June 25-29, 2007 Vancouver BC, Canada - Association for the ...

ADVANCE PROGRAM/REGISTRATION 

19 TH ANNUAL 

June 25-29, 2007 

Vancouver BC, Canada 

Sheraton Vancouver Wall Centre Hotel 

http://www.aace.org/conf/edmedia 

• Keynote Speakers 

• Invited Panels/Speakers 

• Full & Brief Papers 

• Best Practices 

• Panels 

• Roundtables 

• Student Panels Dissertation Help Sessions 

• Posters/Demonstrations 

• Corporate Demonstrations/Literature 

• Corporate Showcases 

• Tutorials/Workshops 

• Symposia 

Proceedings file deadline: May 2, 2007 

Early registration deadline: May 2, 2007 

Hotel reservation deadline: May 25, 2007 

Advance registration deadline: June 7, 2007 

Co-sponsored by: 

Journal of Interactive Learning Research (JILR) 

Journal of Educational Multimedia and Hypermedia (JEMH) 

International Journal on E-Learning (IJEL) 

http://www.aace.org/pubs 

A CONFERENCE OF AACE • http://www.aace.org 

http://www.EdITLib.org

INVITATION 

ED-MEDIA 2007 – World Conference on Educational Multimedia, 

Hypermedia & Telecommunications is an international conference, organized by 

the Association for the Advancement of Computing in Education (AACE). This 

annual conference serves as a multi-disciplinary forum for the discussion and 

exchange of information on the research, development, and applications on all 

topics related to multimedia, hypermedia and telecommunications/distance education. 

ED-MEDIA, the premiere international conference in the field, spans all 

disciplines and levels of education and annually attracts more than 1,500 leaders 

in the field from over 70 countries. For a list, see: Countries @ ED-MEDIA. 

We invite you to attend ED-MEDIA. 

Presentation Categories 

The Technical Program includes a wide range of interesting and useful activities 

designed to facilitate the exchange of ideas and information. 

• Keynote & Invited Speakers • Student Panels Dissertation Help Sessions 

• Full & Brief Papers • Corporate Demonstrations/Literature 

• Best Practices 

• Corporate Showcases 

• Panels 

• Tutorials/Workshops 

• Roundtables 

• Symposia 

• Posters/Demonstrations 

Corporate Participation 

A variety of opportunities are available to present research-oriented papers, or 

to showcase and market your products and services. For information about 

Corporate Showcases (30 minutes) and Corporate Demonstrations (2-hours, 

scheduled with the Poster/Demos). See: http://www.aace.org/conf/edmedia/corporate.htm 

Proceedings 

Accepted papers will be published in the Proceedings (book and CD-ROM formats) 

as well as in the AACE Digital Library. These proceedings serve as major 

sources in the multimedia/ hypermedia/telecommunications community, 

reflecting the current state of the art in the discipline. In addition, the 

Proceedings also are internationally available and distributed via the online 

EdITLib - Education & Information Technology Library, sponsored by AACE. 

(http://www.editlib.org/). The Proceedings also will be available as a searchable 

electronic book on CD-ROM (Macintosh, IBM, and ISO 9660 formats) and 

included in each conference registrant's packet. And the Proceedings may be 

purchased in hard copy book form prior to the conference. Selected papers 

may be invited for publication in AACE’s respected journals especially in the 

Journal of Educational Multimedia and Hypermedia (JEMH), International 

Journal on E-Learning (IJEL), or Journal of Interactive Learning Research 

(JILR). See: http://www.aace.org/pubs 

Paper Awards 

Papers present reports of significant work or integrative reviews in research, 

development, and applications related to the educational multimedia, hypermedia 

and telecommunications/distance education. All presented papers will be 

considered by the Program Committee for Outstanding Paper Awards. There will 

also be an award for Outstanding Student Paper (therefore, please indicate with 

your submission if the primary author is a full-time student). Award winning 

papers will be highlighted in the AACE online periodical the AACE Journal. 

Background 

The ED-MEDIA conference series originated as the International Conference 

on Computers and Learning (ICCAL) which was held as a major international 

symposium in Calgary, Canada (1987); Dallas, USA (1989); Hagen, Germany 

(1990); and Wolfville, Canada (1992). ED-MEDIA conferences have been held 

in Orlando, USA (1993); Vancouver, Canada (1994); Graz, Austria (1995); 

Boston, USA (1996); Calgary, Canada (1997); Freiburg, Germany (1998), 

Seattle, USA (1999), Montreal, Canada (2000), Tampere, Finland (2001), 

Denver, USA (2002), Honolulu, Hawaii, USA (2003), Lugano, Switzerland 

(2004), Montreal, Canada (2005), and Orlando, USA (2006). ED-MEDIA 2007 

is the 19 th in this series of internationally respected meetings. 

ED-MEDIA 2007 Topics 

The scope of the conference includes, but is not limited to, the following 

major topics as they relate to the educational and developmental aspects 

of multimedia/hypermedia and telecommunications: 

Infrastructure 

Architectures for Educational Technology Systems 

Design of Distance Learning Systems 

Distributed Learning Environments 

Methodologies for System Design 

Multimedia/Hypermedia Systems 

WWW-based Course-Support Systems 

Tools & Content-oriented Applications 

Agents 

Authoring Tools 

Evaluation of Impact 

Groupware Tools 

Interactive Learning Environments 

Multimedia/Hypermedia Applications 

Research Perspectives 

Virtual Reality 

WWW-based Course Sites & Learning Resources 

New Roles of the Instructor & Learner 

Constructivist Perspectives 

Cooperative/Collaborative Learning 

Implementation Experiences 

Improving Classroom Teaching 

Instructor Networking 

Instructor Training and Support 

Pedagogical Issues 

Teaching/Learning Strategies 

Human-Computer Interaction (HCI/CHI) 

Computer-Mediated Communication 

Design Principles 

Usability/User Studies 

User Interface Design 

Cases & Projects 

Country-Specific Developments 

Exemplary Projects 

Institution-Specific Cases 

Virtual Universities 

Universal Web Accessibility 

This topic strand provides information to help adhere to laws, regulations and guidelines 

to make electronic accessibility available to those with physical challenges. 

Emerging Technologies & Accessibility 

Infrastructure, Technology & Techniques 

International Challenges 

New Roles for Teachers/Learners 

Other: Research, Library Issues, etc 

Policy and Law 

Site Management Considerations 

Indigenous Peoples & Technology 

This topic provides information on the issues and applications related to indigenous 

peoples and technology. Submissions are invited on the following non-exclusive 

list of topics. 

The Internet's Effects on Linguistic Diversity 

Promoting Indigenous Language Development via Discussion & Chat 

Multimedia Support of Language & Culture 

Exploring Language with Digital Resources 

Cultural Attitudes and Technology Acceptance 

Modifying Computers to meet Minority Language Requirements 

Oral Tradition Meets Voice Dictation 

Voice Over IP, Net Meetings and Collaborative Thinking 

Asynchronous, Reflective Discourse 

Online Dctionaries and Language Development 

2

Overview 

MONDAY, JUNE 25 

Registration..................................................................7:30 AM-7:30 PM 

Tutorials/Workshops .....................................................8:30 AM-12 NOON 

Beverage Break ............................................................10:00-10:15 AM 

Lunch Break ................................................................12 NOON-1:30 PM 

Tutorials/Workshops ..........................................................1:30-5:00 PM 

Beverage Break ................................................................3:00-3:15 PM 

Newcomer Welcome .........................................................5:30-6:00 PM 

Social Event: Welcome Reception.......................................6:00-7:00 PM 

TUESDAY, JUNE 26 


Welcome & Opening General Session (Keynote)..................8:30-9:30 AM 

Beverage Break ..............................................................9:30-10:00 AM 

Newcomer Welcome........................................................9:30-10:00 AM 

Morning Sessions.....................................................10:00 AM-12:15 PM 

Lunch Break ...................................................................12:15-1:30 PM 

Afternoon Sessions ...........................................................1:30-5:00 PM 


WEDNESDAY, JUNE 27 


General Session (Keynote & Paper Awards) ........................8:30-9:30 AM 



Lunch Break ...................................................................12:15-1:30 PM 

Social Event: Topic Discussion Lunch ...............................12:30-1:30 PM 



Poster/Demonstrations ......................................................5:15-7:15 PM 

THURSDAY, JUNE 28 


General Session (Keynote) .................................................8:30-9:30 AM 



Lunch Break ..................................................................12:15-1:30 PM 



Special Event: TBA ............................................................6:00-8:00 PM 

ED-MEDIA 2007 SOCIAL EVENTS 

MONDAY, JUNE 25 

Welcome Reception 

6:00-7:00 PM 

All attendees welcome! 

MONDAY, JUNE 25 & TUESDAY, JUNE 26 

Newcomer Receptions 

Monday, June 25 • 5:30-6:00 PM 

Tuesday, June 26 • 9:30-10:00 AM 

All attendees welcome! 

WEDNESDAY, JUNE 27 

Topic Discussion Luncheon 

12:30-1:30 PM 

Join colleagues for a networking luncheon to discuss various topics 

selected from the conference topics (see page 2 for list of topics). A specific 

topic will be designated at each table and you will have the opportunity 

to create your own topics at the lunch. Make your reservations now as 

tickets are limited. If you have already registered, you may add the lunch 

at the conference registration desk. Cost: $25 

FRIDAY, JUNE 30 

Reception & Invitation to ED-MEDIA 2008 

in Vienna, Austria! 

