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

More documents

Recommendations

Info

8.2 Review of the HEAT 8 DISCUSSION with pen and paper or with the HEAT. This means that the basic functionality of the HEAT is given. 8.2.3 Existing material The aim of the practical evaluation was to gain additional insights into the functionality of the EFTECS and HEAT. The first part of the practical evaluation of the HEAT was designed to convert some pre-existing educational material. The selected material included parts of two different course books as described in chapter 7. Basically, all the material could be converted, which can be regarded as a proof of the functionality of the HEAT. However, the conversion of the material with the HEAT proved to be not as straightforward as it had been expected to be. Therefore, the evaluation provided some valuable information about the limita- tions of the HEAT and its usage. First of all, the author is not an educational expert in the domain of the selected material. Therefore, it was not possible to just convert the material, but the author had to understand the contents of the selected material. It can be said that the author had to acquire some knowledge about the material domain to successfully convert the material. Additionally, the availability of only four TLSs was a restriction concerning the conversion process. As it was pointed out in section 7.2.2 more and specially designed TLSs would have been beneficial to the conversion task. A direct con- sequence of the lack of specialised TLSs is that the authored material had to be restructured in such a way that it could fit into the available TLSs. Finally, the conversion of the educational material resulted in the question of mass conversion of pre-existing material. Consequently, the need for interfaces for stan- dard file-formats like Microsoft Word or Microsoft Power Point was identified during the authoring of pre-existing material. However, these issues will have to be addressed in the future due to restrictions of time and resources within this PhD. 188
8.2 Review of the HEAT 8 DISCUSSION Altogether, the conversion of the pre-existing material revealed several problems of the HEAT. Therefore, it was decided to create some additional material from scratch to evaluate those problems and to gain some further insights into the ca- pabilities of the HEAT. 8.2.4 New material After the conversion of pre-existing material (cf. section 7.2) it was decided to verify the gained insights by creating some educational material from scratch. The creation of material in a domain where the author was not only a technical expert but an educational expert as well, was successfully completed and described in section 7.3. In comparison to the conversion of pre-existing material it was stated that it was much easier to create educational material with the HEAT if the material was taken from the author’s own knowledge domain. Since the usability of the HEAT was shown during the interview evaluation, the fact that the author’s expertise and knowledge in the domain of the educational material had a direct influence on the usability of the HEAT must lead to the con- clusion that the HEAT and the EFTECS are designed in a way that the educational background of the author outweighs the his technical experience. Additionally, it seems that it is easier for the author to use the HEAT and the EFTECS if he has got some expertise and knowledge concerning the educational domain. At another point of the creation process, it was discovered that additional TLSs would be helpful to improve the usability and handling of the HEAT. The observa- tion that additional and specialised TLSs are needed in the HEAT was also made during the practical evaluation and the interview evaluation. It can therefore be stated that future work (cf. section 9.2) will have to address the creation of such additional TLSs. The design of the EFTECS and the HEAT is expected to allow that without major problems. Altogether, the practical evaluation of the HEAT showed that there were some minor problems which will have to be addressed in the future. 189
Page 1 and 2:
Separation of educational and techn
Page 3 and 4:
