pre-conference tutorials - Association for the Advancement of ...

ADVANCE PROGRAM/REGISTRATION18 TH ANNUALJune 26-30, 2006Orlando, Florida USARenaissance Orlando Resort at SeaWorldhttp://www.aace.org/conf/edmedia• Keynote Speakers• Invited Panels/Speakers• Full & Brief Papers• Best Practices• Panels• Roundtables• Student PanelsDissertation Help Sessions NEW• Posters/Demonstrations• Corporate Demonstrations/Literature• Corporate Showcases• Tutorials/Workshops• Symposia• Learning Mgmt. Systems SymposiumBrief Papers NEWCo-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/pubsA CONFERENCE OF AACE • http://www.aace.orghttp://www.EdITLib.org

INVITATIONED-MEDIA 2006 – World Conference on Educational Multimedia,Hypermedia & Telecommunications is an international conference, organized by theAssociation for the Advancement of Computing in Education (AACE). This annual conferenceserves as a multi-disciplinary forum for the discussion and exchange of informationon the research, development, and applications on all topics related to multimedia,hypermedia and telecommunications/distance education. ED-MEDIA, the premiereinternational conference in the field, spans all disciplines and levels of educationand 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 and submitproposals for papers, panels, roundtables, tutorials, workshops, posters/demonstrations,corporate showcases/demos, and SIG discussions. The Conference ReviewPolicy requires that each proposal will be peer-reviewed by for inclusion in the conferenceprogram, proceedings book, and CD-ROM proceedings.Presentation CategoriesThe Technical Program includes a wide range of interesting and useful activitiesdesigned to facilitate the exchange of ideas and information.• Keynote Speakers• Invited Panels/Speakers• Full & Brief Papers• Best Practices• Panels• Roundtables• Posters/Demonstrations• NEW: Student Panels Dissertation Help Sessions• Corporate Demonstrations/Literature• Corporate Showcases• Tutorials/Workshops• Symposia• NEW: Learning Mgmt. Systems Symposium Brief PapersCorporate ParticipationA variety of opportunities are available to present research-oriented papers, or toshowcase and market your products and services. For information about CorporateShowcases (30 minutes) and Corporate Demonstrations (2-hours, scheduled with thePoster/Demos). See: http://www.aace.org/conf/edmedia/corporate.htmProceedingsAccepted papers will be published in the Proceedings (book and CD-ROM formats) aswell as in the AACE Digital Library. These proceedings serve as major sources in themultimedia/ hypermedia/telecommunications community, reflecting the current stateof the art in the discipline. In addition, the Proceedings also are internationally availableand distributed via the online EdITLib - Education & Information TechnologyLibrary, sponsored by AACE. (http://www.editlib.org/). The Proceedings also will beavailable as a searchable electronic book on CD-ROM (Macintosh, IBM, and ISO 9660formats) and included in each conference registrant's packet. And the Proceedingsmay be purchased in hard copy book form prior to the conference. Selected papersmay be invited for publication in may be invited for publication in AACE's respectedjournals 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/pubsPaper AwardsPapers present reports of significant work or integrative reviews in research, development,and applications related to the educational multimedia, hypermedia andtelecommunications/distance education. All presented papers will be considered bythe Program Committee for Outstanding Paper Awards. There will also be an awardfor Outstanding Student Paper (therefore, please indicate with your submission if theprimary author is a full-time student). Award winning papers will be highlighted in theAACE online periodical the AACE Journal.BackgroundThe ED-MEDIA conference series originated as the International Conference onComputers and Learning (ICCAL) which was held as a major international symposiumin Calgary, Canada (1987); Dallas, USA (1989); Hagen, Germany (1990); andWolfville, 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) and Montreal, Canada in 2005. ED-MEDIA 2006is the 18th in this series of internationally respected meetings.ED-MEDIA 2006 TopicsThe scope of the conference includes, but is not limited to, the followingmajor topics as they relate to the educational and developmental aspects ofmultimedia/hypermedia and telecommunications:InfrastructureArchitectures for Educational Technology SystemsDesign of Distance Learning SystemsDistributed Learning EnvironmentsMethodologies for System DesignMultimedia/Hypermedia SystemsWWW-based Course-Support SystemsTools & Content-oriented ApplicationsAgentsAuthoring ToolsEvaluation of ImpactGroupware ToolsInteractive Learning EnvironmentsMultimedia/Hypermedia ApplicationsResearch PerspectivesVirtual RealityWWW-based Course Sites & Learning ResourcesNew Roles of the Instructor & LearnerConstructivist PerspectivesCooperative/Collaborative LearningImplementation ExperiencesImproving Classroom TeachingInstructor NetworkingInstructor Training and SupportPedagogical IssuesTeaching/Learning StrategiesHuman-Computer Interaction (HCI/CHI)Computer-Mediated CommunicationDesign PrinciplesUsability/User StudiesUser Interface DesignCases & ProjectsCountry-Specific DevelopmentsExemplary ProjectsInstitution-Specific CasesVirtual UniversitiesUniversal Web AccessibilityThis topic strand provides information to help adhere to laws, regulationsand guidelines to make electronic accessibility available to thosewith physical challenges.Emerging Technologies & AccessibilityInfrastructure, Technology & TechniquesInternational ChallengesNew Roles for Teachers/LearnersOther: Research, Library Issues, etcPolicy and LawSite Management ConsiderationsIndigenous Peoples & TechnologyThis topic provides information on the issues and applications related toindigenous peoples and technology. Submissions are invited on the followingnon-exclusive list of topics.The Internet's Effects on Linguistic DiversityPromoting Indigenous Language Development via Discussion & ChatMultimedia Support of Language & CultureExploring Language with Digital ResourcesCultural Attitudes and Technology AcceptanceModifying Computers to meet Minority Language RequirementsOral Tradition Meets Voice DictationVoice Over IP, Net Meetings and Collaborative ThinkingAsynchronous, Reflective DiscourseOnline Dctionaries and Language Development2