5:00-5:30 PM 

FRIDAY, JUNE 29 


General Session (Keynote) .................................................8:30-9:30 AM 



Lunch Break ...................................................................12:15-1:30 PM 


Reception & Invitation to ED-MEDIA 2008 in Vienna, Austria! ......5:00-5:30 PM 

3

KEYNOTE SPEAKERS 

Tuesday, June 26, 8:30 AM 

Is Web 2.0 the Future of the Web? 

Bebo White 

Stanford University, USA 

Wednesday, June 27, 8:30 AM 

Teaching and Learning in Networked World 

Terry Anderson 

Athabasca University, Canada 

Thursday, June 28, 8:30 AM 

Working Smarter to Maximise Returns 

From Educational Technologies 

Ron Oliver 

Edith Cowan University, Australia 

INVITED SPEAKERS 

Partial List 

Tuesday, June 26, 11:15 AM 

Let’s Get Real: The University Without Walls and Authentic 

Learning Experiences 

Tony Koppi, Univ. of New South Wales, Sydney, Australia 

Tuesday, June 26, 1:30 PM 

School Motivation among Elementary and High School Students: 

The Foundation for Students’ Academic success 

Frédéric Guay, Univ. Laval, Canada 

Wednesday, June 27, 1:30 PM 

Teaching and Assessing What Undergraduates Really Need to Learn: 

Technology and the Conative Domain 

Thomas C. Reeves, The Univ. of Georgia, USA 

Thursday, June 28, 1:30 AM 

Generating New Learning Contexts: Novel Forms of Reuse and 

Learning on the Move 

John Cook, London Metropolitan Univ., UK 

Thursday, June 28, 4:00 PM 

Holy Cow, Ed Tech is Finally Mainstream: What Do We Do Now? 

Cathie Norris, Univ. of North Texas, USA; Elliot Soloway, Univ. of Michigan, USA 

Friday, June 29, 11:15 AM 

Mind the Gap: Bridging the Home School Divide through Contextualized 

Activities and Personalized Mobile Technology 

Rose Luckin, Univ. of London, UK 

Friday, June 29, 8:30 AM 

Challenging or Conforming: The Art of 

Blended E-Learning 

Allison Littlejohn 

Chair of Learning Technology, Director, Caledonian 

Academy, Glasgow Caledonian University, UK 

Education & Information Technology Library 

Please 

Recommend Your 

Library Subscribe! 

http://www.EdITLib.org 

• Conduct scholarly research • Receive Table of Contents alerts • Keep current on the latest research and publications in your field 

The EdITLib is your source for 5+ years of peer-reviewed and published articles and papers on the latest 

research,developments, and applications related to all aspects of Educational Technology and E-Learning. 

Journals – http://www.aace.org/pubs 

International Journal on E-Learning 

(Corporate, Government, Healthcare, & Higher Education) 

Journal of Computers in Mathematics and Science Teaching 

Journal of Educational Multimedia and Hypermedia 

Journal of Interactive Learning Research 

Journal of Technology and Teacher Education 

AACE Journal (electronic) 

Contemporary Issues in Technology & Teacher Education (electronic) 

Conferences – http://www.aace.org/conf 

ED-MEDIA – World Conference on Educational Multimedia, Hypermedia 

& Telecommunications 

E-Learn – World Conference on E-Learning in Corporate,Healthcare, 

Government, and Higher Education 

SITE – Society for Information Technology and Teacher Education 

International Conference 

and others... 

Sponsored by AACE: info@aace.org • 757-366-5606 

4

PRE-CONFERENCE TUTORIALS & WORKSHOPS 

Monday, June 25, Morning, 8:30 AM – 12:00 NOON 

T1: Exploring Design-Based Research Methods 

Ron Oliver, Edith Cowan University, Australia 

Jan Herrington, University of Wollongong, Australia 

Tom Reeves, University of Georgia, USA 

Abstract 

This tutorial has been designed to help participants understand and be able to apply 

design-based research (DBR) approaches to explorations and inquiries into technology-supported 

learning and teaching. Design-based research comprises various 

approaches undertaken with the intent of producing new theories, artifacts, and practices 

that account for, and potentially impact, learning and teaching in naturalistic settings. 

Design-based research provides a sound basis for meaningful and effective 

research that can deliver outcomes and findings which will have value and impact. 

Objectives 

Participation in this workshop will enable participants to: 

• understand the conceptual basis underpinning DBR approaches; 

• appreciate the forms of inquiry suited to DBR approaches; 

• know the important steps and processes in DBR approache; 

• understand the processes associated with planning a DBR project; 

• plan a research project using a DBR approach; 

• evaluate DBR approaches and understand their potential to support quality 

research outoomes. 

Outline 

The workshop will follow the following format: 

• discussion and description of DBR as a research methodology (presentation). 

The presenters will provide an overview of DBR from a conceptual perspective 

highlighting the characteristic attributes and the principles underpinning 

the approach. The introduction will provide examples of the forms of research 

suited to DBR approaches and the outcomes that can be achieved. 

• reviewing case studies of DBR projects (groupwork). Participants will work in 

small groups to review examples of DBR and to analyse the opporunties 

derived from the approaches employed. The review will seek to discern the 

critical elements of DBR and the opportunities they present to the researcher. 

• conceptualising a DBR approach (presentation). The presenters will describe 

the processes associated with planning and developing a DBR project. The 

presentation will highlight the critical decisions and judgments that guide the 

planning and implementation of DBR. 

• planning a DBR project (groupwork). Participants will work in homogeneous 

groups to create plans for DBR projects based on personal interests and 

experience. The process is intended to develop participants' skills in applying 

DBR approaches in a grounded fashion. 

Prerequisites 

Audience need to have some experience in research into learning technologies either 

as students, supervisors or academics. The workshop will assume an understanding 

of qualitative and/or quantitative research methodologies and previous experience in 

conducting research into technology-supported learning using these methods. 

Intended Experience Level 

Beginner 

Instructor Qualifications 

Thomas C. Reeves is a Professor of Instructional Technology at The University of 

Georgia in the USA. Jan Herrington is an Associate Professor of Education at the 

University of Wollongong in Australia. Ron Oliver is a Professor of Interactive 

Multimedia and an Associate Dean of Teaching and Learning at Edith Cowan 

University in Australia. Our research collaboration has been partially funded by the 

Australian Research Council, the Australian-American Fulbright Commission, and our 

respective universities. 

Tutorials are indicated by a T# and have a lecture/demonstration format. Workshops are indicated by a W# and are primarily hands-on sessions. 

We advise early registration for all Tutorials and Workshops due to limited space available. 

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T2: Quick Start to E-Learning 

Edgar R. Weippl, Vienna University of Technology, Austria 

Abstract 

The goal of this tutorial is to give participants all they need to quickly get started 

with e-learning. The focus is on organizing courses (course management) and NOT 

on content creation. In the first part of the tutorial they learn everything they need 

to set up their first courses for a small department using Moodle. The second part 

presents a light-weight approach of the project management necessary to introduce 

an e-learning platform at a larger scale. 

Objectives 

Benefits for Participants 

• Hands-on experience how to set-up Moodle on a Microsoft Windows system. 

• Ready-to-use templates for the project management when introducing larger-scale 

e-learning solution 

Resources 

After the conference participants will have access to a recording of how to perform 

the installation and links to the appropriate downloads. In addition template documents 

will be available that participants can use when managing projects. 

Outline 

First Part 

• Introduction to Moodle 

• System Requirements 

• Installation of a Web Server, database, and Moodle (Demo or Hands-on), 

• First steps in Moodle: Setting up courses, assigning lecturers, using 

resources and simple forms of grading students. (Demo or Hands-on) 

• Advanced teaching concepts and the constructivist approach of Moodle. 

Second Part 

• Vision Document 

• Choosing a platform and how to convince people (requirements analysis and 

evaluation) - Prototype installations 

• Planning the implementation 

• Possible options of introducing Moodle at a large university where many other 

smaller legacy platforms exists. 

Prerequisites 

Lecturers that need to quickly set up a personal e-learning platform for themselves or 

for few coworkers. (Part 1 of the tutorial) Inexperienced project managers or lecturers 

that have never managed large-scale implementation projects (Part 2 of the tutorial) 


Beginner 


Dr. Edgar R. Weippl is assistant professor at the Vienna University of Technology and 

CEO of Security Research. His research focuses on applied concepts of IT-security 

and e-learning. Edgar has taught several tutorials on security issues in e-learning at 

international conferences, including ED-MEDIA 2003-2006 and E-Learn 2005. In 

2005, he published Security in E-Learning with Springer. After graduating with a 

Ph.D. from the Vienna University of Technology, Edgar worked for two years in a 

research startup. He then spent one year teaching as an assistant professor at Beloit 

College, WI. From 2002 to 2004, while with the software vendor ISIS Papyrus, he 

worked as a consultant for an HMO (Empire BlueCross BlueShield) in New York, NY 

and Albany, NY, and for Deutsche Bank (PWM) in Frankfurt, Germany. An extended 

CV including all publications is available at www.ifs.tuwien.ac.at/~weippl. 



