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Appendix Screen 1 Screen 2 Screen 3 Screen 4 Screen 5 Screen 6
POSTER / DEMONSTRATION
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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
Page 17 and 18:
multiple hierarchy charts have to b
Page 19 and 20:
Developing Structured WWW-Sites wit
Page 21 and 22:
Links refer to Templates. From the
Page 23 and 24:
typing tool, which on the one hand
Page 25 and 26:
and implement commercial Web-sites.
Page 27 and 28:
constraints. It is important to rem
Page 29 and 30:
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
Page 37 and 38:
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
Page 61 and 62:
Two new forms-driven templates, one
Page 63 and 64:
What We Learned About Coaching Web
Page 65 and 66:
Introduction The WWW as a Primary S
Page 67 and 68:
Processing the Order Once users hav
Page 69 and 70:
documentation, report a problem to
Page 71 and 72:
VRML and the Web: A Basis for Multi
Page 73 and 74:
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
Page 93 and 94:
Part of this work is supported by a
Page 95 and 96:
Database 2. Review of Related Work
Page 97 and 98:
Display Password Screen Check User
Page 99 and 100:
Recently, Java has changed the way
Page 101 and 102:
To meet our requirements, we have o
Page 103 and 104:
Using the WebSM the creation of a q
Page 105 and 106:
store its result in a variable, usi
Page 107 and 108:
Table of Contents Executive Summary
Page 109 and 110:
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
Page 125 and 126:
is being used to create real-time r
Page 127 and 128:
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
Page 153 and 154:
collaboratively produced report abo
Page 155 and 156:
In the AIT course, key satisfaction
Page 157 and 158:
Explorations: the Cornell Theory Ce
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version of Netscape 2.0 (Netscape w
Page 161 and 162:
from video tape) and compromised on
Page 163 and 164:
Designing a Course on the WEB : the
Page 165 and 166:
charge of a training institute, we
Page 167 and 168:
Another way of supporting "point to
Page 169 and 170:
References [Derycke and D’Halluin
Page 171 and 172:
like SGMLS or SP [Clark 95]. The WW
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MRTSpace is based on MRT, a Minimal
Page 175 and 176:
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
Page 181 and 182:
probably to human culture as a whol
Page 183 and 184:
3D Visualization of WWW Semantic Co
Page 185 and 186:
2.1 Extracting and Organizing WWW S
Page 187 and 188:
mantic space comes from exploring r
Page 189 and 190:
Introduction Interactive Justice Th
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presented by both public prosecutor
Page 193 and 194:
A different communication mode allo
Page 195 and 196:
Convergence to the Information High
Page 197 and 198:
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
Page 213 and 214:
presents relevant items to the user
Page 215 and 216:
ProFusion's main process creates mu
Page 217 and 218:
Managing Interdisciplinary Project
Page 219 and 220:
influencing the study. To ensure th
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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
Page 227 and 228:
4.1.4 SPS-SCS delivery system This
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Aster Servers - How to make Aster m
Page 231 and 232:
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
Page 251 and 252:
For educators, this combination of
Page 253 and 254:
The practical components of this pr
Page 255 and 256:
typologize communication and media
Page 257 and 258:
egistration pattern (in the reverse
Page 259 and 260:
the Internet, in terms of informati
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Fig. 10: 3-dimensional pattern matr
Page 263 and 264:
structure of the courses adheres to
Page 265 and 266:
applications manage chat sessions,
Page 267 and 268:
6. Evaluation Figure 4: Example
Page 269 and 270:
Introduction Windows to the Univers
Page 271 and 272:
Figure 1: The main navigation panel
Page 273 and 274:
Our Planet Interior & Surface Atmos
Page 275 and 276:
I. Introduction What is a browser?
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(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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The directory can be an alias defin
Page 287 and 288:
Real Audiences—Worldwide: A Case
Page 289 and 290:
outstandingly successful authors re
Page 291 and 292:
usually jumps over the keyboard --
Page 293 and 294:
Introduction Web Conceptual Space R
Page 295 and 296:
conceptual knowledge processing, kn
Page 297 and 298:
and the 'Top' view for all applicat
Page 299 and 300:
An Information Broker for Adaptive
Page 301 and 302:
the worst case, we can make a rough
Page 303 and 304:
These simple parameters significant
Page 305 and 306:
[Weider 96] Weider, C. , Fullton, J
Page 307 and 308:
experiments, listen to sound, run l
Page 309 and 310:
The administration and management s
Page 311 and 312:
Educational packages: the current i
Page 313 and 314:
Embedded Interactive Concept Maps i
Page 315 and 316:
eading and understanding informal c
Page 317 and 318:
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
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 and 340:
preferences, circumstances and task
Page 341 and 342:
development concerns the previously
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
Page 351 and 352:
One of the CNES' goals is to make s
Page 353 and 354:
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
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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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
Page 385 and 386:
INDIA-E@INDNET.BGSU.EDU Economic Fo
Page 387 and 388:
Instructional Materials The first c
Page 389 and 390:
Reminder Robot For the Q&A section
Page 391 and 392:
[Wusage 1994] Cold Spring Harbor La
Page 393 and 394:
succeed, is also social in origin,
Page 395 and 396:
Other ships may also appear on the
Page 397 and 398:
An Intelligent Tutoring System on t
Page 399 and 400:
Figure 1. Viewer Control Mechanism
Page 401 and 402:
input and clickable map as the ways
Page 403 and 404:
Designing Digital Libraries for Pos
Page 405 and 406:
Layer HOSS allows an open set of st
Page 407 and 408:
contradictory to produce a well-def
Page 409 and 410:
[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
Page 413 and 414:
did nothing but slow down processin
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Bundling has been studied extensive
Page 417 and 418:
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
Page 429 and 430:
A Distance Education How-To Manual:
Page 431 and 432:
usually required. This can take pla
Page 433 and 434:
piece, or of the whole piece. A CD
Page 435 and 436:
Indexes, Keys: these tables define
Page 437 and 438:
following, we discuss basic types o
Page 439 and 440:
long: in the music database, the co
Page 441 and 442:
The MARBLE 1 Project: A Collaborati
Page 443 and 444:
available, as described above, help
Page 445 and 446:
Feedback and Analysis Fig 2: Extrac
Page 447 and 448:
Open Net and the Australian On-Line
Page 449 and 450:
speeds, download times, changing br
Page 451 and 452:
our audience, fall into one of the
Page 453 and 454:
server change. When we had our own
Page 455 and 456:
Structuring and classification of d
Page 457 and 458:
would not have the rights to change
Page 459 and 460:
5 Current Electronic Publications W
Page 461 and 462:
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
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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 and 514: Figure 1: Excerpt from SMART WWWeb
Page 515 and 516: there is less dissolved oxygen in t
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: • Web browser: It performs the se
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
Page 565 and 566: Watermarking for the HyperWave Hype
Page 567 and 568: Impact of the Introduction of Web-B
Page 569 and 570: Owen, J.M. (1993). Program Evaluati
Page 571 and 572: (d) Low cost to students (e) Easier
Page 573 and 574: Introduction Robots And The Web: An
Page 575 and 576: Figure 2. BargainBot Search Results
Page 577 and 578: Conclusions and Future Work Figure
Page 579 and 580: Introduction Active Messaging in Ja
Page 581 and 582: Acknowledgments The authors would l
Page 583 and 584: The effective development of web-ba
Page 585 and 586: telecollaboration. This work aims t
Page 587 and 588: Introduction Internet for Teachers:
Page 589 and 590: Creating Educational Webmasters: Cy
Page 591 and 592:
Acknowledgments I would like to tha
Page 593 and 594:
The College of Human Ecology, which
Page 595 and 596:
The screen dumps below show a large
Page 597 and 598:
can also open and close levels of t
Page 599 and 600:
Venice and Vienna, iconographic col
Page 601 and 602:
Introduction: Cyberschool - Singapo
Page 603 and 604:
1. Overview US Information Superhig
Page 605 and 606:
Collaborative Design: A Cognitive A
Page 607 and 608:
A Web Based Decision Support System
Page 609 and 610:
addition to participating in teache
Page 611 and 612:
communication between students, bet
Page 613 and 614:
• Exploring Libraries introduces
Page 615 and 616:
Design for Web-Based Learning Phili
Page 617 and 618:
The effin factor concerns the appea
Page 619 and 620:
Introduction The Web is not a Distr
Page 621 and 622:
WEB-EDD: Electronic Document Delive
Page 623 and 624:
Walker, G. L. & Thoma, G. R. (1995)
Page 625 and 626:
3. Evaluation of Link Annotation fo
Page 627 and 628:
Based on the needs addressed above,
Page 629 and 630:
The Presentational use of the inter
Page 631 and 632:
named-thing2(thing-type (parameters
Page 633 and 634:
Integrating the use of the Web into
Page 635 and 636:
linking within the web page is also
Page 637 and 638:
Providing Medical Education Resourc
Page 639 and 640:
logons by PPP/home access, Informat
Page 641 and 642:
indeed create considerable turbulen
Page 643 and 644:
Introduction Homeland: An Integrate
Page 645 and 646:
[Frega and Volpentesta 94] Frega N.