OVERVIEWMONDAY, JUNE 26Registration..................................................................7:30 AM-7:30 PMLearning Mgmt Systems Symposium.............................8:30 AM-5:00 PMTutorials/Workshops .....................................................8:30 AM-12 NOONBeverage Break ............................................................10:00-10:15 AMLunch Break ................................................................12 NOON-1:30 PMTutorials/Workshops ..........................................................1:30-5:00 PMBeverage Break ................................................................3:00-3:15 PMNewcomer Welcome .........................................................5:30-6:00 PMSocial Event: Welcome Reception.......................................6:00-7:00 PMTUESDAY, JUNE 27Registration..................................................................8:00 AM-5:00 PMWelcome & Opening General Session (Keynote)..................8:30-9:30 AMBeverage Break ..............................................................9:30-10:00 AMNewcomer Welcome........................................................9:30-10:00 AMMorning Sessions.....................................................10:00 AM-12:15 PMLunch Break ...................................................................12:15-1:30 PMAfternoon Sessions ...........................................................1:30-5:00 PMBeverage Break ................................................................2:30-2:45 PMPoster/Demonstrations ......................................................5:15-7:15 PMWEDNESDAY, JUNE 28Registration..................................................................8:00 AM-5:00 PMGeneral Session (Keynote & Paper Awards) ........................8:30-9:30 AMBeverage Break ..............................................................9:30-10:00 AMMorning Sessions.....................................................10:00 AM-12:15 PMLunch Break ...................................................................12:15-1:30 PMSocial Event: Topic Discussion Lunch ...............................12:30-1:30 PMAfternoon Sessions ...........................................................1:30-5:00 PMBeverage Break ................................................................2:30-2:45 PMPoster/Demonstrations ......................................................5:15-7:15 PMTHURSDAY, JUNE 29Registration..................................................................8:00 AM-5:00 PMGeneral Session (Keynote & Special Award)........................8:30-9:30 AMBeverage Break ..............................................................9:30-10:00 AMMorning Sessions.....................................................10:00 AM-12:15 PMLunch Break ..................................................................12:15-1:30 PMAfternoon Sessions ...........................................................1:30-5:00 PMBeverage Break ................................................................2:30-2:45 PMSpecial Event: TBA ............................................................6:00-8:00 PMFRIDAY, JUNE 30Registration..................................................................8:00 AM-5:00 PMGeneral Session (Keynote) .................................................8:30-9:30 AMBeverage Break ..............................................................9:30-10:00 AMMorning Sessions.....................................................10:00 AM-12:15 PMLunch Break ...................................................................12:15-1:30 PMAfternoon Sessions ...........................................................1:30-5:00 PMReception/Invitation to ED-MEDIA 2007 in Vancouver, Canada!...5:00-5:30 PMED-MEDIA 2006 SOCIAL EVENTSMONDAY, JUNE 26Welcome Reception6:00-7:00 PMAll attendees welcome!MONDAY, JUNE 26 & TUESDAY, JUNE 27Newcomer ReceptionsMonday, June 26; 3:00-3:15 PMTuesday, June 27; 9:30-10:00 AMAll attendees welcome!FRIDAY, JUNE 30Closing Reception & Invitation toED-MEDIA 2007 in Vancouver, Canada!5:00-5:30 PMWEDNESDAY, JUNE 28Topic Discussion LuncheonJoin colleagues for a topic discussion luncheon to discuss various topics. A specifictopic will be designated at each table. The topics will be a subset of the conferencetopics with the opportunity to create you own topics at the lunch. Makeyour reservations now as tickets are limited. See the Conference Registrationform. Or if you have registered, you can add this item when you arrive at the conference.Cost: $25 *3

KEYNOTE SPEAKERSINVITED SPEAKERSTuesday, June 27, 8:30 AMOnline Communities of Learning; Lessonsfrom the World of Games and PlayAngela McFarlaneGraduate School of EducationUniversity of Bristol, UKWednesday, June 28, 8:30 AMLearning Design:The Birth of Open Source Teaching?James DalzielMacquarie University, AustraliaPartial ListTuesday, June 27Using Automatic Speech Recognition to Enhance Accessibility andEducation for all StudentsMike Wald, University of Southampton, EnglandWednesday, June 28The Design and Development of Second Generation Learning ObjectsTom Boyle, Director of the Learning Technology Research Institute (LTRI), andCentre for Excellence in Teaching and Learning (CETL) in Reusable LearningObjects, UKThursday, June 29, 8:30 AMDesigning Videogame-basedLearning EnvironmentsKurt SquireUniversity of Wisconsin-Madison, USAFriday, June 30, 8:30 AMStretching the Endeavor toMake Room For Us AllJutta TreviranusUniversity of Toronto, CanadaPleaseRecommend YourLibrary Subscribe!http://www.EdITLib.org• Conduct scholarly research • Receive Table of Contents alerts • Receive Table of Contents Alerts prior to publicationThe EdITLib is your source for 5+ years of peer-reviewed and published articles and papers on the latestresearch, developments, and applications related to all aspects of Educational Technology and E-Learning.Journals – http://www.aace.org/pubsInternational Journal on E-Learning(Corporate, Government, Healthcare, & Higher Education)Journal of Computers in Mathematics and Science TeachingJournal of Educational Multimedia and HypermediaJournal of Interactive Learning ResearchJournal of Technology and Teacher EducationAACE Journal (electronic)Contemporary Issues in Technology & Teacher Education (electronic)Conferences – http://www.aace.org/confED-MEDIA – World Conference on Educational Multimedia, Hypermedia& TelecommunicationsE-Learn – World Conference on E-Learning in Corporate,Healthcare,Government, and Higher EducationSITE – Society for Information Technology and Teacher EducationInternational Conferenceand others...Sponsored by AACE: info@aace.org • 757-366-56064