6



W1: Pervasive Gaming and Experiential Learning (bring your laptop) 

Robert Biddle & Claire Dormann, Carleton University, Canada 

Abstract 

This workshop will introduce a new geo-pervasive game that uses active learning 

and is suitable for many learning contexts. The game has two phases, one to 

explore and one to tell stories. The first phase involves exploration of an environment 

in small teams, using a set of cards to guide exploration in new ways and 

focus attention on multi-modal interaction. The second phase involves stories 

recorded in a community "wiki": a website that thus grows to be a kind of community 

atlas of the environment. The workshop will first introduce the theory of this 

kind of pervasive game, and describe our experience with the game in various 

learning environments. We will then play the game ourselves, using teams and our 

cards to explore the environment, and then collaborate to create an emergent atlas. 

Finally, we will work in small groups to brainstorm how the game could be applied 

to learning subjects and environments of interest to those in the workshop. 

Objectives 

1. To Explain the Theory and Benefits of Pervasive Games in Learning. We will 

review the idea of pervasive games, give some examples from the literature, and 

show the connection to experiential learning. 

2. To Learn and Experience a Pervasive Game First-Hand. We will introduce our 

adaptable pervasive game, facilitate play-testing of the game, and the creation 

of a community wiki atlas. After this experience, participants will be able to play 

the game in their teaching environments, as no special material is needed other 

than the cards and access to one of the many free wiki websites. 

3. To Explore How To Adapt a Pervasive Game to New Learning Contexts. We will 

facilitate brainstorming on how to apply the game to teaching and learning environments 

of interest to participants. 

Outline 

We have hardly begun to explore the potential of games for education. The potential 

is not only in games which increase motivation and support learning, but also in 

games that engage players and involve participation in communities. Pervasive digital 

games are a new form of game that involves cyberspace, but extends the gaming 

experiences out into the world. In this workshop, we will present our own adaptable 

pervasive game based on experiential learning. Experiential learning theory 

defines learning as “the process whereby knowledge is created through the transformation 

of experience”. The design of our game is based on fundamental aspects 

of experiential learning: discovery and multi-sensory exploration, collaboration and 

social interaction, enhanced reflection through creation of urban stories or multi-sensory 

representations. The gameplay mechanics involve a very low tech but carefully-crafted 

team card game that is designed to enhance the motivation of the players. 

Players are divided into teams, and two teams play the game together with a 

deck of cards: one team plays while the other scores them. The deck of cards is 

composed of four sections: direction, theme cards, engagement cards and jokers. 

The results are documented in a “wiki community atlas”: a “wikipedia” of the community 

environment. The game experience takes players on a journey of personal 

evolution, which transforms the ways they understand the world. The creation, sharing 

and distribution of personal stories, and urban representations form a rich experience 

that is an important element of modern life emerging through the use of digital 

technologies. The workshop will consist of outlining the gameplay and game 

mechanics, playing-test the game as a group, and discussing our experience.We will 

then focus on a final session to brainstorm and identify opportunities for using the 

game in new teaching and learning situations of interest to workshop participants. 

Prerequisites 

1. EXPERIENCE LEVEL: Any level. 

2. PREREQUISITES: Familiarity with using the World-Wide-Web. 


Intermediate 


Claire Dormann, BA (Psyc) MSc (Comp Sci) PhD (Communications): Research 

Associate, Carleton University, Ottawa, Canada. Dr. Dormann has a record of 

research and publications in educational technology, and hedonic factors and their 

role in games and learning. Her rich multi-disciplinary background highlights her 

commitment to bringing technology and human experience together in innovative 

ways. Dr. Dormann's paper on humour in computer games was honoured as one of 

the top ten papers in game studies for 2006. 

Robert Biddle, DipEd, BMath, MMath, PhD (Comp Sci): Professor of Human- 

Computer Interaction, Carleton University, Ottawa, Canada. Professor Biddle has a 

record of research on innovative technology and human experience documented in 

over 150 publications. He is on the editorial boards of a number of conferences and 

journals, and is the Program Chair for the 2007 International Wiki Symposium. 

Recent relevant collaborative publications: 

Dormann, C., Barr, P., & Biddle, R. (2006). Humour theory and videogames: Laughter in 

the slaughter. ACM SIGGRAPH Videogame Symposium. Boston, Massachusetts: ACM. 

Dormann, C., & Biddle, R. (2006). Humour in game-based learning. Learning, Media, 

and Technology, Vol. 31:4. pp. 411-424. 

Dormann, C., Woods, B., Cacquard, S., & Biddle, R. (2006). Cybercartography as a role 

playing game: From multiple perspectives to critical thinking. Cartographica, 41 (1). 

Greenspan, B., Dormann, C., Eaket, C., Cacquard, S., & Biddle, R. (2006). Live 

hypernarrative and cybercartography: You are here, now. Cartographica, 41 (1). 

Dormann, C., Fiset, J-P, Caquard, S., Woods, B., Hadziomerovic, A., Whitworth, E., 

Hayes, A., Biddle, R. (2005). Computer games as homework: How to Delight and 

Instruct. Home Oriented Informatics and Telematics Conference, April 13-15, 2005, 

University of York, United Kingdom. 

Woods, B., Whitworth, E. Hadziomerovic, A., Dormann, C., Fiset, J.P., Caquard, S., 

Hayes, A. &. Biddle, R. (2005). Repurposing a Computer Role Playing game for 

engaging learning, Proceedings of World conference on Educational Multimedia, 

and Hypermedia, Montreal, 27June -2 July 2005. 



7



W2: Reusable Learning Objects: How to Unlock High-Quality Expert Content (bring your laptop) 

Dawn Leeder, University of Cambridge, UK 

Tom Boyle, London Metropolitan University, UK 

John Cook, London Metropolitan University, UK 

Richard Windle, University of Nottingham, UK 

Raquel Morales, University of Cambridge, UK 

Abstract 

This internationally acclaimed workshop introduces participants to the principles of 

reusability and the templates, tools and methods used by Centre for Excellence in 

Teaching & Learning in Reusable Learning Objects (RLO-CETL), UK for RLO creation 

and evaluation. The workshop is a lively mix of short presentations and demos of 

RLOs punctuated by activities in pairs feeding back to the whole group. The central 

focus is the engaging “unlocking content" session that takes place in hands-on 

small break-out groups facilitated by roving presenters. Participants work on 

poster-sized blow-ups of the templates to brainstorm and create content in groups. 

This content is compared, discussed and evaluated by all and digitally archived to 

the RLO-CETL website for subsequent download. The workshop is practical, handson 

and practitioner-focused and requires no prerequisite knowledge or specialist 

equipment. It is facilitated by experts from the Centre for Excellence in Teaching and 

Learning in Reusable Learning Objects (RLO-CETL), UK. 

Objectives 

This workshop will enable participants to: 

• Be introduced to a national community of e-learning practice supported by a 

leading UK Centre for Excellence 

• Identify the key features of RLOs 

• Identify the key stages of RLO development 

• Describe examples of RLOs from practice 

• Understand how RLOs are evaluated 

• Identify broad topics suitable for development 

• Have hands-on experience of tools, templates and production methods 

• Have hands-on experience of collaborative work in small groups to unlock 

content 

• Be able to subsequently download the workshop outputs for future use 

Outline 

Workshop’s activities 

• Introduction to RLO-CETL, its community of practice approach and the development 

methodology and evaluation frameworks 

• Learning Object Showcase – demonstrations of a variety of RLOs in practice 

• Facilitated discussion of the principles of reusability 

• Background to RLOs and how they are made, shared and evaluated 

• Identification of broad topics suitable for development 

• Interactive hands-on session. Collaborative work on RLO poster templates to 

create content in small groups facilitated by roving presenters 

• Presentation and discussion of group work 

• Outputs captured digitally to be archived 

Draft programme: 

09.30 Tea/coffee and introductions 

09.45 Outline of the day’s activities 

10.00 Learning Object showcase 

10:20 Introduction to RLO-CETL – how are learning objects made, shared and evaluated? 

10.45 Small group brainstorming to identify topics suitable for development 

11.00 Tea/coffee 

11.15 Interactive hands-on session. Working collaboratively on RLO poster templates to 

create content in small groups facilitated by roving presenters 

12.30 Presentation and discussion of group work. Results are captured digitally to be 

archived on the RLO-CETL website. 

13.00 Close 

Prerequisites 

The workshop will be of interest to educators, developers, educational technologists, 

IT and support staff, instructional designers, content providers, staff developers, 

administrators, e-learning champions and anyone with an interest in RLOs and 

their effective development and deployment. No prior experience is required other 

than a willingness to participate in hands-on content creation activities. Beginners 

are welcome! 


Beginner 


Dawn Leeder is Reward & Development Manager, RLO-CETL, Cambridge University, 

UK with special responsibility for staff development programmes and international 

dissemination. As Director of Universities' Collaboration in eLearning (UCeL), Dawn 

devised the innovative “unlocking content” workshop format where practitioners 

engage in hands-on content creation activities and these workshops have been 

running to international acclaim since 2002. More recently the workshop format 

has been adopted by RLO-CETL as a most effective method for introducing practitioners 

to the joys and pitfalls of reusable learning object development. As Principal 

Investigator of the “Sharing the LOAD project”, a part of the JISC Design for 

Learning Programme, Dawn has recently facilitated 4 sell-out UK workshops to 

capture pedagogical patterns underpinning reusable learning designs. 



