.- Repres
Page 807 and 808:
Web in order to supplement the main
Page 809 and 810:
When installed at the user end, stu
Page 811 and 812:
These and other lessons learned hav
Page 813 and 814:
some other details about the enviro
Page 815 and 816:
Interactive Teaching Material for t
Page 817 and 818:
The applet is organised around two
Page 819 and 820:
esult, the new search queries not o
Page 821 and 822:
Introduction Distant Education Mate
Page 823 and 824:
Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
Page 827 and 828:
on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
Page 831 and 832:
The user accessing the database (at
Page 833 and 834:
Figure 2: The HTML page of Esther,
Page 835 and 836:
PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
Page 841 and 842:
specifications like the Initial Gra
Page 843 and 844:
Low end digital cameras do not at a
Page 845 and 846:
To display images correctly the gam
Page 847 and 848:
• PCD: Photo Compact Disc. Kodak.
Page 849 and 850:
3.1 Database Types There are differ
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There are a lot of (hierarchical) k
Page 853 and 854:
the user. The drawback of dynamic c
Page 855 and 856:
types. These are used to restrict t
Page 857 and 858:
-18-
Page 859 and 860:
If you would like to modify the app
Page 861 and 862:
4.4 Database versus Information Ret
Page 863 and 864:
HARVEST [29,30] is a more complicat
Page 865 and 866:
• Access speed: 10% with 9,6 Kbit
Page 867 and 868:
17. Proceedings of the 3rd Internat
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50. Poynton CA. Frequently Asked Qu
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