PRE-CONFERENCE TUTORIALSMonday, June 26, Morning, 8:30 AM – 12:00 NOONT1: The Media Explosion -Live and On-Demand 2006Anthony Klejna, Daemen College, USAAbstract: This tutorial is designed as a broad introduction to the development ofstreaming media projects, various methods of creating content, and means of presentingto your audience. We will look at many significant technologies from vendorsfor this year. Windows Media, Real Networks, QuickTime, MPEG-4, and finallyMacromedia Flash have all made significant improvements in both quality andease-of-use during the past year. While we will discuss a wide range of solutionsfor delivering media the primary focus will be the creation of media projects withreadily available, low to medium cost tools. Hardware and software requirementsfor production of streaming media and using media server technologies and websites will be discussed with emphasis on new and evolving technologies that makethe process more efficient will be covered. Conversion of existing media content tostreaming content will be demonstrated.Objectives:1. Identify moderate cost solutions to developing live streaming and on-demandmedia2. Identify required/ recommended hardware components for live and ondemandmedia3. Identify operating system and video editing software requirements4. Compare methods and results of several new video/audio editing softwarepackages5. Compare/ contrast media types, compression methods, and media quality6. Discuss conversion of existing media assets for on-line streaming use7. Create basic media content with video and audio (demonstrated in tutorial)8. Edit content with widely available software tools (demonstrated in tutorial)9. Compare/contrast media encoding techniques used major software vendors.10. Create basic web site with streaming media (demonstrated in tutorial)11. Identify organizations developing and hosting media content12. Explore future delivery methods and platforms – i.e. IPTV and ITVOutline:• Overview of Streaming Media and Solutions-How streaming media and compression works-On-Demand vs. Live• Creating Media-Camera considerations, new offerings from the top names in video-The new Direct-to-Disk recording systems – faster workflow and instant archives-Visual Communicator, Macromedia Breeze, and Microsoft Producer for on-linelearning/enhanced presentations.• Editing-Adobe Premiere Pro- the updated and powerful choice for video-Sony Vegas 6 – a new powerhouse-Discreet Cleaner XL- the “Swiss Army Knife” of media processing tools-Audio editing - Sony Sound Forge XP and freeware/shareware options• Streaming Bandwidth-Bandwidth Considerations-Live demonstration from Orlando to New York and back! A success fromSwitzerland and Montreal and even better now!-New advances in wireless technology• Encoding Content-Using video conferencing equipment as the source for streaming- leveragingyour investment-Flash Professional 8 and the ON2 Flix ProVP6 codec advantage-Sorensen Squeeze for multi-format transcoding-Encoding for handheld devices• MICROSOFT SOLUTIONS-Windows Media Encoder-WMA – higher quality audio at smaller file sizes• REALNETWORKS SOLUTIONS-Real Networks Helix Producer, and Helix Producer Pro –new versions keep it Real-Easy multimedia creation / publishing• WORKING WITH PRESENTATIONS-Using Macromedia Breeze and Visual Communicator to create tutorials and onlinetraining-Creating powerful presentations with Microsoft and Real• Getting Your Content on the Web-Contrasts between Real Media, Quicktime, and Microsoft solutions.-Macromedia Flash Video- virtually everywhere• Serving it up-Dedicated media servers versus web servers-Microsoft NT/2000/2003 Server-Macromedia Flash Server 2- A solution whose time has come?-Real Networks Helix Servers - Multiple easy to implement options-Content Delivery Networks and Providers• How much did we spend?-Cost comparisons on solutions we discussed.• Future directions-IPTV, ITV, and universal networksPrerequisites: Participants should have a desire to learn the basics of creating onlinestreaming media from existing content, presentations, and from live sources.Participants should have a basic knowledge of Windows/ Windows XP/ Mac operatingsystems. Any photo/video/broadcast experience is very helpful but not required.Experience using digital video cameras, web cams, or cell phone video is helpful butnot required. As new tools and technologies become more user-friendly and highlyavailable it is within the capabilities of nearly every educator to develop some typeof streaming media. With the increasing implementation of broadband technologiesto the global consumer the market for streaming media is growing rapidly.Intended Experience Level: IntermediateInstructor Qualifications: Presenter of six tutorial sessions at five ED-Mediaconferences. and at E-Learn conference.Presenter and moderator at Streaming Media West 2004 in Santa Clara, CA.and Streaming Media East, New York, NY - May 200557TH ANNUAL TECHNOLOGY & ENGINEERING EMMY AWARDS, AdvancedMedia Technology - Blue Ribbon Panel Judge for “Achievement in Advanced MediaTechnology for the Creation of Non-Traditional Programs or Platforms”The National Academy of Television Arts and Sciences - Active Member #10772Advisory Board - BuffaloNiagaraWIFI – advocacy group of business, technology,and education leaders engaged in disseminating wireless connectivity architiecutesin the Buffalo-Niagara region.Steering Committee- The Bethlehem Alliance – advocacy group engaged indeveloping high bandwidth network connectivity and high-performance video conferencingfor education in the Middle East.Steering Committee- Western New York Partnership for RegionalInternetworking. - an advocacy and working group of over 30 regional organizationsworking towards establishing the robust and seamless regional public sector internetworkingthat will be necessary to support public benefit networked video applicationsin education, healthcare and government service.5