8



T3: Designing Training Simulations to Support Participant Attitude Change: 

The NPD Challenge Simulation 

Terry Schumacher, Rose-Hulman Institute of Technology, USA 

Abstract 

Educators designing training simulations and Authentic Learning Environments want 

to understand how design influences pedagogical effectiveness. This workshop 

explores a specific simulation designed to induce attitude change. The simulation 

addresses issues (sometimes labeled ‘Market Orientation’) encountered by entrepreneurs 

and engineers involved in new product development. Attitude change data 

will be presented to support claims of design effectiveness. The speaker will run the 

simulation with participants viewing projected screen images and making decisions. 

Participants are placed in the role of an entrepreneur with an initial product vision. 

They move through customer interviews, trade shows, product feature selection, and 

customer segmentation, concluding with product launch. This simulation has been 

used in our graduate Marketing class and our undergraduate Entrepreneurship class 

and students enjoyed it. The role of fun as a design goal is also addressed in a discussion 

of design guidelines drawn from the Constructivism literature. 

Objectives 

Participants will spend about 2 hours exploring the ‘New Product Development 

Challenge’ simulation. It incorporates the ‘Paired-Game’ design created in previous 

research (Simulation Design, Role Identification, and Attitude Change in a High 

Technology Culture, doctoral dissertation in Systems Science PhD program, 

Portland State University, 1992). After experiencing this simulation, its design elements 

will be discussed and mapped to reviews of the Authentic Learning 

Environments and Constructivism literatures. Participants will be presented a view 

of how simulation design choices can impact pedagogical effectiveness. The special 

challenge of achieving attitude change – as opposed to information transfer - 

will be discussed. 

Outline 

• Simulation / Authentic Learning Environments design goals. 

• Attitude change - a special challenge in learning 

• Review of research on simulation & attitude change 

• Golas / Luca time estimates for managing multimedia projects 

• The Revolution Platform (subset of my presentation at Ed-Media 2005 which 

was well attended) 

• Features of The NPD Challenge Simulation (experience the simulation, discussion 

of features) 

• Linking simulation features to Constructivist & Authentic Learning 

Environment literatures 

Prerequisites 

This workshop requires no prerequisites. It is for those interested in developing simulations 

/ Authentic Learning Environments and will explore the presenter’s distinctions 

between these. It will be useful for participants who need to evaluate the likely 

effectiveness of simulations (e.g., third party work). 


Intermediate 


Dr. Schumacher built a training simulation for a high-tech company in his doctoral 

dissertation research. He measured significant employee attitude change following 

simulation use in their corporate training classes. He was employed for two years as 

a Research Fellow in Multimedia at the Open University Business School where he 

designed a simulation on innovation. His current project is a simulation for training 

virtual teams. He presented at Ed-Media in 2001, 2003, 2004 and E-Learn 2006. 



9


Monday, June 25, Afternoon, 1:30 PM - 5:00 PM 

T4: Security and Dependability in E-Learning 

Edgar R. Weippl, Vienna University of Technology, Austria 

Abstract 

This tried-and-true tutorial provides attendants with a comprehensive overview of 

security issues relevant to e-learning. After attending the tutorial, participants will 

be able to perform a security risk analysis for their projects and have a through 

understanding of possible risks in e-learning. Even though security has become 

paramount in many other areas of Web-based business, research in e-learning is 

still hardly concerned about the issues of security and privacy. A similar tutorial 

(Security in E-Learning) has already been presented at many conferences, including 

EDMEDIA 2003-2006 and E-Learn 2005. Based the feedback of these tutorials 

and ongoing research work this year's tutorial will offer insight to recent 

advances in computer security and include aspects of dependability. 

Objectives 

Considering the enormous costs of creating and maintaining courses, it is surprising 

that security is not yet considered an important issue by most people involved, 

including teachers and students. Unlike traditional security research, which has 

largely been driven by military requirements to enforce secrecy, in the realm of e- 

learning it is not the information itself that has to be protected against unauthorized 

access but, the way it is presented. In most cases the knowledge contained in e- 

learning programs is more or less widely available; therefore, the asset is not the 

information itself but the hypermedia presentation used to convey it. 

Dependability includes most security requirements but does no longer focus on 

confidentiality, a requirement that is considered not that important by many teachers 

and students. In this tutorial we build on the findings published in our book 

"Security in E-Learning" (to be published by Springer NY in 2005) and extend them 

to include aspects of dependability. 

Outline 

Objectives - After attending the tutorial the audience will be able to answer following 

questions: 

• Authors 

-Why is security relevant when creating content? 

-Which kind of threats are there? 

-Which assets should I protect? 

* Texts, Images 

* Links, 

* Exams, Solutions 

* Programs and Interactive Examples 

-How can I protect the aforementioned assets? 

-Are there ways to impede illegal use through smart design? 

-How much additional effort will be required? 

• Teachers 

-Why is security relevant when using e-learning? 

-Which kind of threats are there? 

-Which assets should I protect? 

-Does standardization (of e.g. exams) undermine the freedom of academia? 

-How can I determine the level of risk exposure of my exam questions? 

-How can I make my lecture “secure“? Will it have a negative impact on my 

“honest” students? 


• Managers 

-Which organization issues are relevant to security? 

-How is security influenced by 

* infrastructure 

* buildings and floor layouts, 

* organizational workflows 

(e.g. how are exam results handled to eventually affect grades?) 

-How can a manager make a good case for security so that teachers, authors 

and students will support him? 


Prerequisites 

Target Audience 

• Authors creating e-learning content. 

• Teachers using e-learning systems. 

• Managers responsible for the selection and maintenance of e-learning programs. 


Advanced 


Dr. Edgar R. Weippl is assistant professor at the Vienna University of Technology and 

CEO of Security Research. His research focuses on applied concepts of IT-security 

and e-learning. Edgar has taught several tutorials on security issues in e-learning at 

international conferences, including ED-MEDIA 2003-2006 and E-Learn 2005. In 

2005, he published Security in E-Learning with Springer. After graduating with a 

Ph.D. from the Vienna University of Technology, Edgar worked for two years in a 

research startup. He then spent one year teaching as an assistant professor at Beloit 

College, WI. From 2002 to 2004, while with the software vendor ISIS Papyrus, he 

worked as a consultant for an HMO (Empire BlueCross BlueShield) in New York, NY 

and Albany, NY, and for Deutsche Bank (PWM) in Frankfurt, Germany. An extended 

CV including all publications is available at www.ifs.tuwien.ac.at/~weippl 



10



T5: Making Media 2007- Everybody’s Doing It! 

Anthony Klejna, Daemen College, USA 

Abstract 

A tremendous eruption of media has occurred! From global news to universities to 

YouTube everybody’s doing it. Are you? This tutorial is designed as a broad introduction 

to the development of media projects, various methods of creating content, 

and means of presenting to your audience. Delivery to cell phones, handhelds, and 

multiple devices, and IPTV is now a reality. We will look at many technologies including 

podcasting, vpodcasting, and webcasting. Adobe, Microsoft, Real, QuickTime, 

and MPEG-4 have all made significant during the past year. While we will discuss a 

wide range of solutions for delivering media the primary focus will be the creation of 

media projects with readily available tools that can get your media to your audience 

by multiple delivery methods. Media from the conference is used to illustrate basic 

editing, encoding, and production techniques. All tutorial content will be made available 

to tutorial participants via CD-ROM. 

Objectives 

1. Identify moderate cost solutions to developing live and on-demand media 

2. Identify required/ recommended hardware components 

3. Compare methods and results of several new video/audio editing software packages 

4. Compare/ contrast media types, compression methods, and media quality 

5. Explore podcast, vpodcast, webcast, and handheld device media creation 

6. Create basic media content with video and audio (demonstrated in tutorial) 

7. Edit content with widely available software tools (demonstrated in tutorial) 

8. Compare/ contrast media encoding techniques used by major software vendors. 

9. Create basic web site with media (demonstrated in tutorial) 

10. Identify organizations developing and hosting media content 

11. Explore future delivery methods and platforms – i.e. IPTV and ITV 

Outline 

- Overview of Media and Current Solutions 

• The explosion of on-line media outlets and how it happened 

• How media can improve educational experiences 

• On-Demand versus Live webcasting 

• How streaming media and compression work 

• What are codecs and why are they so important? 

• The ISO MPEG-4 standard 

-Creating Media 

• What is high-definition media and do you need it? 

• Developing media for cell phones, handhelds, web, DVD, and high-definition 

• Video camera considerations 

• Making multimedia content- audio, video, hardware / software requirements 

• Direct-to-Disk recording systems 

• Transcoding existing media 

-Editing 

• Adobe Premiere Pro II- an updated and more powerful choice 

• Sony Vegas 7 – a new standard 

• Avid Technology- Emmy award-winning software in education 

• Audio editing - Sony Sound Forge 8 and freeware/shareware options 

• Microsoft Expression Media and Studio 

- All About Bandwidth 

• Live webcasting demonstration from Vancouver to New York and back! 

