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Figure 2: Excerpt of student feedback from SMART WWWeb The feedback that students receive from SMART WWWeb highlights why the selected tool is problematic, and suggests helpful resources (sections of on-line and off-line resources, hands-on experiments, and peers). This form of feedback is similar to the feedback that we used in our work on mathematics, and that our research suggests can be an effective stimulus for guided inquiry and revision by students. SMART Lab and Kids Online are accessed next. Teachers use these sections to engage their classes in critical discussions. In the process, teachers and students discover how class members are thinking about issues. For example, SMART Lab summarizes the catalog choices and justifications submitted by each class and displays these data with the same data aggregated across all classes. Classes can discuss how their data are similar and different from the distributed class' data. Or they can discuss whether they agree with the most popular reasons given for choosing catalog items. In Kids Online, student-actors discuss their own catalog choices. We purposefully include reasoning errors in these presentations, and target common misconceptions that students have about river science. In the course of discussing Kids Online, students confront and hopefully debunk these misconceptions. After visiting the internet, student work to revise their catalog selections. They have opportunities to look up text-based resources that provide more in-depth information about science content relevant to various choices. For example, the text resources explain the need to break macroinvertebrates into categories, namely, pollution tolerant, somewhat pollution intolerant, or pollution intolerant. Students can use this information to understand why the TetraBen Laser Counter, which counts all macroinvertebrates but does not sort them, does not provide the kind of data they would need. After revising their thinking, students again visit the SMART WWWeb and make new choices of catalog items and new justifications. They can then see summarized data from their class and other classes and see how the data have changed. Following the correct choice of an appropriate object (in this case the .5mm Hochmeister Kick Net), students work with a CD-ROM simulation that allows them to “see” a sample of macroinvertebrates, calculate a water quality index, and compare their results with baseline data from previous years. Although each student gets a different sample of macroinvertebrates, each set of data shows that there is a serious absence of pollution sensitive macroinvertebrates—hence something is wrong. The SMART Challenge continues by next having students choose items for doing an oxygen test. Again, they make their choices via the Web and see data that summarizes the choices of other classes. Also, students gain access to text-based resources (which sometimes reside in other internet sites) that help them understand the science underlying various choices. And they eventually do some experiments on their own. For example, students are encouraged to test the amount of dissolved oxygen in a tank of water prior to putting fish in it and after the fish have lived in it for at least one day. With appropriate testing instruments, data show that
there is less dissolved oxygen in the water after the fish have been there. For classrooms that cannot do actual tests, simulated, computer-based tests are available. All of these activities are preliminary to project-based activities in which students conduct water quality testing at a local river and present and publish their findings for the local Water Quality Management Department. As noted above, our work with SMART WWWeb challenges is just beginning: The Stones River Mystery challenge is the first we have attempted. By providing students and teachers with frequent opportunities for formative assessment and revision, we believe that we can better help them reach the goals of the National Standards in areas such as science and mathematics. Our plans are to create additional internetbased challenges that focus on “big ideas” in areas such as mathematics, social studies, and literature. REFERENCES [Baker & O’Neill 1994]. Baker, E. L., & O’Neill, H. F. (1994) Technology assessment in education and training . Hillsdale, NJ: Lawrence Erlbaum Associates. [Barron, Vye, Zech, Schwartz, Bransford, Goldman, Pellegrino, Morris, Garrison, & Kantor 1995]. Barron, B., Vye, N.J., Zech, L., Schwartz, D., Bransford, J.D., Goldman, S.R., Pellegrino, J., Morris, J., Garrison, S., & Kantor, R. (1995). Creating contexts for community-based problems solving: The Jasper Challenge Series. In C. Hedley, P. Antonacci, & M. Rabinowitz (Eds.), Thinking and literacy: The mind at work (pp. 47-71). Hillsdale, NJ: Lawrence Erlbaum Associates. [Brown 1987]. Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F. Weinert, R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates. [Cognition and Technology Group at Vanderbilt 1994]. Cognition and Technology Group at Vanderbilt (1994). From visual word problems to learning communitites: Changing conceptions of cognitive research. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: MIT Press/Bradford Books. [Kantor, Moore, Bransford, & Cognition and Technology Group at Vanderbilt 1992]. Kantor, R. J., Moore, A. L., Bransford, J. D., & the Cognition and Technology Group at Vanderbilt. (1993, April). Extending the impact of classroombased technology: The satellite challenge series . Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA. [National Council of Teachers of Mathematics 1989]. National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics . Reston, VA: Author. [National Research Council 1996]. National Research Council (1996). National science education standards . Washington, DC: National Academy Press. [Pellegrino, Hickey, Heath, Rewey, Vye, & Cognition and Technology Group at Vanderbilt 1991] Pellegrino, J., Hickey, D., Heath, A., Rewey, K., Vye, N. J., & Cognition and Technology Group at Vanderbilt (1991). Assessing the outcomes of an innovative instructional program: The 1990-1991 implementation of the “Adventures of Jasper Woodbury” (Tech. Rep. No. 91-1). Nashville, TN: Vanderbilt University. [Sherwood, Petrosino, Lin, Lamon, & Cognition and Technology Group at Vanderbilt 1995]. Sherwood, R. D., Petrosino, A. J., Lin, X., Lamon, M., & the Cognition and Technology Group at Vanderbilt (1995). Problem-based macro contexts in science instruction: theoretical basis, design issues, and the development of applications. In D. Lavoie (Ed.), Towards a cognitive-science perspective for scientific problem solving (191-214). National Association for Research in Science Teaching: Manhattan, KS. Acknowledgements The preparation of this chapter was supported by a grant from the National Science Foundation (NSF MDR- 9252908). Members of the Cognition and Technology Group at Vanderbilt who contributed to the work described in the paper are: Brigid Barron, Helen Bateman, Kadira Belynne, John Bransford, Joan Davis, Michael Gaines, Susan Goldman, Susan Hickman, Michael Jacobson, Taylor Martin, Cynthia Mayfield- Stewart, Jim Pellegrino, Dan Schwartz, Carolyn Stalcup, Nancy Vye, and Linda Zech.
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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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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
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outstandingly successful authors re
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usually jumps over the keyboard --
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Introduction Web Conceptual Space R
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conceptual knowledge processing, kn
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and the 'Top' view for all applicat
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An Information Broker for Adaptive
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the worst case, we can make a rough
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These simple parameters significant
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[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
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The administration and management s
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Educational packages: the current i
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Embedded Interactive Concept Maps i
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eading and understanding informal c
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Every Smart Ideas document has a de
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and used an index into the HTML doc
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Introduction Building Internet-Base
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comments from others or newly assig
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Figure 3: Author profile Conclusion
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The major features are: Figure 1 Me
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Figure 3 FrameMaker requirements do
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5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
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Scannell, Ted (1996). Steve Jobs In
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originator. Thus, the collaborative
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preferences, circumstances and task
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development concerns the previously
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Abstract: Aspects of Large World Wi
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Structuring data The unstructured a
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say on a LAN with a hypermedia serv
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Halasz, 1988 Halasz, F. (1988). Ref
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One of the CNES' goals is to make s
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Archived Files Start Time 1 End Tim
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HELP-EXCHANGE: An Arbitrated System
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Since the Help-Exchange system is e
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system avoids spamming since the qu
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From a Set of Technical Documents t
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“The machine that would perform t
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In the case of the link with commen
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[Glushko 89] Glushko, R. (1989). De
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• SWOOP [Hunter et al. 95] provid
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also planned for implementing this
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storage structures already establis
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Every S-collection (instance) has a
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do not map S-collections onto a glo
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The operator JOIN is applied to a c
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Internet India Suzanne McMahon Univ
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published in Bombay, includes shopp
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INDIA-E@INDNET.BGSU.EDU Economic Fo
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Instructional Materials The first c
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Reminder Robot For the Q&A section
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[Wusage 1994] Cold Spring Harbor La
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succeed, is also social in origin,
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Other ships may also appear on the
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An Intelligent Tutoring System on t
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Figure 1. Viewer Control Mechanism
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input and clickable map as the ways
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Designing Digital Libraries for Pos