PRE-CONFERENCE TUTORIALSMonday, June 26, Morning, 8:30 AM – 12:00 NOONT2: Quick Start to E-LearningEdgar R. Weippl, Vienna University of Technology, AustriaAbstract: The goal of this tutorial is to give participants all they need to quickly getstarted with e-learning. In the first part of the tutorial they learn everything theyneed to set up their first courses for a small department using Moodle. The secondpart presents a light-weight approach of the project management necessary tointroduce an e-learning platform at a larger scale.(http://www.ifs.tuwien.ac.at/~weippl/edmedia_quickstart.pdf)Objectives:• Hands-on experience how to set-up Moodle on a Microsoft Windows system.• Ready-to-use templates for the project management when introducing larger-scalee-learning solutionAfter the conference participants will have access to a recording of how to performthe installation and links to the appropriate downloads. In addition template documentswill 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, usingresources 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 andevaluation) - Prototype installations• Planning the implementation• Possible options of introducing Moodle at a large university where many othersmaller legacy platforms exists.Prerequisites: Lecturers that need to quickly set up a personal e-learning platformfor themselves or for few coworkers. (Part 1 of the tutorial)Inexperienced project managers or lecturers that have never managed largescaleimplementation projects (Part 2 of the tutorial)Intended Experience Level: BeginnerInstructor Qualifications: Dr. Edgar R. Weippl is assistant professor at theVienna University of Technology and CEO of Security Research. His research focuseson applied concepts of IT-security and e-learning. Edgar has taught several tutorialson security issues in e-learning at international conferences, including ED-MEDIA 2003-2005 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, Edgarworked for two years in a research startup. He then spent one year teaching as anassistant professor at Beloit College, WI. From 2002 to 2004, while with the softwarevendor ISIS Papyrus, he worked as a consultant for an HMO (EmpireBlueCross BlueShield) in New York, NY and Albany, NY, and for Deutsche Bank(PWM) in Frankfurt, Germany.An extended CV including all publications is available atwww.ifs.tuwien.ac.at/~weippl.Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.6

PRE-CONFERENCE TUTORIALSMonday, June 26, Morning, 8:30 AM – 12:00 NOONT3: Wikis Improve Kaleidoscopic Instruction: A Guide to Wiki Use in EducationSamuel Rebelsky, Grinnell College, USAAbstract: The explosion of Web technologies has provided educators with a widerange of tools to support both traditional and novel educational activities. One recenttechnology of particular interest to the educational community is the wiki, a Web systemthat supports collaborative construction. Wikis include a simple syntax for buildingand modifying content and a model in which anyone can edit and add material.Perhaps the most famous wiki is Wikipedia, a large-scale collaboratively-developedonline encyclopedia whose range and accuracy have reached those of Britannica. Inthis tutorial, we will explore the basic features of wikis, consider a variety of wikibasedexercises and assignments using both class wikis and Wikipedia, and explorethe details of how one chooses and installs a wiki. Participants will receive a handbookthat describes a variety of assignments in context and that guides them inchoosing the appropriate wiki software for their classes.Objectives:• Introduce participants to the features of wikis, collaborative hypertext systems.We will consider both local wikis, intended for only a single class orinstitution, and global wikis, such as Wikipedia.• Consider a variety of educational applications of both kinds of wikis.• Help participants design their own educational exercises that use wikis;• Provide participants with the knowledge to select the appropriate local wikisystem for their class.Outline:I. Orientation [30 min]1. Review purpose and structure of tutorial. Discuss handouts.2. Ice-breaker exercise: Collaborative editing. Distribute a variety of topics andask participants to (a) write, (b) pass to neighbor, (c) edit, and (d) repeat.3. Wiki Basics: History, purpose, key features, etc.II. Sample Sessions [30 min]1. Edit page on tutorial wiki. Choose one of the topics from the ice-breaker andincorporate edits. Show how to view different versions and compare versions.2. Create new page on tutorial wiki.3. Evolution of an article on Wikipedia (Technology).4. Create a new article on Wikipedia.5. Revisit key features.III. Educational Applications [30 min]Each application will be presented as a form of design pattern that describesthe student level, type of class, and learning goal/context. I've just included a fewhere for reasons of space. The handout will describe these in more depth.1. Simple Web site construction: Students use a wiki to build a Web site (noHTML necessary).2. Collaborative writing.3. Collaborative linking or trailblazing: Students build links (or sequences oflinks) in a prepared wiki.4. Editing as graded work: Students edit work; instructor uses compare featureto identify changes made.5. Information accuracy: Students compare an entry in Wikipedia with one in astandard encyclopedia or other resources.6. Student expertise: Students create or edit an entry in Wikipedia.BreakIV. Activity: Design a Wiki-Based Activity [50 min]Participants work in small groups to design activities and then present them tothe group. We can then post them to the tutorial Wiki.V. The Nitty-Gritty Details: Choosing and Installing Wikis [30 min]1. Options.2. Features, revisited: Which do you need, which are optional, which interfere?3. Popular wiki software.VI. Wrapup [10 min]1. Fill in evaluations.2. Questions and answers.3. Where to go for further information.Prerequisites: Novice. Participants will be expected to have used the World-WideWeb, but not to have used wikis.Intended Experience Level: BeginnerInstructor Qualifications: Samuel A. Rebelsky has been an active member ofthe EdMedia community for ten years. In that time, he has led a number of successfultutorials, served as workshops/tutorials chair (1996-2001), co-chaired theconference in 2002, and served on the steering committee. Rebelsky's researchduring that time frame has emphasized innovative uses of the World Wide Web,course web design, course management systems, and hypertext authoring. Threepapers on these areas received Outstanding Paper awards from EdMedia.Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.7

