Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ... Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...
8.1 Review of the EFTECS 8 DISCUSSION This observation can be explained by their lack of educational background com- pared to the educational experts. It had been expected that they were not as fast as the educational experts at understanding the concepts of the 3-Layer-Model and the EFTECS. This was observed during the interview evaluation in section 6.2, where the technical experts stated that they had difficulties during the first steps working with the EFTECS. However, at the end of the manual markup task the technical experts said that they were able to use the EFTECS to tag the given material. All the members of the evaluation group stated that they did not have any problems using the EFTECS once they had understood the underlying principles. However, during the manual markup task some problems did occur and were pointed out by the whole evaluation group. Those problems did not regard the EFTECS but the material that had to be tagged during the manual markup task. For example, it was stated that the tagging of pre-existing material was perceived as more difficult than the creation and tagging of the test subjects’ own material. Altogether, it has been shown that the 3-Layer-Model and the EFTECS were com- prehensible and usable by both educational and technical experts. 8.1.2 Content separation The separation of the educational content from the technical content was shown in the interview and in the practical evaluation. The educational experts stated in the interview evaluation (cf. section 6.3) that they could use and apply the EFTECS without any problems. However, this could be the effect of their educational back- ground, because they are used to working with the educational paradigms used in the EFTECS. Therefore, it is also necessary to take the results of the technical experts into consideration for the evaluation of the EFTECS. The technical experts also stated that they were able to use the EFTECS without any problems after they had been given some information about the educational background of the material they had to author. 182
8.1 Review of the EFTECS 8 DISCUSSION Altogether, this means that one of the major goals of the project has been achieved, because the separation of educational and technical content was feasible within the EFTECS and the HEAT paradigm. 8.1.3 Reusability of material The reusability of the created material in other EMs was one of the requirements of this PhD. Only if existing material can be reused, will it be beneficial to educa- tional experts in their work. As it was shown in the interview evaluation and the practical evaluation, educational material has to exist in the content space before it can be reused. This is a basic principle of IT applications, which usually need work input before they can support the users. However, once the material is authored it can be stored in the content space (cf. section 4.6) and further on can be reused by other authors. This reusability of material was confirmed in the interview evaluation (cf. chapter 6) as well as in the practical evaluation (cf. chapter 7) and it was regarded as a major advantage of the EFTECS. Additionally, the search functions based on EHPs were especially useful to the members of the evaluation group (cf. section 6.5.4). After an author has searched and found some educational material, he can insert it into his EM. Altogether, it was shown that material authored with the EFTECS and the HEAT can be reused. 8.1.4 Presentation and communication The 3-Layer-Model and the EFTECS focus on the creation of educational material based on teaching and learning strategies. The EFTECS model provides the option of using different presentation technologies via the physical information layers, but leaves the actual realisation of additional functions to the HEAT or any other technical solution based on the EFTECS. For example, communication between the teacher and the students could be es- tablished by the creation of a special communication TLS and its implementation within the HEAT. This implementation of a communication TLS could also cover 183
- Page 131 and 132: 5.2 Design of the interview evaluat
- Page 133 and 134: 5.2 Design of the interview evaluat
- Page 135 and 136: 5.2 Design of the interview evaluat
- Page 137 and 138: 5.2 Design of the interview evaluat
- Page 139 and 140: 5.2 Design of the interview evaluat
- Page 141 and 142: 5.2 Design of the interview evaluat
- Page 143 and 144: 5.3 Design of the practical evaluat
- Page 145 and 146: 6 Interview evaluation 6 INTERVIEW
- Page 147 and 148: 6.1 Analysis of the pre-test interv
