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

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6.6 Summary 6 INTERVIEW EVALUATION • Most of the test candidates would welcome a system like the HEAT. Before the results of the interview evaluation will be discussed in chapter 8, the practical evaluation of the HEAT has to be analysed. 6.6 Summary This chapter outlines the interview evaluation of this research work. Firstly, the pre-test interview is analysed (cf. section 6.1). Secondly, the manual markup task undertaken by the test candidates is introduced (cf. section 6.2). Thirdly, the results of the mid-test interview are shown (cf. section 6.3). Furthermore, the HEAT based markup task and the answers given by the test candidates are outlined (cf. section 6.4). Finally, the post-test interview is presented (cf. section 6.5). 164
7 Practical evaluation 7 PRACTICAL EVALUATION To evaluate the EFTECS and the HEAT it was necessary to undertake some face- to-face interviews and evaluation to get significant results from educational ex- perts. This was successfully completed and presented in chapter 6. The interview evaluation of the HEAT resulted in several insights into the feasi- bility of the created EFTECS framework. The interviews with the test candidates showed that the HEAT could be used to create educational material for online delivery on a more fine-grained approach than other existing research projects, e.g. LOM [137]. Additionally, the interview evaluation not only suggested the theoretical basis of this PhD, but also helped to identify some problems within the EFTECS and the HEAT. Furthermore, it was discovered during the interview evaluation that more insights into the EFTECS and the HEAT could be gained if an additional evaluation on a more practical level was undertaken. To achieve this additional goal it was decided to create some new educational material and to convert some existing material with the HEAT. Due to the com- plexity and estimated long duration of these two tasks it has been decided that they had to be done by the author. The problems connected with this decision will be addressed in section 8.3. 7.1 Design It was necessary to apply the HEAT and the functionality of the HEAT to a broader range of educational material. In order to get more information about the capabili- ties of the HEAT it was important to create and convert some educational material which is used in a real educational scenario. However, a complete conversion of large educational modules, for example a complete course book, is not regarded necessary as long as some significant parts of it are created with the HEAT. 165
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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
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2.13 Research objectives 2 LITERATU
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3.1 Theoretical approach 3 EFTECS p
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3.1 Theoretical approach 3 EFTECS A
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3.2 EFTECS at EM-Layer 3 EFTECS mat
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3.3 EFTECS at TLS-Layer 3 EFTECS
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3.3 EFTECS at TLS-Layer 3 EFTECS Fo
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3.4 EFTECS at EHP-Layer 3 EFTECS 3.
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3.4 EFTECS at EHP-Layer 3 EFTECS 3.
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3.6 Common meta-information 3 EFTEC
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3.8 The complete EFTECS 3 EFTECS 3.
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3.9 The eXtensible Educational Mark
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4.1 General approach 4 HEAT 4.1.1 T
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4.1 General approach 4 HEAT the dif
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4.2 EHP-Layer 4 HEAT 4.2.2 Technica
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4.3 EHP-Information 4 HEAT 4.3 EHP-
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4.4 TLS-Layer 4 HEAT 4.4 TLS-Layer
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4.4 TLS-Layer 4 HEAT Element Type x
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4.5 EM-Layer 4 HEAT The important f
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4.6 Content space 4 HEAT It was def
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4.7 Material delivery 4 HEAT concep
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Page 127 and 128: 5 Evaluation methodology 5 EVALUATI
Page 129 and 130: 5.1 Analysis of alternative approac
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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 171 and 172: 7.2 Existing material 7 PRACTICAL E
Page 173 and 174: 7.3 New material 7 PRACTICAL EVALUA
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Page 177 and 178: 7.4 Summary 7 PRACTICAL EVALUATION
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Page 181 and 182: 8 Discussion 8 DISCUSSION The insig
Page 183 and 184: 8.1 Review of the EFTECS 8 DISCUSSI
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Page 187 and 188: 8.2 Review of the HEAT 8 DISCUSSION
Page 193 and 194: 8.3 Critique of the study 8 DISCUSS
Page 195 and 196: 9 Conclusions 9 CONCLUSIONS In this
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Page 199 and 200: 9.2 Future work 9 CONCLUSIONS 9.2 F
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Page 205 and 206: 9.3 Contribution to knowledge 9 CON
Page 207 and 208: REFERENCES REFERENCES [10] Robert J
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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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Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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