PRE-CONFERENCE TUTORIALSMonday, June 26, Morning, 8:30 AM – 12:00 NOONT4: Blended Learning: Situations, Solutions, and Several SurprisesCurt Bonk, Indiana University and SurveyShare, Inc., USATingting Zeng, Roehampton University, UKThomas Reynolds, National University, USAAbstract: There is both extensive confusion and much optimism about blendedlearning due to multiple blended learning definitions and approaches. Some mightblend to take advantage of face-to-face and virtual learning opportunities. Othersmight blend to combine synchronous and asynchronous technologies to best meetstudent needs. To addresses these issues, Dr. Bonk will lay out several differentmodels and definitions of blended learning as well as the advantages and disadvantagesof blended learning. Importantly, the session will include a dozen differentsituations or problems and more than 50 potential blended learning solutions inmany different disciplines and levels of institutions. Many of the examples will comefrom Dr. Bonk’s recent Handbook of Blended learning: Global Perspectives, LocalDesigns. Dr. Bonk will also tap into recent data he has collected on the present andfuture state of blended learning around the planet. Some of this data will surpriseyou! During this session, small teams of participants (instructional designers, trainers,administrators, instructors, students, etc.) will build and later present their ownblended learning models.Objectives:Session Objectives:1. Understand the different definitions of blended learning and compare toideas about hybrid learning.2. Grasp different ways to blended learning in online environments. For example,there are ways to blend synchronous and asynchronous technologies, behavioraland constructivist approaches to instruction, face-to-face and onlinecourse events, students and instructors located I different locations, etc.3. Realize the range of blended learning models and applications.4. To understand potential blended learning situations and solutions.5. Detail a range of examples of blended learning in a wide variety of contentareas.6. Learn how to create effective blended learning environments.7. Link blended learning ideas to learner needs or preferences.8. Document some of the research on blended learning and online learningstyles.9. To build a personally meaningful and relevant blended learning model whichthey can take back to their home institution.Outline: Topical Outline (Note: many interactive events will be embedded in this tutorial)Part I. Blended Learning Overview and Trendsa. Blended learning defined by audienceb. Blended learning defined by expertsc. Blended learning modelsd. Advantages and disadvantages of blended learning.e. Begin building own blended learning model in small groups.f. Blended learning researchg. Where is blended learning useful?h. 12 Blended learning situations or problems and 50 solutions.i. Role play problems and situationsj. Questions and answersi. Future of blended learningj. Finish blended learning model and present back to class.k. Activity: Presentation of modelsPrerequisites: NoneIntended Experience Level: IntermediateThe primary audience will be higher education instructors, administrators, andinstructional designers. Corporate trainers, training administrators, HR personnel,and instructional designers, are also welcome as are those from governmental,non-profit, and K-12 settings. Some data and examples will come from each ofthese environments. They might be at any level of expertise (beginner, intermediate,or advanced). Those in the online learning trenches will benefit the most sincesome ideas will come from extensive personal experience teaching online as wellas best pedagogical practices for online learning.Instructor Qualifications: Curt Bonk (cjbonk@indiana.) is ProfessorInstructional Systems Technology and adjunct in the School of Informatics atIndiana University. Dr. Bonk is also a Senior Research Fellow with the DOD’sAdvanced Distributed Learning Lab. He has received the CyberStar Award from theIndiana Information Technology Association, Most Outstanding Achievement Awardfrom the U.S. Distance Learning Association, and Most Innovative Teaching in aDistance Education Program from the State of Indiana. Dr. Bonk is in high demandas a conference keynote speaker and workshop presenter. He is President ofCourseShare and SurveyShare (see http://php.indiana.edu/~cjbonk/).Tingting Zeng is an e-learning project officer working on a knowledge repositoryproject with Roehampton University. Previously she was an e-LearningApplication Analyst who specialized in developing e-learning solutions for the corporatesector. She is an e-Business Management MSc graduate from the Universityof Warwick. Her research interests include technology transfer and knowledgesharing, performance improvement and change management, and the development,use, and management of information and communication technologies.Tingting has produced reports addressing blended learning trends, web conferencinginnovations, and course management systems.Thomas Reynolds, Ph.D. is Associate Professor and former Chair of theDepartment of Teacher Education for National University (NU), in La Jolla, California.He received his Doctorate degree in curriculum and instruction from the Universityof Wisconsin. During the 1990’s, he served on the faculty of Texas A&M Universitywhere he was awarded a Fulbright scholarship to lecture in Peru on web-basededucation. Over the last ten years, Dr. Reynolds has developed, researched andtaught in blended learning contexts in teacher education. His current work at NUcenters on meeting performance and assessment teaching standards throughonline instruction.Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.8

PRE-CONFERENCE TUTORIALSMonday, June 26, Afternoon, 1:30 PM - 5:00 PMT5: Creating Adaptive Web-Based CoursesPaul De Bra, Eindhoven University of Technology, NetherlandsAbstract: On-line course material becomes more and more attractive because ofincreasing possibilities to create appealing presentations with multimedia content,animations and interactive components. However, most on-line courses still offer aone size fits all approach. In this tutorial we learn how to add adaptive behavior (orautomatic personalization) to a course. The tutorial first and foremosts covers thegoals, methods and techniques that are used in the area of adaptive web-basedsystems. These deal with adaptation to the content of pages to suit individual users'learning style and prior knowledge, and with adaptation to the link structure toguide users through the course material, based on learning style parameters andon prerequisite relationships. We study (and demonstrate) how the well-knownAHA! system (version 3.0) can be used to create adaptive courses easily, usinggraphical authoring tools. We also practice the creation of concept structures andconcept