Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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4.8 Detailed example 4 HEAT Finally, the student can now navigate through the produced material, study the lecture and has the opportunity to answer the question of the QA-TLS. As an example of the final result that is presented to the student, figure 19 shows a Lecture-TLS that explains in the Theory-EHP that Berlin is the capital of the reunited Germany. The student could then navigate through the Proof-EHP and Example-EHP of the lecture by pressing the “Previous” and “Next”-Button, where the student is given additional information about Berlin and its history. In the case that the TLS is the first TLS of the EM, the “Previous”-Button will be deactivated. The same goes for the “Next”-Button at the last TLS of an EM. If the student is confident about the information he can navigate to the next TLS by pressing the link at the bottom of the screen. Figure 19: HEAT - Final view of a Lecture-TLS Figure 20 illustrates a QA-TLS that is shown to the student after he has worked through the lecture material. The student is asked in this QA-TLS to answer a specific question. For this example a multiple choice presentation was selected by 124
4.8 Detailed example 4 HEAT the author, even if there is only one correct answer. The order of the answers is mixed up during each loading process in the browser to prevent cheating. The student has the option of getting some help by pressing the “Help”-link or he could get an example, eg. the information the author entered as an example for the QLS, by pressing the “Example”-link. He can also check if the answers he has selected are correct. This funcionality could obviously be improved, but the focus of this project was on the separation of educational and technical content in educational hypermedia, not on enhancing the technical implementation of the HEAT. Figure 20: HEAT - Final view of a QA-TLS Altogether, it can be stated that the separation of technical and educational content in educational hypermedia is not only theoretically possible, but also practically feasible. This statement is based on the successful conversion of the EFTECS 125
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Separation of educational and techn
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CONTENTS CONTENTS Contents 1 Introd
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CONTENTS CONTENTS 2.12.6 Java and J
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CONTENTS CONTENTS 6 Interview evalu
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CONTENTS CONTENTS 7.3.5 Presentatio
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LIST OF FIGURES LIST OF FIGURES Lis
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LIST OF TABLES LIST OF TABLES List
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List of Abbreviations ADL - Advance
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Declaration This work has not previ
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1 Introduction 1.1 Aim of project 1
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1.4 Problem areas 1 INTRODUCTION ea
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1.5 Approach 1 INTRODUCTION Secondl
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2 Literature Review 2 LITERATURE RE
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2.1 Definition and history of e-lea
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2.2 Forms of e-learning 2 LITERATUR
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2.3 Advantages and disadvantages of
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2.4 Pedagogical elements and approa
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2.4 Pedagogical elements and approa
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2.5 Educational research 2 LITERATU
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2.6 Teaching and learning strategie
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2.7 E-learning and meta-data projec
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2.7 E-learning and meta-data projec
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2.8 Knowledge and learning objects
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2.9 Project management and e-learni
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2.9 Project management and e-learni
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2.10 Reuse of material 2 LITERATURE
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2.11 Adaptive Hypermedia System 2 L
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2.11 Adaptive Hypermedia System 2 L
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2.12 Technology 2 LITERATURE REVIEW
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2.12 Technology 2 LITERATURE REVIEW
Page 73 and 74: 2.13 Research objectives 2 LITERATU
Page 75 and 76: 3.1 Theoretical approach 3 EFTECS p
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Page 79 and 80: 3.2 EFTECS at EM-Layer 3 EFTECS mat
Page 81 and 82: 3.3 EFTECS at TLS-Layer 3 EFTECS
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Page 85 and 86: 3.4 EFTECS at EHP-Layer 3 EFTECS 3.
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Page 89 and 90: 3.6 Common meta-information 3 EFTEC
Page 91 and 92: 3.8 The complete EFTECS 3 EFTECS 3.
Page 93 and 94: 3.9 The eXtensible Educational Mark
Page 95 and 96: 4.1 General approach 4 HEAT 4.1.1 T
Page 97 and 98: 4.1 General approach 4 HEAT the dif
Page 99 and 100: 4.2 EHP-Layer 4 HEAT 4.2.2 Technica
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Page 103 and 104: 4.4 TLS-Layer 4 HEAT 4.4 TLS-Layer
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Page 109 and 110: 4.6 Content space 4 HEAT It was def
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Page 127 and 128: 5 Evaluation methodology 5 EVALUATI
Page 129 and 130: 5.1 Analysis of alternative approac
Page 131 and 132: 5.2 Design of the interview evaluat
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Page 145 and 146: 6 Interview evaluation 6 INTERVIEW
Page 147 and 148: 6.1 Analysis of the pre-test interv
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Page 153 and 154: 6.3 Analysis of the mid-test interv
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Page 157 and 158: 6.4 Analysis of the HEAT based mark
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Page 161 and 162: 6.5 Analysis of the post-test inter
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Page 165 and 166: 7 Practical evaluation 7 PRACTICAL
Page 167 and 168: 7.1 Design 7 PRACTICAL EVALUATION O
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Page 173 and 174: 7.3 New material 7 PRACTICAL EVALUA
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7.3 New material 7 PRACTICAL EVALUA
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7.4 Summary 7 PRACTICAL EVALUATION
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7.4 Summary 7 PRACTICAL EVALUATION
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8 Discussion 8 DISCUSSION The insig
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8.1 Review of the EFTECS 8 DISCUSSI
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8.1 Review of the EFTECS 8 DISCUSSI
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8.2 Review of the HEAT 8 DISCUSSION
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8.3 Critique of the study 8 DISCUSS
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9 Conclusions 9 CONCLUSIONS In this
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9.1 Research objectives 9 CONCLUSIO
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9.2 Future work 9 CONCLUSIONS 9.2 F
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9.2 Future work 9 CONCLUSIONS Howev
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9.2 Future work 9 CONCLUSIONS therm
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9.3 Contribution to knowledge 9 CON
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REFERENCES REFERENCES [10] Robert J
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REFERENCES REFERENCES [30] Kendall
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REFERENCES REFERENCES [49] Barbara
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REFERENCES REFERENCES [68] A.W. Str
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REFERENCES REFERENCES [88] Melanie
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REFERENCES REFERENCES [110] The Dep
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REFERENCES REFERENCES [131] David A
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REFERENCES REFERENCES [151] Michael
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REFERENCES REFERENCES [174] Allianc
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A Appendices 225 A APPENDICES
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A.1 Evaluation tasksheet A APPENDIC
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A.2 Evaluation Worksheet A APPENDIC
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A.3 Evaluation Interviews A APPENDI
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A.4 Summary of interview results A
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A.5 XSL-Documents A APPENDICES A.5
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A.5 XSL-Documents A APPENDICES } ]]
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A.5 XSL-Documents A APPENDICES tls
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A.6 XEML - eXtensible Educational M
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A.7 Contents of CD A APPENDICES A.7
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Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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