- Page 149 and 150: 6.1 Analysis of the pre-test interv
- Page 151 and 152: 6.2 Analysis of the manual markup t
- Page 153 and 154: 6.3 Analysis of the mid-test interv
- Page 155 and 156: 6.3 Analysis of the mid-test interv
- Page 157 and 158: 6.4 Analysis of the HEAT based mark
- Page 159 and 160: 6.4 Analysis of the HEAT based mark
- Page 161 and 162: 6.5 Analysis of the post-test inter
- Page 163 and 164: 6.5 Analysis of the post-test inter
- Page 165 and 166: 7 Practical evaluation 7 PRACTICAL
- Page 167 and 168: 7.1 Design 7 PRACTICAL EVALUATION O
- Page 169 and 170: 7.2 Existing material 7 PRACTICAL E
- Page 171 and 172: 7.2 Existing material 7 PRACTICAL E
- Page 173 and 174: 7.3 New material 7 PRACTICAL EVALUA
- Page 175 and 176: 7.3 New material 7 PRACTICAL EVALUA
- Page 177 and 178: 7.4 Summary 7 PRACTICAL EVALUATION
- Page 179 and 180: 7.4 Summary 7 PRACTICAL EVALUATION
- Page 181: 8 Discussion 8 DISCUSSION The insig
- Page 185 and 186: 8.1 Review of the EFTECS 8 DISCUSSI
- Page 187 and 188: 8.2 Review of the HEAT 8 DISCUSSION
- Page 189 and 190: 8.2 Review of the HEAT 8 DISCUSSION
- Page 191 and 192: 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
- Page 197 and 198: 9.1 Research objectives 9 CONCLUSIO
- Page 199 and 200: 9.2 Future work 9 CONCLUSIONS 9.2 F
- Page 201 and 202: 9.2 Future work 9 CONCLUSIONS Howev
- Page 203 and 204: 9.2 Future work 9 CONCLUSIONS therm
- Page 205 and 206: 9.3 Contribution to knowledge 9 CON
- Page 207 and 208: REFERENCES REFERENCES [10] Robert J
- Page 209 and 210: REFERENCES REFERENCES [30] Kendall
- Page 211 and 212: REFERENCES REFERENCES [49] Barbara
- Page 213 and 214: REFERENCES REFERENCES [68] A.W. Str
- Page 215 and 216: REFERENCES REFERENCES [88] Melanie
- Page 217 and 218: REFERENCES REFERENCES [110] The Dep
- Page 219 and 220: REFERENCES REFERENCES [131] David A
- Page 221 and 222: REFERENCES REFERENCES [151] Michael
- Page 223 and 224: REFERENCES REFERENCES [174] Allianc
- Page 225 and 226: A Appendices 225 A APPENDICES
- Page 227 and 228: A.1 Evaluation tasksheet A APPENDIC
- Page 229 and 230: A.1 Evaluation tasksheet A APPENDIC
- Page 231 and 232: A.1 Evaluation tasksheet A APPENDIC
8.1 Review <strong>of</strong> the EFTECS 8 DISCUSSION<br />
Altogether, this means that one <strong>of</strong> the major goals <strong>of</strong> the project has been achieved,<br />
because the separation <strong>of</strong> educational and technical content was feasible within the<br />
EFTECS and the HEAT paradigm.<br />
8.1.3 Reusability <strong>of</strong> material<br />
The reusability <strong>of</strong> the created material in other EMs was one <strong>of</strong> the requirements<br />
<strong>of</strong> this PhD. Only if existing material can be reused, will it be beneficial to educa-<br />
tional experts in their work. As it was shown in the interview evaluation and the<br />
practical evaluation, educational material has to exist in the content space before<br />
it can be reused. This is a basic principle <strong>of</strong> IT applications, which usually need<br />
work input before they can support the users.<br />
However, once the material is authored it can be stored in the content space (cf.<br />
section 4.6) and further on can be reused by other authors. This reusability <strong>of</strong><br />
material was confirmed in the interview evaluation (cf. chapter 6) as well as in the<br />
practical evaluation (cf. chapter 7) and it was regarded as a major advantage <strong>of</strong><br />
the EFTECS. Additionally, the search functions based on EHPs were especially<br />
useful to the members <strong>of</strong> the evaluation group (cf. section 6.5.4). After an author<br />
has searched and found some educational material, he can insert it into his EM.<br />
Altogether, it was shown that material authored with the EFTECS and the HEAT<br />
can be reused.<br />
8.1.4 Presentation and communication<br />
The 3-Layer-Model and the EFTECS focus on the creation <strong>of</strong> educational material<br />
based on teaching and learning strategies. The EFTECS model provides the option<br />
<strong>of</strong> using different presentation technologies via the physical information layers,<br />
but leaves the actual realisation <strong>of</strong> additional functions to the HEAT or any other<br />
technical solution based on the EFTECS.<br />
For example, communication between the teacher and the students could be es-<br />
tablished by the creation <strong>of</strong> a special communication TLS and its implementation<br />
within the HEAT. This implementation <strong>of</strong> a communication TLS could also cover<br />
183