relationships that form the basis for the adaptation (and that are needed inorder to define the adaptation in AHA!).Objectives: The main objective of this course is to learn how to prepare coursematerial so that it can automatically be adapted to individual characteristics oflearners, such as their learning style, tasks they are working on, their evolvingknowledge, etc. We show the kind of adaptation that is possible, including theselection of media types, changing the prefered (but not enforced) navigation paths,and altering the textual content of pages. The creation of a conceptual structure,consisting of a hierarchy of concepts and a graph of concept relationships will bepracticed as this is the basis for the adaptive behavior any adaptive system.Outline: The course will start with the description of a taxonomy of methods andtechniques in adaptive web-based (hypermedia) systems, indicating how thesemethods and techniques can be used in on-line courses: what the adaptation triesto achieve and what information the adaptation is based on. We discuss the issueof learning styles and how adaptation to different types of learning styles can beachieved. We explain the process of the creation of a course structure consisting ofa hierarchy of concepts and a graph of concept relationships and we show how todefine this structure in the AHA! system. We also demonstrate the tools for settingup an adaptive course with AHA!Prerequisites: This tutorial is intended for course designers / educators who arefamiliar with the creation of Web-based course material but not yet with the possibilitiesto make the courses adaptive. As a result the tutorial will not cover the subjectof the creation of the (raw) Web-based course content, but only on the additionof adaptative behavior to the delivery process. Adaptive course delivery is most usefulin off-line courses (taught entirely through the Web-based course material). Thetutorial is thus primarily aimed at people who prepare courses for which there areno lectures or face to face meetings.Intended Experience Level: BeginnerInstructor Qualifications: Prof. dr. Paul De Bra is one of the pioneers in the fieldof adaptive Web-based systems. He heads the database and hypermedia researchgroup at the Eindhoven University of Technology, where the AHA! system and theAHAM reference model for adaptive hypermedia have been developed. Prof. De Brahas been an invited speaker and a tutorial presenter at AACE conferences before,and presented part of the proposed tutorial at the User-Modeling Conference inEdinburgh in July 2005. He was program chair of the AACE WebNet Conference in1999 and of the Adaptive Hypermedia Conference in 2002 (and general chair ofAH2004). He is or was program committee member for the topic or track on adaptivehypermedia and/or on education at the ACM Hypertext conference and theInternational World Wide Web Conference. He is keynote speaker at the WebALTConference and Exhibition in January 2006. He teaches a master-level course onadaptive hypermedia at the TU/e, and guides PhD students in the areas of adaptivetechnology, applied in education (with adaptation to learning styles) and in culturalheritage (in cooperation with the Rijksmuseum in Amsterdam).Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.9

PRE-CONFERENCE TUTORIALSMonday, June 26, Afternoon, 1:30 PM - 5:00 PMT6: Security and Dependability in E-LearningEdgar R. Weippl, Vienna University of Technology, AustriaAbstract: (www.ifs.tuwien.ac.at/~weippl/edmedia_security.pdf) Considering theenormous costs of creating and maintaining courses, it is surprising that security isnot yet considered an important issue by most people involved, including teachersand students. Unlike traditional security research, which has largely been driven bymilitary requirements to enforce secrecy, in the realm of e-learning it is not theinformation itself that has to be protected against unauthorized access but, the wayit is presented. In most cases the knowledge contained in e-learning programs ismore or less widely available; therefore, the asset is not the information itself butthe hypermedia presentation used to convey it. Dependability includes most securityrequirements but does no longer focus on confidentiality, a requirement that isconsidered not that important by many teachers and students. In this tutorial webuild on the findings published in our book "Security in E-Learning" (to be publishedby Springer NY in 2005) and extend them to include aspects of dependability.Objectives: After attending the tutorial the audience will be able to answer followingquestions:• Authors-Why is security relevant when creating content?-Which kind of threats are there?-Which assets should I protect?-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?-How much additional effort will be required?• 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, authorsand students will support him?-How much additional effort will be required?Outline: According to the wishes of the audience following topics will be covered;clearly, all topics will focus on specifics of Web-based E-Learning• Introduction to Security• Security Risk Analysis• Security Patterns• Common Security Weaknesses• Techniques to protect digital content• Privacy, Feedback and Assessment of Students, Authors and TeachersThis tried-and-true tutorial provides attendants with a comprehensive overview ofsecurity issues relevant to e-learning. Even though security has become paramountin many other areas of Web-based business, research in e-learning is still hardlyconcerned about the issues of security and privacy.A similar tutorial (Security in E-Learning) has already been presented at manyconferences, including EDMEDIA 2003-2005 and E-Learn 2005. Based the feedbackof these tutorials and ongoing research work this year's tutorial will offer insightto recent advances in computer security and include aspects of dependability.The tutorial web site is available at http://www.e-learning-security.org.Prerequisites:• Authors creating e-learning content.• Teachers using e-learning systems.• Managers responsible for the selection and maintenance of e-learning programs.Intended Experience Level: AdvancedInstructor Qualifications: Dr. Edgar R. Weippl is assistant professor at theVienna University of Technology and CEO of Security Research. His research focuseson applied concepts of IT-security and e-learning. Edgar has taught several tutorialson security issues in e-learning at international conferences, including ED-MEDIA 2003-2005 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, Edgarworked for two years in a research startup. He then spent one year teaching as anassistant professor at Beloit College, WI. From 2002 to 2004, while with the softwarevendor ISIS Papyrus, he worked as a consultant for an HMO (EmpireBlueCross BlueShield) in New York, NY and Albany, NY, and for Deutsche Bank(PWM) in Frankfurt, Germany.An extended CV including all publications is available atwww.ifs.tuwien.ac.at/~weipplTutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.10