CONTENTS CONTENTS Contents 1 Introd
Page 5 and 6:
CONTENTS CONTENTS 2.12.6 Java and J
Page 7 and 8:
CONTENTS CONTENTS 6 Interview evalu
Page 9 and 10:
CONTENTS CONTENTS 7.3.5 Presentatio
Page 11 and 12:
LIST OF FIGURES LIST OF FIGURES Lis
Page 13 and 14:
LIST OF TABLES LIST OF TABLES List
Page 15 and 16:
List of Abbreviations ADL - Advance
Page 17 and 18:
Declaration This work has not previ
Page 19 and 20:
1 Introduction 1.1 Aim of project 1
Page 21 and 22:
1.4 Problem areas 1 INTRODUCTION ea
Page 23 and 24:
1.5 Approach 1 INTRODUCTION Secondl
Page 25 and 26:
2 Literature Review 2 LITERATURE RE
Page 27 and 28:
2.1 Definition and history of e-lea
Page 29 and 30:
2.2 Forms of e-learning 2 LITERATUR
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
2.3 Advantages and disadvantages of
Page 41 and 42:
2.4 Pedagogical elements and approa
Page 43 and 44:
2.4 Pedagogical elements and approa
Page 45 and 46:
2.5 Educational research 2 LITERATU
Page 47 and 48:
2.6 Teaching and learning strategie
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
2.7 E-learning and meta-data projec
Page 55 and 56:
2.7 E-learning and meta-data projec
Page 57 and 58:
2.8 Knowledge and learning objects
Page 59 and 60:
2.9 Project management and e-learni
Page 61 and 62:
2.9 Project management and e-learni
Page 63 and 64:
2.10 Reuse of material 2 LITERATURE
Page 65 and 66:
2.11 Adaptive Hypermedia System 2 L
Page 67 and 68:
2.11 Adaptive Hypermedia System 2 L
Page 69 and 70:
2.12 Technology 2 LITERATURE REVIEW
Page 71 and 72:
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
Page 77 and 78:
3.1 Theoretical approach 3 EFTECS A
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
Page 83 and 84:
3.3 EFTECS at TLS-Layer 3 EFTECS Fo
Page 85 and 86:
3.4 EFTECS at EHP-Layer 3 EFTECS 3.
Page 87 and 88:
3.4 EFTECS at EHP-Layer 3 EFTECS 3.
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
Page 101 and 102:
4.3 EHP-Information 4 HEAT 4.3 EHP-
Page 103 and 104:
4.4 TLS-Layer 4 HEAT 4.4 TLS-Layer
Page 105 and 106:
4.4 TLS-Layer 4 HEAT Element Type x
Page 107 and 108:
4.5 EM-Layer 4 HEAT The important f
Page 109 and 110:
4.6 Content space 4 HEAT It was def
Page 111 and 112:
4.7 Material delivery 4 HEAT concep
Page 113 and 114:
4.8 Detailed example 4 HEAT • Add
Page 115 and 116:
4.8 Detailed example 4 HEAT Figure
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
4.8 Detailed example 4 HEAT the aut
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
Page 133 and 134:
Page 135 and 136:
Page 137 and 138: 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 and 182: 8 Discussion 8 DISCUSSION The insig
Page 183 and 184: 8.1 Review of the EFTECS 8 DISCUSSI
Page 185 and 186: 8.1 Review of the EFTECS 8 DISCUSSI
Page 187: 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 239 and 240:
A.1 Evaluation tasksheet A APPENDIC
Page 241 and 242:
A.1 Evaluation tasksheet A APPENDIC
Page 243 and 244:
A.2 Evaluation Worksheet A APPENDIC
Page 245 and 246:
A.3 Evaluation Interviews A APPENDI
Page 247 and 248:
A.4 Summary of interview results A
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Page 257 and 258:
A.5 XSL-Documents A APPENDICES A.5
Page 259 and 260:
A.5 XSL-Documents A APPENDICES entr
Page 261 and 262:
A.5 XSL-Documents A APPENDICES docu
Page 263 and 264:
A.5 XSL-Documents A APPENDICES { i
Page 265 and 266:
A.5 XSL-Documents A APPENDICES } if
Page 267 and 268:
A.5 XSL-Documents A APPENDICES answ
Page 269 and 270:
A.5 XSL-Documents A APPENDICES A.5.
Page 271 and 272:
A.5 XSL-Documents A APPENDICES //no
Page 273 and 274:
A.5 XSL-Documents A APPENDICES
Page 275 and 276:
A.5 XSL-Documents A APPENDICES { al
Page 277 and 278:
A.5 XSL-Documents A APPENDICES { di
Page 279 and 280:
Page 281 and 282:
A.5 XSL-Documents A APPENDICES d
Page 283 and 284:
Page 285 and 286:
A.5 XSL-Documents A APPENDICES i
Page 287 and 288:
A.5 XSL-Documents A APPENDICES dr
Page 289 and 290:
A.5 XSL-Documents A APPENDICES A.5.
Page 291 and 292:
A.5 XSL-Documents A APPENDICES disp
Page 293 and 294:
A.5 XSL-Documents A APPENDICES } ]]
Page 295 and 296:
A.5 XSL-Documents A APPENDICES tls
Page 297 and 298:
A.6 XEML - eXtensible Educational M
Page 299:
A.7 Contents of CD A APPENDICES A.7
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?