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

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1.3 The two main domains of educational hypermedia 1 INTRODUCTION First of all, average teachers have no technical knowledge of authoring web based educational data [1]. They have to concentrate on their teaching mission and usually do not have the time, nor the interest, to learn how to use new technical devel- opment packages. Their expertise lies in the field of education. They usually have practical experience in educating and teaching students. Many of them are surely interested in using the medium Internet for their teaching, but are also focused on the teaching, not on the technical solutions for porting the teaching material into educational material for the WWW. Additionally, it has to be stated that even if the educational experts were aware of the potential of technical content or functionalities, they still would have to be able to use these technical options. On the other hand, it is probable that the teachers are able to use word processing and multimedia systems. Therefore, it is necessary to create a system that makes the creation of WWW based educational hypermedia simple and easy for the teachers. Consequently, one has to ask which issues have to be addressed to provide a solution to this necessity. First of all, the authoring process is usually difficult for teachers or educational experts. This is a direct result of the tightly woven structure of web content at the moment. The idea of how to solve this problem is to separate the educational (teaching) content, from the technical content (transfer protocols, transfer, imple- mentation of code, complex interactions, etc.). Secondly, this separation would also mean that the educational experts are not bur- dened with technical details. For example, several technical functionalities could be capsuled into a module and this module could be used by a teacher. How- ever, the scope of this PhD focuses on the separation of the technical content from the educational content on a very fine-grained level with the help of educational hypermedia primitives that were especially developed for this task. 1.3 The two main domains of educational hypermedia The two domains of educational hypermedia, educational components and technical components, need a kind of "interface", so that they can communicate with 20
1.4 Problem areas 1 INTRODUCTION each other. Such an interface is necessary because in the run-time of an appli- cation the educational content has to be delivered to the student via the technical content. The technical content can also be seen as a kind of "wrapper" around the educational content. The advantage of the separation of educational and technical content is that the educational content is not woven together with the technical content and potentially stays highly accessible and reusable. Once the need for a communication interface is identified, the next step is to design that interface. It seems a good decision to build this interface upon teaching and learning strategies (TLSs). This decision is based on the fact that teaching and learning strategies are a part of both content domains. The educational content is naturally based on TLSs, the technical content is only indirectly based on the TLSs, but if it is taken into consideration that the display to the student has a different structure in each TLS this can be seen more clearly. Therefore, it was decided to use TLSs as a base for the communication interface in this project. The term TLS will henceforth be used as a synonym of all the different approaches and strategies that are applied in classical teaching and learning as well as in WWW based teaching and learning. 1.4 Problem areas There are, of course, numerous issues that have to be addressed in the project. One problem is to know how the educational content can be separated from the technical content. Separating the two domains should produce a modularised framework and it should be possible to implement this framework into an authoring tool for teachers which enables them to create educational material for the WWW (cf. section 3.1). Furthermore, once authored, the educational content should be highly reusable and, if it is wanted, interchangeable between different authors. To achieve this kind of reusability it is proposed to tag the educational data with meta-information. To tag the data with this kind of information it is necessary to create an appropriate meta-tag system. Since the tagging of the educational material by the teachers 21
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
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Page 15 and 16: List of Abbreviations ADL - Advance
Page 17 and 18: Declaration This work has not previ
Page 19: 1 Introduction 1.1 Aim of project 1
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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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4.8 Detailed example 4 HEAT • Add
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4.8 Detailed example 4 HEAT Figure
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4.8 Detailed example 4 HEAT the aut
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5 Evaluation methodology 5 EVALUATI
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5.1 Analysis of alternative approac
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5.2 Design of the interview evaluat
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5.3 Design of the practical evaluat
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6 Interview evaluation 6 INTERVIEW
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6.1 Analysis of the pre-test interv
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6.1 Analysis of the pre-test interv
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6.2 Analysis of the manual markup t
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6.3 Analysis of the mid-test interv
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6.3 Analysis of the mid-test interv
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6.4 Analysis of the HEAT based mark
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6.4 Analysis of the HEAT based mark
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6.5 Analysis of the post-test inter
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6.5 Analysis of the post-test inter
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7 Practical evaluation 7 PRACTICAL
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7.1 Design 7 PRACTICAL EVALUATION O
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7.2 Existing material 7 PRACTICAL E
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7.2 Existing material 7 PRACTICAL E
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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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