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accomplish differentiations of the shared contextual network and are realized as linked objects. When a participant connects a new object to the contextual network it does not only differentiate the local relation at the connection site but calls into activity all components that can be activated by it. The activity of a component is the charge it receives through its relations to the contextual ambiance and that which it discharges into the context. Participants in a networked collaboration determine the relation between components as well as the structure of their relations and thereby establish and differentiate the context and its constituents in a collaboration. No clear distinctions can be made between interactions concerning the various levels of a collaboration. This suggests to utilize a common paradigm to represent interactions of different types. The DisNet Model Interactions are represented as objects which have several properties, or "slots". The slots of an object may contain as their entry the object's title, some content (e.g. a statement, a picture,...), its purpose and relation to the local and global context, sources, keywords, some behavior of this object, etc. The slot-list of an object is fully user-definable. The slot of an object may itself be an object consisting of slots. An object is always connected to at least one other (reference-) object by means of a typed link [Conklin, 88], that names the relation between them. While objects are implicitly linked to other objects by the relation of entries in corresponding slots, typed links explicitly specify the kinds of entry/entry- and entry/contextrelations (Methods like search, filtering, retrieval, redundancy prevention, complexity reduction, etc. rely on the more or less explicit representation of the relations on which they should be applied). The connectedness of an object is one of its properties; in effect every object stores part of the contextual network. The "configuration-object" which is part of a project's home-object has the same datastructure; it determines the repertory of object-properties (slot-list), the appearance and behavior of objects in the domains of interaction (scripting). An object connected to a reference object inherits its configuration; the configuration can be modified by overriding the settings. "Container"-objects are used to aggregate components of a network and thereby structure the net hierarchically and aid in complexity-reduction. Different types of containers (clusters, paths and collections) define the relation of the contained objects. A container allows to expand and to collapse its content and substitute it by a placeholder. A special type of container, the "local context", specifies all objects of immediate contextual relevancy for a given object. The graphical user interface supplies two main (and several auxiliary) domains of interaction: a globalDomain, that can be navigated and allows to access the contextual network on its structural level; and a localDomain where the context is accessed on the object-level by means of multi-field slot-editor, called "Jector". The localDomain is a plane in front of the globalDomain. Another domain allows to arrange field-entries on a twodimensional working-pane and to finalize documents and printouts. The domains are coupled in that interactions in one domain yield corresponding differentiation in the other domains. The globalDomain displays a context as a two- or three-dimensional, semantically linked graph of iconized objects and allows for browsing and modifying its structure via user-centered navigation; that is, a participant navigates in the context-space and is provided a range of possibilities to arrange and design its appearance. In the localDomain an object is represented by the Jector, an obJECT-browser and -editOR, consisting of contextsensitive popup-menus to select slots and of fields to display the corresponding entries. Fields may display heterogeneous multimedia data including text, images, audio/video, etc.(media-integration). The Jector can be collapsed to an iconized label residing on the localDomain workbench, or expanded to show several slotentries at a time and compare them with slot-entries of other objects. The Jector not only enables the user to view and edit object-slots and to create new and browse existing objects, but also to modify the object-configuration, and the appearance and functionality of the Jector itself. Interaction-based Networking The approach suspends the participant (in a mailinglist, owner of a web-page) as the outstanding point of reference and makes the confined contextual interaction the constitutive unit of a discourse, or collaboration:
instead of contributing a lengthy reply/page covering his or her view on several points, the participant interacts with the contextual structure locally. In order to adapt and fine-tune an interaction specifically to the local binding site several levels of context may be taken into consideration: the definition of a project's subject and intention, the site's location in the overall context and the local context established by neighbored objects. A contextual interaction is determined also by discursive qualities such as the depth of detail, the type of language, the level of discourse, the methods and strategies defined in the project's working-conventions, etc. Arguing in a discourse is different from arguing in a linear text and generates a different contextual structure than partitioning a linear text and arranging it in linked nodes, as done in author- and hyperware. Discursive networking is an inherently parallel and concurrent process; links may be established at any time to any object, without the need to follow linear threads. By observing the on-going modification of the network the participant can immediately spot the