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Layer HOSS allows an open set of st
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contradictory to produce a well-def
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[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
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did nothing but slow down processin
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Bundling has been studied extensive
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The software industry relies on dif
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that is not accepted by society exi
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[Richardson & Radner 1996] Richards
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European Economic Area agreement. S
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Figure 2: Components of the learnin
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5. Concluding Remarks Figure 4: The
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A Distance Education How-To Manual:
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usually required. This can take pla
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piece, or of the whole piece. A CD
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Indexes, Keys: these tables define
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following, we discuss basic types o
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long: in the music database, the co
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The MARBLE 1 Project: A Collaborati
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available, as described above, help
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Feedback and Analysis Fig 2: Extrac
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Open Net and the Australian On-Line
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speeds, download times, changing br
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our audience, fall into one of the
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server change. When we had our own
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Structuring and classification of d
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would not have the rights to change
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5 Current Electronic Publications W
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WebGrid: Knowledge Elicitation and
Page 463 and 464: annotation form shown in Figure 2 t
Page 465 and 466: Figure 4 WebGrid form for rating el
Page 467 and 468: Figure 7 Main status screen of WebG
Page 469 and 470: As a final element, the realtor has
Page 471 and 472: WebGrid provides many additional fa
Page 473 and 474: Media, Multimedia and Meaningful La
Page 475 and 476: One question which arises in a disc
Page 477 and 478: about the medium. In studies in whi
Page 479 and 480: Schwerin advocates mediation as “
Page 481 and 482: The wider implications of this perc
Page 483 and 484: Internet, that quality may be seen
Page 485 and 486: The most frequently discussed probl
Page 487 and 488: 3.2 Developer viewpoint A MicroWeb
Page 489 and 490: We anticipate that the complete Mic
Page 491 and 492: Database for employment information
Page 493 and 494: Figure 1 System Structure Figure 2
Page 495 and 496: Figure 5(b) Results of Searching
Page 497 and 498: ClassNet is a CGI-Script running un
Page 499 and 500: Current Uses Dr. Doug Yarger at Iow
Page 501 and 502: Introduction Modelling Alter Egos i
Page 503 and 504: Let us further suppose that the cyb
Page 505 and 506: • NEC to indicate that the action
Page 507 and 508: for example impossible to define an
Page 509 and 510: [vdRiet 95] R.P. van de Riet, A. Ju
Page 511 and 512: or "anchors." The anchors are stori
Page 513: Figure 1: Excerpt from SMART WWWeb
Page 517 and 518: CS20 will provide students with new
Page 519 and 520: EPIC : Building a Structured Learni
Page 521 and 522: expects. The EPIC exercises are emb
Page 523 and 524: interactive courses around Scotland
Page 525 and 526: This paper begins by briefly survey
Page 527 and 528: must supply such information, the s
Page 529 and 530: Building the collection The lowest
Page 531 and 532: size is bounded by the size of a st
Page 533 and 534: the choice should be. It may be tha
Page 535 and 536: Introduction Supporting Provision a
Page 537 and 538: A visual resource base comprises a
Page 539 and 540: • Web browser: It performs the se
Page 541 and 542: POSTER / DEMONSTRATION
Page 543 and 544: integration of presentations create
Page 545 and 546: Science Technology Entry Program: I
Page 547 and 548: ID Comm: Building a Virtual Communi
Page 549 and 550: Preservice Teacher Education and th
Page 551 and 552: Un Meurtre a Cinet (Un homicidio en
Page 553 and 554: The Human Brain: A Frames-based Ima
Page 555 and 556: Collaborative Learning/Teaching on
Page 557 and 558: SHORT PAPERS
Page 559 and 560: system look for email from the mail
Page 561 and 562: Converting a Large Introductory Cou
Page 563 and 564: 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
Page 777 and 778:
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
Page 797 and 798:
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
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
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Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
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on-line, an audio and/or video conn
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Finally, if you are preparing lesso
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The user accessing the database (at
Page 833 and 834:
Figure 2: The HTML page of Esther,
Page 835 and 836:
PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
Page 843 and 844:
Low end digital cameras do not at a
Page 845 and 846:
To display images correctly the gam
Page 847 and 848:
• PCD: Photo Compact Disc. Kodak.
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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
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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