PRE-CONFERENCE TUTORIALSMonday, June 26, Afternoon, 1:30 PM - 5:00 PMT7: We Don't Manage Courses, We Teach! Supporting Instruction with MoodleSamuel Rebelsky, Grinnell College, USAAbstract: The growth of the Web has seen a corresponding growth in so-called"course management systems" (CMS's). As the EdMedia symposium entitled"Learning Management Systems Developments: Past/Future" suggests, the focusof such systems is too often on the static transmission of "content" rather than supportingmore interactive teaching and learning. In this tutorial, we will explore theMoodle open-source learning management system, a system whose focus is constructivistpedagogy, rather than simply tools to manage courses. That is, althoughMoodle supports the traditional aspects of CMS's – such as gradebooks, postinghandouts, receiving student submissions, and threaded discussion – Moodle isdesigned in such a way that encourages instructors to build interactive, studentcenteredonline courses and or course support. Participants will the particulardetails of Moodle through a mixture of lecture, discussion, demonstration, andhands-on (computer-free) exercises. Participants will leave the workshop with anunderstanding of how to install and use Moodle, with ideas for innovative ways touse Moodle, and with directions for future exploration.Objectives:• Review key issues of Course Management Systems (CMS)• Revisit concerns from LMS symposium (for both those who attended andthose who did not)• Consider Moodle's constructivist approach to CMS's and its three perspectiveson course design (date-centered, topic-centered, and social centered)• Gain experience thinking about how to design a Moodle course• Explore basics of Moodle installation and use• Compare benefits of open-source and proprietary softwareOutline:I. CMS Basics [30 min]1. Purpose of CMS's2. Common features - Threaded discussion, Gradebook, Quizzes, Handouts,Student submissions, etc.3. Why use CMS's?II. Orientation [30 min]1. Review purpose and structure of tutorial. Discuss handouts.2. Ice-breaker exercise: Discuss worst experience with course managementsystem.3. Review concerns raised at symposium.III. Moodle: Another Approach to CMS [30 min]1. Introduce Moodle's view of constuctionism/constructivism2. Three approaches to arranging a course: By date, by topic, by social arrangement.3. Moodle course walkthrough, student perspective4. Key Moodle features (mostly covered in walkthrough)5. Open source vs. proprietary softwareBreakIV. Exercise: Designing a Moodle Course [30 min]After a short review of the Moodle philosophy, groups of three to five participantswill work together to design simple courses on topics of their choice. Differentgroups will be assigned different perspectives (group one will arrange the courseby date, group two by topic, group three by social arrangement).V. Demonstration: Building a Moodle Course [30 min]We will choose one or more of the course designs from the exercise and showhow one sets up the resources within Moodle.VI. The Nitty-Gritty Details: Installing Moodle [20 min]1. Necessary hardware and software.2. Steps and problems.3. How much support is necessary?VII. Wrapup [10 min]1. Fill in evaluations.2. Questions and answers.3. Where to go for further information.Prerequisites: Beginner. No experience necessary (other than the abilities to usethe Web and think about teaching).Intended Experience Level: BeginnerInstructor Qualifications: Samuel A. Rebelsky has been an active member ofthe Ed-Media community for ten years. In that time, he has led a number of successfultutorials, served as workshops/tutorials chair (1996-2001), co-chaired theconference in 2002, and served on the steering committee. Rebelsky's researchduring that time frame has emphasized innovative uses of the World Wide Web,course web design, course management systems, and hypertext authoring. Threepapers on these areas received Outstanding Paper awards from Ed-Media.Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.11

PRE-CONFERENCE TUTORIALSMonday, June 26, Afternoon, 1:30 PM - 5:00 PMT8: Podcasts and Wikis and Blogs, Oh My!: Online Learning is Not in Kansas AnymoreCurt Bonk, Indiana University and SurveyShare, Inc., USAOkhwa Lee, Chungbuk National University, Korea (South)Veronica Acosta-Deprez, California State University, Long Beach, USAAbstract: The continued emergence of new online technologies (e.g., podcasts andwikis and blogs, oh my!) has pushed us into strange lands not previously visited. Oneneed not be a scarecrow or a cowardly lion, however. After participants click theirheals three times, this fun packed session will travel to Oz for a look at how onlinelearning can be made intellectually and pedagogically rich. It will provide ways toaddress the learning preferences or styles of diverse learners, including millennialand Generation X and Y learners as well as that of the munchkins. Bonk and his fellowpresenters will try to show participants the yellow brick road to follow in negotiatingemerging technologies and pedagogies. Then, if the Wicked Witches of the Eastand West do not show up, they will turn these ideas into visions of where we shouldgo next – back to Kansas perhaps. Finally, in this session, participants will build theirultimate online learning environment (i.e., their own emerald city).Objectives:1. Understand how emerging technologies (podcasts, wikis, and blogs, etc.)might play a role in online learning and blended learning settings.2. Share best practices in e-learning.3. To become aware of the range of motivational techniques for online teachingand learning.4. Become sensitive to generational differences in learning – Generation X andY, and neo-Millennial students, among others.5. Reflect on how to develop online learning systems for a range of learning stylesincluding auditory, reflective, visual, and kinesthetic or hands-on learners.6. Discover a wide range of ways to address different learning preferences