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

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References [Maglajlic 98] Maglajlic S., Maurer H., Scherbakov N.: Separating Structure and Content: Authoring Educational Web Applications; Proceedings Ed-Media 98, 1998, p 880-884. [Maurer 96] Maurer H.: Hyperwave: The Next Generation Web Solution; Addison Wesley Pub. Co., 1996. [Maurer 98] Maurer H.: Using the WWW System Hyperwave as the Basis of a General Networked Teaching and Learning Environment; CIT 6, 1998, p 63-72. [Skillicorn 96] Skillicorn D.: Using Distributed Hypermedia for Collaborative Learning in Universities; The Computer Journal, Vol. 39, No 6, 1996, p 471-482. File translated from TEX by TTH, version 2.01. On 28 Jun 1999, 14:35.
On-line Support of On-Campus Education: An Implementation of a Resources-Based Approach Parviz Doulai Faculty of Informatics University of Wollongong Australia parviz@uow.edu.au Adopting a Resource-Based Approach to On-Campus Education As university budgets are under constant pressure and class sizes continue to grow, affordable solutions are needed to preserve the quality of on-campus education. One way to achieve this is to utilize new and emerging dynamic Web environments in providing classroom support and fostering students learning. The new Web-based educational technologies provide students with cost-effective choices beyond those normally available in a centralized environment like a lecture theatre. Web technology is increasingly being used to satisfy the requirements of resource-based approaches in distance education. For on-campus education, the potential of Web technology is not being fully realized. The Web and its associated technologies are capable of supplementing classroom-based teaching and learning strategies by offering a variety of innovative pedagogical processes. Web technology can meet students’ individual learning needs and learning styles by offering varied and flexible learning opportunities (Bishop et al. 1997). Distance education typically employs a resource-based approach to curriculum design. The resource materials in distance education are designed to facilitate student learning largely independent of real-time contact with instructors. On-campus education, on the other hand, normally functions in standard teacher-centred classrooms, and on-campus students generally rely on face-to-face interaction with instructors. Numerous innovations have been introduced to transform the traditional on-campus education into a more learner-centred environment where students can discover and construct knowledge with the help of introspection and peer interactions. The use of technology can significantly facilitate the application of resource-based approaches in traditional lecture-based on-campus courses. This paper illustrates the usage of instructional resources that exploit the interactive and communication capacity of modern technology. Incorporation of such resources into curriculum design not only facilitates the convergence of on- and off-campus educational programs (Gosper & Rich 1998) but, according to advocates, can produce other strategic and educational benefits. This paper also looks at the actual students usage of a sample implementation of a dynamic learning environment and summarizes its students survey results. Description of the Course, Enrolment and Logistics The course, IACT101: Introduction to Information and Communication Technology focuses on providing a basic technical understanding of computers and connectivity. In 1998 about 200 students registered for IACT101 of whom about 190 completed the course requirements. The students were from a variety of academic backgrounds. IACT101 is a 6 credit-point, one semester course. At the University of Wollongong, a typical full time student undertakes 24 credit points per semester. The classes met for three hours per week consisting of an hour lecture and two hours recitation and computer laboratory. The IACT101 course was the University of Wollongong’s first full-featured implementation of a technologyenhanced on-campus delivery. The World Wide Web Course Tools (WebCT) was used to develop course resources and deliver the resulting learning environment to students. The IACT101 was chosen as the pilot project to demonstrate the feasibility and the potential benefits and costs of on-line support systems. WebCT is now the standard platform for developing and delivering Web courses at the University of Wollongong. The "IACT101 Learning Environment" is logically organized into six virtual corners whereby the students use the Web browser as the uniform user interface in accessing the course-related information and interacting with the system.
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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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
Page 57 and 58: From table 2 it can be seen that te
Page 59 and 60: Learning in Safety and Comfort: Tow
Page 61 and 62: Networking The Nation Noel Craske S
Page 63 and 64: Norfolk Stations. Schools of Distan
Page 65 and 66: one-on-one with Teaching Assistants
Page 67 and 68: Java. One of them is already an exp
Page 69 and 70: • Personal study room management
Page 71: As has already been discussed in th
Page 75 and 76: In-service Teachers Teaching Pre-se
Page 77 and 78: How the Construction & Analysis of
Page 79 and 80: Yet, still we ask ourselves: How do
Page 81 and 82: us, we need to be ever-conscious of
Page 83 and 84: A Reporting Simulation Using Toolbo
Page 85 and 86: environment — it is impossible to
Page 87 and 88: Actually, when a particular author
Page 89 and 90: Any instance of this type is an HC
Page 91 and 92: Figure 5: Saving an Educational App
Page 93 and 94: To address this problem Webfuse dra
Page 95 and 96: Cognitive tools can act as structur
Page 97 and 98: In this study, we propose the follo
Page 99 and 100: more information about it, for exam
Page 101 and 102: Charlottesville, VA., 691-696. Muly
Page 103 and 104: ownership is retained by the instit
Page 105 and 106: priority, it is in the interests of
Page 107 and 108: limitations of the prevailing compl
Page 109 and 110: exchange information with other cla
Page 111 and 112: whether compiled or interpreted. So
Page 113 and 114: A web site system for instructors t
Page 115 and 116: is to monitor the status of learner
Page 117 and 118: the capability grant G13 as Not Set
Page 119 and 120: Slavin R.(1994), Small group method
Page 121 and 122: 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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