• Bandwidth Considerations- from low-bandwidth handhelds through Internet 2 

• Wireless Media– new advances in technology and clients enable the potential 

of accessing media from handhelds to televisions 

- Encoding Content 

• Video conferencing equipment as your source for streaming 

• Using Polycom and Adobe Breeze software for live streaming 

• Producing for live events and on-demand 

• Powerful packages from The Big Four 

• FLASH 8 / ON2 VP6 codec advantage 

MICROSOFT SOLUTIONS 

• Windows Media Player 11 –handhelds to television 

• Windows Media Encoder 

• WMA – higher quality audio at smaller file sizes 

REALNETWORKS SOLUTIONS 

• Real Networks Helix Producer, and Helix Producer Pro 

WORKING WITH PRESENTATIONS 

• Visual Communicator - create tutorials, on-line training 

• Archive presentations for on-demand viewing 

• Adding audio/ narration 

- Deliver Your Content 

• Podcasting, vpodcasting, and easy methods to do it 

• Best practices in site creation and maintenance 

• Media players in a web site 

- Serve the World 

• Media servers 

• Macromedia Media Server 2 

• Multicast vs Unicast 

• Content Delivery Networks 

-Cost analysis 

• Cost comparisons of solutions 

Prerequisites 

This tutorial is intended for beginning to intermediate users although advanced topics 

can be addressed. Sufficient time will be allowed for additional discussion of 

emerging technologies. Participants should have a desire to learn the basics of creating 

on-line media from existing content, presentations, and from live sources. 

Participants should have a basic knowledge of Windows/ Mac operating systems 

and a conceptual understanding of on-line media. Participants sharing experiences 

is encouraged in this lively tutorial and discussion. 


Beginner 


Member- National Academy of Television Arts and Sciences 

Blue-ribbon panel Judge -57th Annual Technology & Engineering EMMY Awards - 

Advanced Media Technology, Creation of Non-Traditional Programs or Platforms 

Moderator and Presenter – Streaming Media East 2006 Conference– New York, 

New York – “Rich Media and the Road to Convergence” – new technologies and 

applications to make media available on multiple devices from high-definition television 

through handheld devices and cell phones.. 

Moderator and Presenter – Streaming Media East 2005 Conference– New York, 

New York – “Streaming & Video Conferencing Technology” - the ways in which 

streaming and videoconferencing work together 

Moderator and Presenter – Streaming Media West 2004 Conference– Santa Clara, 

CA, “Streaming In The University: Beyond Distance Learning” - How educational 

institutions are using streaming for more than just distance learning 

Presenter and Trainer – ED-MEDIA – The World Conference on Educational 

Multimedia, Hypermedia & Telecommunications 

ED-MEDIA 2006 – Orlando, Florida, “The Media Explosion” 

ED-MEDIA 2005 – Montreal, Quebec, “Five Streaming Media Technologies for 2005” 

ED-MEDIA 2004 – Lugano, Switzerland, “Media Everywhere” 

ED-MEDIA 2003 - Honolulu, Hawaii, “Multiple Media” 

ED-MEDIA 2002 – Denver, Colorado, “Media for All” 

ED-MEDIA 2001 – Tampere, Finland, “A Media Odyssey” 

ED-MEDIA 2000 – Montreal, Quebec, “Welcome to Streaming Media” 

E-LEARN 2002 – Montreal, Quebec, “Media In Education” 

11



W3: Reusable Learning Designs: How to Capture Powerful Pedagogical Patterns (bring your laptop) 

Dawn Leeder, University of Cambridge, UK 

Tom Boyle, London Metropolitan University, UK 

John Cook, London Metropolitan University, UK 

Richard Windle, University of Nottingham, UK 

Raquel Morales, University of Cambridge, UK 

Abstract 

This sell-out workshop ran in the UK in November and December 2006 as part of 

the JISC Design for Learning Programme . Participants are introduced to the principles 

of reusable learning design, the pedagogical attributes of learning objects 

and how this fits with the IMS Learning Design framework. The workshop commences 

with a practitioner questionnaire to identify current practice, followed by a 

lively and engaging mix of short presentations rooted firmly in practice. The central 

focus of the workshop is the brainstorming and storyboarding of reusable learning 

designs in small groups facilitated by roving presenters. Participants work on 

poster-sized blow-ups of the storyboards and present their results which are compared, 

discussed and evaluated by all participants. The outputs are digitally 

archived to the RLO-CETL website for subsequent download. The workshop is practical, 

hands-on and practitioner-focused and requires no prerequisite knowledge or 

specialist equipment. It is facilitated by experts from the Centre for Excellence in 

Teaching and Learning in Reusable Learning Objects (RLO-CETL), UK. 

Objectives 

This workshop will enable participants to: 

• Understand the background and rationale for reusable learning designs 

• Complete a practitioner questionnaire describing their current practice 

• Understand the relationship between learning objectives, learning objects and 

learning designs 

• Identify the pedagogical attributes of learning objects and how this relates to 

IMS learning design 

• Describe examples of reusable learning designs from practice 

• Understand how reusable learning designs are evaluated 

• Complete a pedagogical design sheet 

• Have hands-on experience of collaborative work in small groups to capture 

learning designs 

• Abstract pedagogical patterns from the designs that have been produced 

through facilitated discussion 

• Be able to subsequently download the archived designs for future use 

Outline 

• Outline of the workshop’s activities 

• Introduction to the learning design project and the JISC Design for Learning 

Programme 

• Learning Design Showcase – demonstrations of a variety of learning designs 

in practice 

• Facilitated discussion of the principles of pedagogical patterns 

• Background to the pedagogical attributes of learning objects and how this 

relates to the IMS Learning Design Framework 

• Brainstorm learning designs to develop in small groups 

• Interactive hands-on session. Collaborative work on storyboard posters to 

capture learning designs in small groups facilitated by roving presenters 

• Presentation and discussion of group work 

• Outputs captured digitally to be archived 

Draft programme: 

14:00 Tea/coffee and introductions 

14:15Outline of the day’s activities 

14:30 Learning design showcase 

14:50 Attributes of learning objects, how this relates to IMS Learning Design 15:15 

Small group brainstorming to identify topics suitable for development 

15:30 Tea/coffee 

15:45 Interactive hands-on session. Working collaboratively on storyboard posters 

to capture learning designs in small groups facilitated by roving presenters 

17.00 Presentation and discussion of group work. Results are captured digitally to 

be archived on the RLO-CETL website. 

17.30 Close 

Prerequisites 

The workshop will be of interest to educators, developers, educational technologists, 

IT and support staff, instructional designers, content providers, staff developers, 

administrators, e-learning champions and anyone with an interest in the pedagogical 

effectiveness of e-learning. No prior experience is required other than a willingness 

to participate in hands-on learning design activities. Beginners are welcome! 


Beginner 


Dawn Leeder is Reward & Development Manager, RLO-CETL, Cambridge University, 

UK with special responsibility for staff development programmes and international 

dissemination. As Director of Universities' Collaboration in eLearning (UCeL), Dawn 

devised the innovative “unlocking content” workshop format where practitioners 

engage in hands-on content creation activities and these workshops have been 

running to international acclaim since 2002. More recently the workshop format 

has been adopted by RLO-CETL as a most effective method for introducing practitioners 

to the joys and pitfalls of reusable learning object development. As Principal 

Investigator of the “Sharing the LOAD project”, a part of the JISC Design for 

Learning Programme, Dawn has recently facilitated 4 sell-out UK workshops to 

capture pedagogical patterns underpinning reusable learning designs. 



12



W4: Building Educational Games – Use of the Game Object Model (bring your laptop) 

Alan Amory, University of KwaZulu-Natal, South Africa 

Abstract 

The production of educational games is both complex, and technically challenging. 

The use of a model such as the Game Object Model (GOM) allows for the conceptualization 

and assessment of educational computer games based on contemporary 

educational ideas. The Game Achievement Model (GAM), based on GOM, provides 

a framework for the conceptualization, design, and development of an educational 

game where problem solving is the core component. During the workshop 

participants, working in groups, will evaluate two games created using GOM and 

GAM, explore the GOM to better understand the model and develop a mini-game 

using GAM. 

Objectives 

• Exploration of educational games designed using the Game Object Model to 

develop a better understanding of educational games; 

• Deconstruction of the Game Object Model to build insights into the complex 

relationships between educational games, authentic tasks, narrative spaces, 

gender, social interactions and development of challenges, puzzles or quests 

to support learning activities; and 

• Develop insight into the use of the Game Achievement Model (GAM) that provides 

a framework for game designers to link learning theory to game design. 

Outline 

1. Welcome and Introduction (15 minutes). During this part of the workshop participants 

will introduce themselves, sate their learning objectives and form learning 

groups. 

2. Play and evaluation of two games created using GOM and GAM (75 minutes). 

CD-ROM disks will be provided to participant that will allow them to install and 

play games designed using GOM and GAM either individually as a group. 

3. Deconstruction of GOM (60 minutes). This part of the workshop will include a discussion 

of GOM. 

4. Development of a mini-game using GOM and GAM (60 minutes). GAM will be 

introduced and participants will work together to develop their own mini-game 

using the knowledge constructed during the earlier stages of the workshop. 

Prerequisites 

Students and faculty members with little experience in the design of complex learning 

environments as well as experienced interactive educational media designers 

are welcome to participate. The workshop is structured in a way where participants 

with different skill levels will develop new insights into the planning/development 

phases of complex learning software. 