centers of activity. The structure of the contextual network can be differentiated by adding new objects and connections, by segmentation (forming subnets), stratification (metadiscursive layering) and second order differentiation: operative (configuring the interface and domains of interaction), or organizational differentiation (establishing working conventions and rules of collaboration). Although this description focuses on textual contexts it should be mentioned, that the environment supports multimedia data and that the "contextual network" can also be used to represent the interaction of objects assigned particular behavior. Networking Contextual Relations (Pedagogical Aspects) The iterative differentiation and reinterpretation of the contextual network and the circularity of the feedbackloop of interaction is the basis for a selfregulation of the system. The basis for context generation has to be established by the "discourse culture" in a group, which can not really be learned by distinct methods: a discourse is unique (usually irreproducible), non-sequential (participants work partially in parallel and are synchronized for communication) and non-procedural (it is impossible to describe it in advance); interactions are state-dependent, based on common languages, media, procedures, and often the roles of participants are asymmetric. The DisNet-concept is based on the (constructivist) idea of seeing communication as a structural coupling in a consensual domain, which generates a synchronization of behavior through mutual adapting and orienting interactions [Maturana, 80]. The approach is in accordance with the principle of the so-called "Projekt Methode" in that the learning process is in tendence not predetermined by a final goal and a sequence of intermediary steps, but is driven by the dynamics of local interactions. It is not primarily based on the transfer of "objective knowledge", but on the local adaption and application of a participant's personal knowledge and its interference with that of coworkers. Applied knowledge does not claim general validity, but is confined to the context in question; its validity is established in the interaction of arguments. Thereby new knowledge is generated through the synthesis of local operations, the interplay of ideas and in the observation and reflection of the history of a discourse within a proprietary contextual domain. The pedagogical goals aim at improving argumentative preciseness, acquisition of analytical and integrative competencies and developing awareness of knowledgerelations. We understand that a main feature catalyzing learning is the feedback between mutually stimulating interactions, such as orienting, searching, interpreting, altering, extending, etc. The interface has been designed to motivate switching between different types of interaction and between the domains of interaction. Besides the authority over the content, the student is given also the responsibility for the organization and maintenance of the environment, which intends to foster key-qualifications (self-responsibility, capability to work in teams, democratic and social engagement). Summary DisNet is an environment that supports a discourse-driven and -driving, constructive process of networked interaction; the approach attempts to extend the notion of networking as "collecting and redistributing information" towards the "collaborative generation of context". The paper reflects considerations concerning the creation of context and its continuous differentiation by the interaction of participants in a discourse or group-project. The contextualization process is fostered less by document-oriented and author-centered contributions than by the participant's local (distributed) interaction with a discussion's, or a project's context. In the environment an interaction is represented as an object which has assigned a set of properties by which it
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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
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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: knowledge-acquisition have to be ac
Page 789 and 790: 1. Introduction WWW3D: A 3D Multi-U
Page 791 and 792: 6. Summary In this paper we have de
Page 793 and 794: collaborative programs. At the same
Page 795 and 796: and continued challenges of the pas
Page 797 and 798: In order to cater for the this latt
Page 799 and 800: Some lectures have pre-lecture assi
Page 801 and 802: Some Issues. T. of Japanese Society
Page 803 and 804: MENTOR: Internet Search Advisor and
Page 805 and 806: acquisition to be followed.- Repres
Page 807 and 808: Web in order to supplement the main
Page 809 and 810: When installed at the user end, stu
Page 811 and 812: These and other lessons learned hav
Page 813 and 814: some other details about the enviro
Page 815 and 816: Interactive Teaching Material for t
Page 817 and 818: The applet is organised around two
Page 819 and 820: esult, the new search queries not o
Page 821 and 822: Introduction Distant Education Mate
Page 823 and 824: Information. The Internet resources
Page 825 and 826: 1 Introduction The Virtual Universi
Page 827 and 828: on-line, an audio and/or video conn
Page 829 and 830: Finally, if you are preparing lesso
Page 831 and 832: The user accessing the database (at
Page 833 and 834: Figure 2: The HTML page of Esther,
Page 835 and 836: PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
Page 841 and 842:
specifications like the Initial Gra
Page 843 and 844:
Low end digital cameras do not at a
Page 845 and 846:
To display images correctly the gam
Page 847 and 848:
• PCD: Photo Compact Disc. Kodak.
Page 849 and 850:
3.1 Database Types There are differ
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
Page 869:
50. Poynton CA. Frequently Asked Qu
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