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Description and Evaluation of the Web-Based Course, “Exploring the Internet,” at the University of West Florida Background Ed Rodgers, Chair Department of Computer Science University of West Florida Pensacola, FL 32514 erodgers@uwf.cc.uwf.edu Since the fall semester of 1995 over 500 students have completed the Web Based course, “Exploring the Internet,” at the University of West Florida. The course, taught entirely on the Internet, was developed by faculty and students from the Department of Computer Science and the Institute for Human and Machine Cognition. The University offers the three semester course for academic credit or audit credit to those who want to learn more about and effectively utilize the Internet and the World Wide Web. No prior computer coursework is required, and only a basic familiarity with a student’s own system is necessary. There is no need for a student to go to the UWF campus, except to initially pickup course materials. Students access lessons and submit assignments remotely through the Internet by using software provided with the course enrollment. In order to facilitate the process, a help desk is provided to answer students’ questions by telephone or email. The course has proved to be popular not only with University of West Florida students, but also with non-student members of the Pensacola, Floridda community and beyond. This paper describes the nature of the course and a critique from students who have been enrolled. Course Description The course introduces the student to the Internet, using the Internet itself as the delivery vehicle. The Internet is the method for submitting messages and course assignments and the source of information required to complete the assignments. Tools, such as Web browsers, mail programs, file transfer utilities, and chatting programs are presented and used. After completing the course, a student should be able to understand the nature and extent of the Internet, advantages and disadvantages of its use, and sources of Internet -based information. Through the “hands-on” approach to the course, the students who complete the course should be able to more effectively utilize the Internet and the World Wide Web. Course Organization The course is organized as a sequence of modules, which the students complete at their own pace. The information needed to complete each module is obtained using one or more of the available Web search engines. Assignments and tests, included in the course modules, are completed by the students and submitted to the professor through the Internet itself. Students who have difficulty may telephone or send email messages to the help desk at the University. The following modules are included in the course: Module One The first module provides basic information about the Internet and the means to navigate through it. Some historical perspective is provided, but the emphasis is on utilization. Module Two The second module covers IP addresses, URLs, and mail. It explains addressing for the Internet and the Web and shows how it works. The module also covers how to send and receive mail using Eudora.
Module Three The third module explores the various search engines available and provides information about how to effectively use them to conduct research on the Internet. Module Four The fourth module covers newsgroups and listservers. It describes how to search for newsgroups of interest, how to read and post to them, how to set up a newsreader, and how to subscribe to newsgroups or mailing lists. Module Five The fifth module provides information on Internet Relay Chat (IRC). It describes how to set up and use the software for talk and chat lines. Module Six Module Seven The sixth module covers FTP. It shows how to retrieve software from the Interne t. The last module covers Telnet. It describes a program that allows a user to remotely login to a computer over the network. Background and Hardware Required One needs only to be familiar with the operating system of their computer (Windows, Macintosh, OS/2, Warp, etc.). A student should be able to install the software provided with the course and follow the instructions for accessing the courseware and submitting assignments. No knowledge of networking is required.. The specific hardware requirements vary with the computer, but it is recommended that the system have at least 4-8 Mb of RAM, 5-7 Mb of free disk space, and a 14.4-28.8 kbps modem. Critique of the Course “Exploring the Internet” has been a popular addition to the course offerings at the University of West Florida. A survey of students who have completed the course relvealed that most students, especially those with very little prior background, gained a great deal of knowledge and expertise and expressed a high degree of satisfaction. Many students who were already familiar with the Internet found new and exciting ways to use it and were also psositive in their comments. Only those students who were frustrated with how to use their own systems, had not adequately completed their aassignments, or were already thoroughly familiar with the material were not as satisfied.
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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
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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
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: [O’Haver 1995] O’Haver, M. (199
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
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Information. The Internet resources
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1 Introduction The Virtual Universi
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on-line, an audio and/or video conn
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Finally, if you are preparing lesso
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The user accessing the database (at
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Figure 2: The HTML page of Esther,
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PANEL
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TUTORIALS
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Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
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Low end digital cameras do not at a
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To display images correctly the gam
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• PCD: Photo Compact Disc. Kodak.
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3.1 Database Types There are differ
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There are a lot of (hierarchical) k
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the user. The drawback of dynamic c
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types. These are used to restrict t
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-18-
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If you would like to modify the app
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4.4 Database versus Information Ret
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HARVEST [29,30] is a more complicat
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• Access speed: 10% with 9,6 Kbit
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17. Proceedings of the 3rd Internat
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50. Poynton CA. Frequently Asked Qu
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