Intermediate 


Degrees 

B.Sc. (1977) University of the Witwatersrand 

B.Sc.Hons (1977) University of the Witwatersrand 

Ph.D. (1983) University of the Witwatersrand 

Experience 

1979 Part Time Lecturer NU 

1980 Junior Lecturer NU 

1984 Lecturer NU 

1989 Senior lecturer NU 

1994 Associate Professor NU 

1999 Full Professor and Director ITEd NU-UKZN 

2007 Director: eLearning, Education, Gauteng Provincial Government 

Publication Summary: 

Books or Chapters in Book – 6 

Peer Refereed Journal papers – 22 

Peer Refereed Conference papers – 17 

Other Journal Articles – 3 

Reportsv2 

Other Refereed Publish Conference Proceedings – 7 

Published Abstracts – 11 

Keynote/Plenary/Invited Addresses – 6 

Workshops – Invitations – 4 

Workshops – Presented – 2 

Papers given at conferences – 106 

Technical/Contract Reports – 3 

Other Journals/Newspaper Articles – 3 

Popular Press – 7 

Creative Outputs: 

Software products – 13 

Internet sites – 15 



13



W5: An Afternoon of Play: Introduction to Video Game Literacy (bring your laptop) 

Katrin Becker, University of Calgary, Canada 

Abstract 

Not sure if games are good or bad for us? Not sure how much of what you hear is 

hype and how much is real? Want to know what it is that has your students so preoccupied? 

For many of today’s generation, digital games are replacing television as 

leisure activity and hype about games for learning in school settings is once again 

increasing. Digital games have become at least as much a part of our culture as television 

was to previous generations and so, it behoves us to become familiar with the 

medium, but where can a novice go to get some experience? Games are no longer 

trivial so how are we to know where to start? Come join me in this two part tutorial 

and get a first-hand look at some of the games of interest to educators and see how 

Serious Games are having an impact on teaching and learning. Part one will introduce 

you to the field of serious games, some of what we already know about how 

games teach and some of the challenges to the use of games in the classroom. Part 

two will offer participants a hands-on opportunity to gain game literacy through play. 

Objectives 

- Participants will come away from this tutorial with: 

• An overview of some of the advantages and challenges associated with the 

use of digital games in the classroom. 

• An increased ability to talk about video games from an informed perspective 

to form new connections between today’s learners and teachers. 

- Participants will have an opportunity to: 

• Become familiar with some of the game terminology and genres of digital 

games. 

• Be introduced to specific games of potential interest in educational contexts. 

• Learn how to play a selection of popular ‘E’ and ‘T’ rated games with other 

novices. 

Take-aways: CD containing slides from the talk, lists of all games and links to their 

official websites, an annotated list of resources for more information (books, articles, 

websites), an off-line copy of the presenters’ Serious Games Pathfinder website, 

several freeware games. 

Outline 

- What are games doing now? 

• 1.1 Prologue View: “PBS Video Game Revolution” Excerpts from the 2005 

PBS special will start at 1:30 sharp and play while people are getting settled 

- Introduction and Introductions 

• 1.2 Presentation: What’s All The Buzz? Brief overview of the day’s tutorial, and 

(depending on audience size) introductions or a series of questions to be 

answered collectively. [who are you; why are you here; what you hope to get 

out of it; what is your experience with games;] 

- Case Study 1: A Simple Message 

• 1.3 Presentation & Hands On: Why Use Games? Hands on: play with 

September 12 Facilitator will ‘lead’ the play demo, followed by brief discussion 

of how something like this might be useful. 

- Case Study 2: Getting Fancy 

• 1.4 What Can Games Do? A Look at Several Games through game trailers, 

official websites, etc. In a few cases the games will be demo’d live (like 

Oregon Trail). How many of the listed games are examined depends on the 

audience and the available time. 

• Games & Official Websites 

• Trailers/Video clips 

• and much more! 

- Hands-on (please bring your laptop) 

The purpose of the hands on section is to give participants an opportunity to play 

games in a supportive environment. Participants will be asked to play together in 

groups so they can help each other and share ideas. The number of sites and 

games experienced depends on the audience and the available time. During this 

time questions about where and how video games could be used in the classroom 

are discussed. 

-Welcome to the Arcade: Hands On, Q & A, Discussion 

• WhyVille.com , World of Monkey Island , Hungry Red Planet , Civilization III, 

DDR (Dance Dance Revolution): 

• Food Force, The Typing of the Dead 

• Animal Crossing; New Super Mario Bros. Phoenix Wright; Trauma Center; 

Electroplankton; Sims 2, Tetris, Mario Kart 

- Debriefing: Where does that leave us? 

• Presentation Where to Find; How to Assess; Opportunities for further play 

• Teachers Evaluating Educational Multimedia [UK] (TEEM) 

• Games Parents Teachers 

• GameCritics 

• MobyGames 

Prerequisites 

People with little or no first-hand experience using (playing) modern video games. 

Note: online gambling and games like Solitaire are sufficiently different from commercial 

video games that they don’t count as experience. 

Intended audience: Teachers, Administrators, Academics, Tech Support (pretty 

much anyone involved in use of, maintenance of, decisions surrounding the use of 

technology in formal education). 


Beginner 


Katrin Becker taught Computer Science (CS) at the University of Calgary for 23 

years and is currently a Doctoral Candidate in Educational Technology studying 

instructional design of video games. Her innovations in teaching CS have been 

internationally recognized and her current work breaks new ground in the theoretical 

landscape of digital game based learning by using a reverse engineering 

approach to uncovering instructional design principles in existing successful 

games. Katrin is uniquely positioned to bring expertise and literacy in both CS and 

educational research to bear on the question of how and what people learn in digital 

game based environments. She’s been using digital games to teach since 1998, 

designed and taught one of the first Digital Game Based Learning courses for an 

Education faculty, and has published widely in both CS education and digital game 

design and use for learning. These days she also spends some of her time helping 

teachers and others gain games literacy so they can see the educational potential 

of video games for themselves. 



14

ED-MEDIA Committees 

STEERING COMMITTEE 

Chair: Carmel McNaught, Chinese Univ. of Hong Kong, Hong Kong; Chair (2002-2008) 

Alan Amory, Univ. of KwaZulu-Natal, South Africa (2004-2007) 

Grainne Conole, Univ. of Southampton, UK (2005-2008) 

Paul De Bra, Eindhoven Univ. of Technology, Netherlands (2005-2008) 

John Hedberg, Macquarie Univ., Australia (2005-2008) 

Joseph Luca, Edith Cowan Univ., Australia (2006-2009) 

Gary Marks, AACE, USA 

Susan Metros, The Ohio State Univ., USA (2004-2007) 

Elaine Pearson, Univ. of Teesside, UK (2006-2009) 

Griff Richards, Simon Fraser Univ., Canada (2004-2007) 

Malcolm Ryan, University of Greenwich, UK (2006-2009) 

Don Sheridan, Univ of Auckland, New Zealand (2005-2008) 