Page 647 and 648:
Summary: Our culture often thinks o
Page 649 and 650:
Implementing Engineering Education
Page 651 and 652:
Reorganised by the Web: Bringing th
Page 653 and 654:
content providers--collaborative te
Page 655 and 656:
Table 1: Sample items from the BEM
Page 657 and 658:
Health Care Information on the Web:
Page 659 and 660:
Abstract Shame and War Revisited Ad
Page 661 and 662:
left to do? Style sheets don't let
Page 663 and 664:
In this case, the Los Alamos Nation
Page 665 and 666:
Differing Cultures: Bringing Minds
Page 667 and 668:
Web of Thought: Ways to Make the Wo
Page 669 and 670:
On Teaching and Collaborative Devel
Page 671 and 672:
I.- History Distance Education on D
Page 673:
But there is much more to this pict
Page 676 and 677:
in Treemaps. In contrast, the Docuv
Page 678 and 679:
Figure 2: Webview The Webview is us
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Figure 3: Intradocument View showin
Page 682 and 683:
Using a WWW Server to Access and Ma
Page 684 and 685:
W3Client Figure 1 : The Co-Learn WW
Page 686 and 687:
Avoiding Vendor Lock-in: An Open Ap
Page 688 and 689:
Web Courses for Northern B.C.: Virt
Page 690 and 691:
Harvesting the Internet: Creating a
Page 692 and 693:
School Participation in the Co-Deve
Page 694 and 695:
a basic framework for adopting tech
Page 696 and 697:
COMMUNITY WEB PROJECTS TO SUPPORT H
Page 698 and 699:
Overview: Automatically Generated W
Page 700 and 701:
Introduction Computer Aided Informa
Page 702 and 703:
[Bloomfield 1994] Bloomfield, H. (1
Page 704 and 705:
A Generic Learning Platform: From t
Page 706 and 707:
etween Moscow and Western Europe, S
Page 708 and 709:
Creating A Presence On The World Wi
Page 710 and 711:
References [Hill 1993] Hill, Terry
Page 712 and 713:
many of the students likewise had f
Page 714:
DeRose, Steven and Durand, David, M
Page 717 and 718:
{1} http://www.gfz-potsdam.de/drz/g
Page 719 and 720:
significantly different. Analysis f
Page 721 and 722:
3. The Web Based Solution Most CBT
Page 723 and 724:
A Virtual Campus on the World Wide
Page 725 and 726:
A unified NBCC-wide (and hopefully
Page 727 and 728:
Start Your Search Engines! Authenti
Page 729 and 730:
Observations on Web-Based Course De
Page 731 and 732:
espond to at least four other discu
Page 733 and 734:
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
Page 743 and 744:
All relevant information and links
Page 745 and 746:
Introducation A Virtual Classroom i
Page 747 and 748:
Introduction Put Your Experience on
Page 749 and 750:
Domeshek, E.A. & Kolodner, J.L. 199
Page 751 and 752:
• 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
Page 771 and 772:
[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
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Some lectures have pre-lecture assi
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Some Issues. T. of Japanese Society
Page 803 and 804:
MENTOR: Internet Search Advisor and
Page 805 and 806:
acquisition to be followed.- Repres
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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
Page 851 and 852:
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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