ED-MEDIA 1999 Proceedings Book - Association for the ...

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their work and gaining an overview of what has happened since they last logged in. Figure 1 is an example of the user interface of the BSCW system. It shows a listing of a folder containing three subfolders ("bug reports", "proposals & remarks", "software"), a link object ("Public Server"), A MS Word document ("What's New"), an object containing the results of a WWW query at a search engine ("Altavista Search Results"), a meeting object ("final make (beta)") and a discussion object ("What do you think about ..."). The icon in front of each object's name indicates the type of the object. Behind each object is the name of the person who created the object and the date when it was created or most recently modified. Figure 1. HTML user interface to a BSCW shared workspace At the top of the screen there are buttons for triggering operations such as "Add Member" to provide access to this folder to other persons, or "Add Document", "Add Folder", "Add URL", etc., to create new objects within the folder. Other actions such as "Catch up", "Copy" or "Archive" can be applied to objects which have been marked through the tick boxes in front of each objects' name. Further action buttons appear in a line below each object (e.g., "Modify", "Replace", "Convert", "Edit Query", or "Reply") since they are only applicable to one particular object. Behind three objects ("proposals & remarks", "software", "What do you think about ...") there are so-called event icons which indicate that an event occurred, e.g., the "What do you think about ..." discussion object is new since user "elke" visited this folder the last time and there have been modifications within the folders "proposals & remarks" and "software". Clicking on these event icons would give more details about the event, e.g., which user(s) triggered these events.
3. First empirical findings During a three months period a class of 15 (5 female) students and their teacher (one of the authors) evaluated the usefulness of the system as an augmentation to the usual classroom teaching where interaction among students or students and teacher usually is limited to the face-to-face meetings and learning occurs usually as an individual cognitive task. It was our aim to add social aspects of interaction and collaboration to create a social collaborative learning environment to enhance the traditional approach. The data collection was done by the system (log files, screen shots, archiving of text chats etc.), the students themselves (amount of email, communication partners, personal impressions, self description of usage patterns), and by the teacher (use of the mailing list, the BSCW activity reports, activities on a CUSeeMe video server, interviews etc.). The study followed the principles of an ethnographic analysis [5] of cooperative work in practice under real life conditions [6]. The common goal of the course was to collaborately analyse and rate the web pages of the factions of the German Bundestag. The telecommunications expenses of the students were paid by the GMD. Known teaching media like face-to-face lectures, papers, slides, and telephone were used. New was the BSCW system including a mailing list, email to persons or groups, and synchronous group meetings (virtual lectures) including video, audio chat, and text chat on a CUSeeMe video server situated in the GMD. These virtual synchronous group meetings lasted approximately two hours and were held instead of face-to-face meetings in the university. The students usually used their PCs at home to take part asynchronously as well as in the synchronous meetings. The students lived distributed in an area of 60 miles distance round the university. Few knew each other before. As very often found in explorative studies, the amount of factors to monitor were so huge and even dynamically evolving, that it was hard to draw definite conclusions. That is why during Winter 1998 / 99 a second attempt is on its way to gain more and profound information . In this paper we name some interesting findings which could be condensed as first heuristic hypotheses. Establishing social relations in a collaborative virtual learning environment is as important and even takes longer than establishing the technical prerequisites To establish a social relationship among those who collaboratively learn is a process which takes time. It is an evolving process of mutual understanding, the development of conventions, and trust. It is an activity which has to be initialized and organized by the teacher. It is at least as important as teaching the use of the system. Although the students differed in hardware and software knowledge, the "technical" basis to interact could be established within one month of time. Hardware and software has to be trained and cannot be left to self organization processes Although the basic system functionalities are easy to learn a training concept is necessary to achieve equal options for all. Training included hours of practical homework for the students. To guarantee the success of the training it was followed by intensive coaching which lasted over the whole course. Leaving the responsibility of hardware and software training to the students (in the beginning of the field trial) created divergencies among them: power users evolved as well as reluctant users, which in few cases remained observers in the CUSeeMe sessions til the end of the course. The role of video in synchronous virtual meetings is important but audio comes first, followed by text chat In synchronous group meetings those who used actively video were active discussants and attracted more contributions than those who were lurkers. During this virtual conferences the main problems occurred with the audio chat. The problems were twofold: on the technical side the bandwith (modem with 33.6 Kbps or ISDN) was to narrow for a sufficient transmission over a longer period; on the social side the discussions had to be explicitely moderated by the teacher. Despite this it happened several times that we missed the leading thread and bypartisan discussions evolved instead of group discussions. As a conclusion we all judged unanymously, that CUSeeMe actually is not useful for teaching and group discussions but for the exchange of short infos, for the settlement of organizational questions, or for coordination and control.
Page 1 and 2: Designing an Interactive Learning E
Page 3 and 4: develop an educationally meaningful
Page 5: 2. Functionality of the BSCW System
Page 9 and 10: of the users as participating actor
Page 11 and 12: 2. Other Characteristics of the Pro
Page 13 and 14: education resources are being produ
Page 15 and 16: y using a drop-down menu: Informati
Page 17 and 18: Results Computing ability and expos
Page 19 and 20: instructional designs while introdu
Page 21 and 22: Global Educational Multimedia Serve
Page 23 and 24: Assured Access/Mobile Computing Ini
Page 25 and 26: The University has set up a secure
Page 27 and 28: * Changes in educational paradigms
Page 29 and 30: Using Computer Imagery and Visualis
Page 31 and 32: Publishing an imej Journal for Comp
Page 33 and 34: In summary, we offer the following
Page 35 and 36: Discussion Forums and Peer Review F
Page 37 and 38: Languages and Statistics: Solutions
Page 39 and 40: Kelly and Leckbee (1998) indicate,
Page 41 and 42: A Wide Array of Uses: Inquiry and I
Page 43 and 44: Effects of Question-Based Learning
Page 45 and 46: The EFFECTS of TRAINGING METHOD on
Page 47 and 48: 3. RESEARCH METHODOLOGY A 10-day ex
Page 49 and 50: prototype for futuristic learning e
Page 51 and 52: Designing a Course Web-Site to Supp
Page 53 and 54: International Collaborative Learnin
Page 55 and 56: Facilitation frameworks Bostrom et
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From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
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A Reporting Simulation Using Toolbo
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environment — it is impossible to
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Actually, when a particular author
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Any instance of this type is an HC
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Figure 5: Saving an Educational App
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To address this problem Webfuse dra
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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Charlottesville, VA., 691-696. Muly
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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exchange information with other cla
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whether compiled or interpreted. So
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A web site system for instructors t
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is to monitor the status of learner
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the capability grant G13 as Not Set
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Slavin R.(1994), Small group method
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tutor. Support offered in the form
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Apart from utilising the functional
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Rogoff, B., & Lave, J. (Ed.). (1984
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Java can significantly increase the
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The modules are designed for a vari
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adapted tests to assess the student
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Architecture of HEZINET The system
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Berners-Lee, T. & R. Cailliau, (198
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The ParlEuNet system will provide a
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3. Students use a dedicated HTML co
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The prototype under development is
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make an hypermedia educational envi
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accreditation or standing in countr
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A government designates a certain a
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will be involved - either in partne
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Streaming 7000 films... Uwe Sander
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and how to innovate will be paramou
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Toward a framework for instruction
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A knowledge integration approach to
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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