PROGRAM COMMITTEE 

Program Co-Chair: Craig Montgomerie, Univ. of Alberta, Canada 

Program Co-Chair: Jane Seale, Univ. of Southampton, UK 

Tutorial/Workshop Chair: John Hedberg, Macquarie Univ., Australia 

Panels Chair: Don Sheridan, Univ of Auckland, New Zealand 

Esma Aïmeur, Univ. de Montréal, Canada 

Tel Amiel, Univ. of Georgia, USA 

Alan Amory, Univ. of KwaZulu-Natal, South Africa 

Trish Andrews, Rangelands Australia, Australia 

Eun-Ok Baek, California State Univ. San Bernardino, USA 

Michael Barbour, Univ. of Georgia, USA 

Sue Bennett, Univ. of Wollongong, Australia 

Madhumita Bhattacharya, Massey Univ., New Zealand 

Laura Bock, Simon Fraser Univ., Canada 

Paul Bohman, George Mason Univ., USA 

Raj Boora, Univ. of Alberta, Canada 

Chris Brook, Edith Cowan Univ., Australia 

Mark Brown, Massey Univ., New Zealand 

Renee Cambiano, Northeastern State Univ., USA 

Lorenzo Cantoni, Switzerland 

Patricia Carlson, Rose-Hulman Institute of Technology, USA 

Maiga Chang, National Science and Technology Program fo 

e-Learning, Taiwan 

Yaowen Chang, Teacher College, Columbia Univ., USA 

Irene Linlin Chen, Univ. of Houston Downtown, USA 

Elizabeth Anne Christo-Baker, Univ. of Toledo, USA 

Barnard Clarkson, ECU, Australia 

Gráinne Conole, Univ. of Southampton, UK 

Ben Daniel, Virtual Learning Community Research Group, Canada 

Christian Depover, Univ. de Mons-Hainaut, Belgium 

Gail Derrick, Regent Univ., USA 

Erik Duval, Belgium 

Jorma Enkenberg, Univ. of Joensuu, Savonlinna, Finland 

Yoram Eshet, Israel 

Margaret Farren, Dublin City Univ., Ireland 

Alejandro Fernandez, LIFIA - Universidad Nacional de La Plata, Argentina 

Ryan Flynn, Univ. of Greenwich, UK 

Monique Fuchs, Wentworth Insitute of Technology, USA 

Denis Gillet, Swiss Federal Institute of Technology in Lausanne (EPFL), 

Switzerland 

Tim Green, California State Univeristy, Fullerton, USA 

Nuno Guimaraes, Univ. of Lisbon, Portugal 

Thorsten Hampel, Univ. of Paderborn, Germany 

Barry Harper, Univ. of Wollongong, Australia 

Stylianos Hatzipanagos, King's College London, UK 

John Hedberg, Macquarie Univ., Australia 

Eva Heinrich, Massey Univ., New Zealand 

Denis Helic, IICM, TU Graz, Austria 

Rachelle Heller, George Washington Univ., USA 

Michael Herczeg, Univ. of Luebeck, Germany 

Jan Herrington, Univ. of Wollongong, Australia 

Janette Hill, Univ. of Georgia, USA 

Paula Hodgson, LMI Academy, Hong Kong 

Phil Holifield, Univ. of Central Lancashire, UK 

Stefan Hrastinski, Jönköping International Business School, Sweden 

Sheila Jagannathan, The World Bank Institute, USA 

Jennifer Jilks, retired, Canada 

Alan Jones, Univ. of Teesside, UK 

Tricia Jones, Univ. of Michigan, USA 

Nitya L. Karmakar, Univ. of Western Sydney, Australia 

Toshinobu Kasai, Okayama Univ., Japan 

Akihiro Kashihara, Japan 

Abtar Kaur, Open Univ. Malaysia, Malaysia 

Robert Kemm, Physiology Department, The Univ. of Melbourne, Australia 

David M Kennedy, Hong Kong 

Mike Keppell, Hong Kong Institute of Education, Hong Kong 

Linda Kieffer, Eastern Washington Un iversity, USA 

Joris Klerkx, Katholieke Univ. Leuven, Belgium 

Piet Kommers, Univ. of Twente, Netherlands 

Tony Koppi, Univ. of New South Wales, Australia 

Georgios Kouroupetroglou, Univ. of Athens, Greece 

Poonam Kumar, Saginaw Valley State Univ., USA 

Paul Lam, The Chinese Univ. of Hong Kong, Hong Kong 

Geoffrey Lautenbach, South Africa 

Tracey Leacock, Simon Fraser Univ., Canada 

Susan Rachel (Suki) Lechner, Technion, Israel Institute of Technology, 

Israel 

Chul-Hwan Lee, Univ. of Pittsburgh, USA 

Insook Lee, Sejong Univ., Korea (South) 

Geraldine Lefoe, Univ. of Wollongong, Australia 

Eric Zhi-Feng Liu, National Central Univ., Taiwan 

Min Liu, USA 

Lori Lockyer, Australia 

Joseph Luca, Edith Cowan Univ., Australia 

Brian Mackie, Northern Illinois Univ., USA 

Gary Marks, AACE, USA 

Hermann Maurer, Graz Univ. of Technology, Austria 

Iain McAlpine, The Univ. of New South Wales, Australia 

Mark McMahon, Edith Cowan Univ., Australia 

Carmel McNaught, Hong Kong 

Michael Meire, Katholieke Univ. Leuven, Belgium 

Christina Metaxaki-Kossionides, Univ. of Thrace, Greece 

Susan Metros, The Ohio State Univ., USA 

Tanja Mitrovic, Univ. of Canterbury, New Zealand 

Craig Montgomerie, Univ. of Alberta, Canada 

John O'Donoghue, Faculty of Health, UK 

Ron Oliver, Australia 

Meg O'Reilly, Australia 

Betul Ozkan, Long Island Univ., USA 

Elaine Pearson, Univ. of Teesside, UK 

Samuel Rebelsky, USA 

Thomas Reeves, The Univ. of Georgia, USA 

Griff Richards, E-Learn 2005 Program Chair, USA 

Riccardo Rizzo, Italian National Research Council, Italy 

Joan Robson, Retired from ACU, Australia 

Regina Royer, Salisbury Univ., USA 

Malcolm Ryan, Univ. of Greenwich, UK 

Steve Ryan, Centre for Learning Technology, UK 

Demetrios Sampson, Greece 

Jaime Sanchez, Chile 

Jason Schenker, Research Center for Educational Technology, 

Kent State Univ., USA 

Nick Scherbakov, IICM, TU Graz, Austria 

Vijayakumar Shanmugasundaram, Concordia College, USA 

Donald Sheridan, Univ. of Auckland Business School, New Zealand 

Gavin Sim, Univ. of Central Lancashire, UK 

Rod Sims, Knowledgecraft, Australia 

Stephen Sorden, Northern Arizona Univ., USA 

Elsebeth Korsgaard Sorensen, Aalborg Univ. Dept. of Communication, 

Denmark 

J. Michael Spector, USA 

Sribhagyam Srinivasan, Lamar State College-Orange, USA 

Lars Svensson, Univ. West, Sweden 

Karen Swan, Kent State Univ., USA 

Akira Takeuchi, Kyushu Institute of Technology, Japan 

Ivan Tomek, Acadia Univ., Canada 

Leo Valdes, Vision Office, Canada 

Mark van 't Hooft, Research Center for Educational Technology, USA 

Duan vanderWesthuizen, Univ. of Johannesburg, South Africa 

Katrien Verbert, Katholieke Univ. Leuven, Belgium 

Ellen Walker, Hiram College, USA 

Simon Walker, The Univ. of Greenwich, UK 

Stephan Weibelzahl, National College of Ireland, Ireland 

Edgar R. Weippl, Vienna Univ. of Technology, Austria 

Craig Zimitat, Griffith Univ., Australia 

15

HOTEL INFORMATION 

NOTE: If possible, please support your conference by reserving your room at the conference hotel. 

ED-MEDIA reserves a block of discounted rooms for attendees. If these rooms are not booked, the 

conference must pay a sizeable penalty. 

ED-MEDIA 2007 Conference registration & concurrent sessions will be held at: 

Sheraton Vancouver Wall Centre Hotel 

1088 Burrard Street, Vancouver, BC V6Z 2R9 Canada 

Phone: 800-663-9255; 604-331-1000 • Fax: 604-893-7200 

E-Mail: reservations@wallcentre.com 

Special Hotel Rates 

Special discounted hotel rates have been secured for ED-MEDIA 2007 participants,To receive this special 

rate at the Sheraton, hotel reservations must be made by May 25, 2007 and you must identify 

yourself as an ED-MEDIA 2007 attendee. Only a limited block of rooms are available at this rate, so 

be sure to book early! Single/Double: $145.00 (USD) 

The Sheraton Vancouver Wall Centre is Vancouver's premier hotel - ideally located in the heart of the 

city's business, financial and shopping districts - with magnificent views of the mountains and the Pacific 

Ocean. 

Points of Interest: The variety of attractions in Greater Vancouver can keep visitors entertained for days, 

for example, Harbour cruises, world-famous Stanley Park, Vancouver Lookout! Harbour Centre Tower, 

Science World BC, Capilano Suspension Bridge and Park, Vancouver Art Gallery, Dr. Sun Yat-Sen 

Classical Chinese Garden, and Grouse Mountain, The Peak of Vancouver. 

Vancouver Weather: June-August Warm temperatures ranging from 20-28C (approximately 78-90F) 

Lots of sunshine can be expected. Daylight hours are approximately 6:00 AM – 9:00 PM. 

TRAVEL INFORMATION 

Air: ED-MEDIA 2007 conference participants can fly into Vancouver International Airport. 

Ground: The Vancouver International Airport is 12 miles from Sheraton Vancouver Wall 

Centre Hotel. One way taxi fare is about $25 CAD. There is a shuttle service (Airporter) running daily 

from 5:25am - 9:55 PM and runs every twenty minutes to and from the Sheraton Vancouver Wall 

Centre Hotel and Vancouver International Airport. The cost for the shuttle is $12 CAD one way/$18 

CAD roundtrip. Tickets can be purchased at the Vancouver International Airport. 

REGISTRATION INFORMATION 

Secure Web registration is also available: http://www.aace.org/conf/edmedia/registration 

Registration Discount for Current AACE Members. When you complete the ED-MEDIA Registration Form, you will have the option of joining 

AACE and registering for the Conference at the discounted member rate. 

➤ IMPORTANT DATES 

Early Registration Deadline: May 2, 2007 

Save over 10% if your registration and payment are received by May 2, 

2007 (midnight EST). After this date, regular fees apply. 

Hotel Reservation Deadline: May 25, 2007 

Advance Registration Deadline: June 7, 2007 

Any registration or payment (web,fax, or mail) received by AACE after June 7, 

will NOT be included in advance registration records. After June 7, you will 

either need to register and make payment on-site at the conference registration 

desk or bring proof of registration and payment with you. 

➤ REGISTRATION 

The registration fee includes entry to: Keynote, Invited, Paper, Panel, and 

Interactive sessions; Poster/Demos and Corporate Demos; SIG Discussions; 

Receptions; Refreshment breaks; Abstract Book; and CD-ROM Proceedings. 

Cancellation/Refund Policy: Registrant requests for refund of registration 

fee will be considered if a written request is sent postmarked by the 

early registration date. No refunds can be issued for requests postmarked 

after the early registration date. Refunds are subject to a $95 cancellation 

fee; there are no refunds for non-attendance. 

16

AACE MEMBERSHIP INFORMATION 

PLEASE PRINT LEGIBLY–ONE REGISTRANT PER FORM–DO NOT SEND DUPLICATE FORMS 

First Name: l l l l l l l l l l l l l l l l Last Name: l l l l l l l l l l l l l l l l l l 

Company or School name: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

Address: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

City/State/Code/Country: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

E-mail: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

Phone: l l l l l l l l l l l l l Fax: l l l l l l l l l l l l l l l l 

AACE Membership: ❑ NEW ❑ Renewal AACE MEMBERSHIP #: l l l l l l l 

Professional Membership $95 – Includes a subscription to one AACE print Journal (see below), full online access to all back issues 

of the Journal selected, online subscription to the AACE Journal (formerly Educational Technology Review), discount on AACE conference registrations 

and proceedings, discount subscriptions to additional AACE journals, full access to the Career Center and Job Board, and all the benefits of 

AACE Membership. Please indicate below the Journal package you wish to receive. 

❑1 Journal $95 ❑ 2 Journals $150 ❑ 3 Journals $205 ❑ 4 Journals $260 ❑ All 5 Journals $315 

Non-U.S. postage: add $15 for shipping EACH Journal outside the U.S. Memberships extends for 1 year from the approximate date of application. Please allow 6-8 weeks for delivery. $ 

Student Membership* $60 – Includes a subscription to one AACE print Journal (see below), full online access to all back issues of 

the Journal selected, online subscription to the AACE Journal (formerly Educational Technology Review), discount on AACE conference registrations 

and proceedings, discount subscriptions to additional AACE journals, full access to the Career Center and Job Board, and all the benefits of AACE 

Membership. Please indicate below the Journal package you wish to receive. 

❑1 Journal $60 ❑ 2 Journals $95 ❑ 3 Journals $130 ❑ 4 Journals $165 ❑ All 5 Journals $200 


AACE Journals Check the journal(s) you wish to receive 

❑ International Journal on E-Learning (IJEL) 

❑ Jrl. of Computers in Math and Science Teaching (JCMST) 

❑ Jrl. of Technology and Teacher Education (JTATE) 

❑ Jrl. of Educational Multimedia and Hypermedia (JEMH) 

❑ Jrl. of Interactive Learning Research (JILR) 

Professional Membership PLUS the EdITLib - Education & Info. Tech. Library 

Best Value 

(electronic) $175 – Includes all the benefits mentioned above (except print journal) PLUS unlimited access to 

fully searchable EdITLib – Education & Info. Tech. Library (electronic). The EdITLib – Education & Info. Tech. Library (electronic) includes thousands of 

Educational Technology/E-Learning peer-reviewed journal articles, conference papers, and more. 

Memberships extends for 1 year from the approximate date of application. $ 

Best Value Student Membership* PLUS the EdITLib - Education & Info. Tech. Library 

(electronic) $95 – ncludes all the benefits mentioned above (except print journal) PLUS unlimited access to fully 

searchable EdITLib – Education & Info. Tech. Library (electronic). The EdITLib – Education & Info. Tech. Library (electronic) includes thousands of 

Educational Technology/E-Learning peer-reviewed journal articles, conference papers, and more. 

Memberships extends for 1 year from the approximate date of application. $ 

*If you selected a Student Membership rate above, you must be registered full-time in an accredited educational institution and you must provide the following information: 

Expected graduation date: ______________ Educational Institution: 

Library/Institutional Subscriptions 

❑ International Journal on E-Learning (IJEL) $165 ❑ Jrl. of Educational Multimedia and Hypermedia (JEMH) $165 

❑ Jrl. of Computers in Math and Science Teaching (JCMST) $165 ❑ Jrl. of Interactive Learning Research (JILR) $165 

❑ Jrl. of Technology and Teacher Education (JTATE) $165 ❑ EdITLib – Education & Info. Tech. Library (electronic) $1,265 


Method of Payment (US Dollars) 

Enclosed: ❏ Check (U.S. funds & bank, payable to AACE) ❏ Purchase Order (PO must be included) 

Credit Card: ❏ MasterCard ❏ VISA ❏ Discover ❏ AMEX 

Card Holder’s Name: l l l l l l l l l l l l l l l l l l l l l l l l 

Total: $ 

Card # l l l l l l l l l l l l l l l l l Card Exp. Date: l l l l l l Signature: 

Return to: AACE, PO Box 1545, Chesapeake, Virginia 23327-1545 USA • 757-366-5606 • Fax: 703-997-8760 • E-mail: info@aace.org • http://www.aace.org 

17

ED-MEDIA 2007 Registration Form 

June 25-June 29, 2007 • Sheraton Vancouver Wall Centre Hotel 

PLEASE PRINT LEGIBLY–ONE REGISTRANT PER FORM–DO NOT SEND DUPLICATE FORMS 

First Name: l l l l l l l l l l l l l l l l Last Name: l l l l l l l l l l l l l l l l l l 

Company or School name: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

Address: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

City/State/Code/Country: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

E-mail: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 

Phone: l l l l l l l l l l l l l Fax: l l l l l l l l l l l l l l l 

ED-MEDIA 2007 Registration (U.S. Dollars) 

Join or renew now and save by registering at the member rate. 

Registration and Payment Received By May 2 After May 2 

AACE Member $395 $455 $ 

Nonmember $465 $510 $ 

Student Member* $190 $200 $ 

Student Nonmember* $210 $220 $ 

K-12 Teacher* $210 $220 $ 

*If you qualify for either the student or K-12 teacher rate, you must bring to the on-site registration a department/school letter attesting to your full-time student 

or teacher status. Without this letter, the conference must charge you the regular registration rate. 

Tutorials (Please indicate a 2nd choice which will be assigned if 1st choice is filled to capacity.) 

Registration and Payment Received By May 2 After May 2 

Qty: @ $115 each $135 $ 

Mon., June 25-AM: 1st Choice ❏T1 ❏T2 ❏W1 ❏W2 ❏T3 Mon., June 25-PM: 1st Choice ❏T4 ❏T5 ❏W3 ❏W4 ❏W5 

2nd Choice ❏T1 ❏T2 ❏W1 ❏W2 ❏T3 

2nd Choice ❏T4 ❏T5 ❏W3 ❏W4 ❏W5 

Topic Discussion Lunch Wednesday, June 27 - 12:30 -1:30 PM 

This luncheon will enable participants to meet with colleagues to discuss various selected topics at every table. 

Qty: @ $25 each $ 

Proceedings The Abstracts book & CD-ROM Proceedings (Mac and Windows 95/98/NT compatible) are included with registration. 

The Proceedings Book (3-5 volumes, approx. 10-15 lbs.) may be purchased separately and will be shipped to the 

above address after the conference. 

Qty: @ $175.00 each* *Shipping cost added to the total ($10.00 US, $30.00 Canada, $80.00 all others) $ 

Method of Payment (US Dollars) Payment must accompany registration and be received by 

May 2, 2007 to qualify for discount rate. 

Select one: ❏ Check (U.S. funds/bank, payable to ED-MEDIA 2007/AACE; must be mailed) 

❏ Purchase Order (must be postmarked or faxed by June 7, 2007) 

❏ Bank Wire Transfer (add $25 to total for bank fee; copy of wire transfer must be mailed or faxed) 

Credit Card: ❏ MasterCard ❏ VISA ❏ Discover ❏ AMEX 

Card Holder’s Name: l l l l l l l l l l l l l l l l l l l l l l l l 

Total: $ 

Card # l l l l l l l l l l l l l l l l l Card Exp. Date: l l l l l l Signature: 

Return to: ED-MEDIA 2007/AACE PO Box 1545, Chesapeake, Virginia 23327-1545 USA • 757-366-5606 • Fax: 703-997-8760 • E-mail: info@aace.org • http://www.aace.org 

18

Vancouver 

spectacular by nature © 

Top: H.R. MacMillan Space Center 

©Tourism Vancouver/Al Harvey 

Center: English Bay Inukshuk 

©Tourism Vancouver/Andy Mons 

Bottom: Seafood Tower 


Cover: False Creek Evening 

©Tourism Vancouver/Al Harvey 

Cover: Stanley Park, Totem Pole 

©Tourism Vancouver/Tom Ryan 

Page 4: West End 


Vancouver offers ED-MEDIA 2007 

attendees an unforgettable experience! 

Vancouver is a dynamic, multicultural city with a cosmopolitan flair set in a 

spectacular natural environment. Nestled between majestic mountains and 

sparkling ocean, Vancouver is one of the most beautiful cities in the world. 

Fall in Vancouver means NHL Hockey, cuisine from all points of the globe, museum 

visits, the launch of the theatre, opera and symphony seasons and holiday shopping 

- so much to see and do! The variety of attractions in Greater Vancouver can keep 

visitors entertained for days, for example, Harbour cruises, world-famous Stanley 

Park, Vancouver Lookout! Harbour Centre Tower, Science World BC, Capilano 

Suspension Bridge and Park, Vancouver Art Gallery, Dr. Sun Yat-Sen Classical Chinese Garden, 

and Grouse Mountain, The Peak of Vancouver. Consider just a few reasons why Vancouver is a 

wonderful destination for ED-MEDIA 2007. 

• Spectacular Setting – Incredible mountains, sparkling ocean, rainforests and beautiful foliage 

year round. 

• Unlimited Activities – Catering to any interest throughout all four seasons, you can enjoy world 

class shopping to outdoor adventures, gourmet meals to live entertainment, sporting events, 

theatre, outstanding sights and attractions. 

• Gateway to Adventure – Quick and easy access to the Canadian Rockies, Victoria, Vancouver 

Island, and of course, endless water and land sports throughout the year. 

• Dining – What tempts your taste buds: Decadent desserts - grilled T-bone steak - Fresh seafood 

- Soy Burger? Vancouver has every taste and type of food you crave! Vancouver's restaurant 

scene has exploded in the past few years offering world-class cuisine from every corner of the 

globe. Fine dining, casual or family friendly restaurants are easily accessible throughout Greater 

Vancouver. 

• Excellent Infrastructure – Vancouver International Airport has consistently been rated as one of 

North America's top airports. A great walking city - clean, green, safe, and easily accessible! 

• Greater Value – Vancouver offers a world-class experience and excellent value for your money! 

For more information about Vancouver, see: 

http://www.tourismvancouver.com

June 25-29, 2007 Vancouver BC, Canada - Association for the ...

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