orways to individualize the learning environment.7. To reflect on what additional or better online tools or systems are needed forstudent motivation and retention.8. To brainstorm or generate new systems and tools (the ultimate system?)9. Make individual or organizational predictions of the future of e-learning inhigher education and/or corporate settings.10. Design ultimate online learning environments11. Prepare and share strategic plans if administrator or action plans if instructor.Outline: Topical Outline of the Content/Workshop OverviewPart I. Emerging technologies for online learninga. Podcasts, Wikis, and Blogsb. Other emerging technologiesc. Educational applicationsPart II. Matching technologies to pedagogiesa. Survey audience for their best practicesb. Detail dozens of motivational, collaborative and interactive ideas onlinec. The Generation X and Y and Neo Millennial Studentsd. Present online learning style idease. Read (Auditory and Verbal Learners): examples and ideasf. Reflect (Reflective Learners): examples and ideasg. Display (Visual Learners): examples and ideash. Do (Tactile, Kinesthetic, Exploratory Learners): examples and ideasi. Select top ten ideas can use activityPart II. Building the Online Learning Environmenta. Reflect on the current state of e-learning systems and toolsb. Discuss new tools needed.c. Point to the Future of E-Learning--Current trends in e-learningd. Audience predictionse. Strategic planningPrerequisites: NoneThis tutorial is intended for higher education faculty and teachers involved indistance education or online learning, online learning administrators, managers ingovernment settings, decision makers, deans, and department chairs planning foror reflecting upon their online learning initiatives and strategic plans. It will alsoprove useful for those teaching or training in the trenches of online learning as wellas instructional designers and e-learning evaluators. Suffice to say, anyone interestedin emerging technologies or pedagogies will be interested in this session. Inaddition, those interested in how to turn research on e-learning into strategic plansshould find this workshop highly appealing. It will not only help individuals map outtheir e-learning plans but also compare them to others.Intended Experience Level: IntermediateInstructor Qualifications: Curt Bonk (cjbonk@indiana.) is ProfessorInstructional Systems Technology and adjunct in the School of Informatics atIndiana University. Dr. Bonk is also a Senior Research Fellow with the DOD’sAdvanced Distributed Learning Lab. He has received the CyberStar Award from theIndiana Information Technology Association, Most Outstanding Achievement Awardfrom the U.S. Distance Learning Association, and Most Innovative Teaching in aDistance Education Program from the State of Indiana. Dr. Bonk is in high demandas a conference keynote speaker and workshop presenter. He is President ofCourseShare and SurveyShare (see http://php.indiana.edu/~cjbonk/).Dr. Okhwa Lee is an associate professor of Computer Education at ChungbukNational University in Korea. After receiving a master’s and Ph.D. from the Universityof Wisconsin, she was a research fellow at Korea Educational Development Instituteand Korea Advanced Institute of Science and Technology where she participated inthe development of educational policies and dissemination of the computer educationfor primary and secondary school levels in Korea. Dr. Lee’s work includes e-learning for tertiary level as well as gifted education, vocational education, andinformal education. She has authored 7 books and 50 articles.Dr. Veronica Acosta-Deprez is an Associate Professor in the Department ofHealth Science at Cal State-Long Beach. She has held this position since 1996,before which she taught at Auburn University, Texas Tech University, the Universityof Wisconsin, and Northern Virginia Community College. She received her BS innursing at St. Louis University. She then earned her MS and Ph.D. in Curriculum andInstruction (Health Education and Educational Technology) at the University ofWisconsin-Madison. Her professional interests are multicultural health education,international health, community health, school health education, instructionaldesign, and curriculum development.Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.12

PRE-CONFERENCE TUTORIALSMonday, June 26, Afternoon, 1:30 PM - 5:00 PMT9: Guidelines for Effective Use of Online Meeting Software in Distance LearningCarmen Taran, AT&T, USAAbstract: In an attempt to reduce training and travel costs, many organizations areusing collaboration software tools (such as LiveMeeting, NetMeeting, WebEx, orBreeze Meeting) for delivering synchronous online instruction. Tools such asLiveMeeting, WebEx, or Breeze Meeting allow users to share and work on the sameapplications in real time, exchange ideas during threaded discussions and whiteboards, and answer polls on critical issues. The issue for using online collaboration/meetingtools for providing synchronous training options is that even thoughsuch tools are technically sophisticated, solid instructional experience is needed inorder to enable learning. This tutorial teaches participants how to take advantageof the most popular features of online meeting software in order to provide studentswith an instructionally sound experience. Viewing practical examples and using ahandout, participants will learn seven techniques for delivering effective onlineinstruction when using live meeting software: Prepare Me, Inform Me, Show Me,Guide Me, Test Me, Support Me, and Contact Me.Objectives: Upon completion of the tutorial, participants will be able to:• List typical features of most popular online meeting tools and reasons whythey are used in eLearning (the presenter will bring a WebCam to demonstrateaudio/video features).• List seven strategies that improve instructional effectiveness when usingonline meeting tools in distance learning.• List issues that both instructors and students are continuously expressingrelated to synchronous distance learning, such as quality of instruction, misuseof technology, technical problems, and attitudes towards synchronousdistance learning.• Describe and exemplify strategies that ensure quality instruction when usingcollaboration tools in eLearning. Responses should include the followingstrategies along with specific examples: "Prepare Me", "Inform Me", "GuideMe", "Test Me", "Support Me", and "Contact Me".The teaching strategies included in this tutorial are accompanied by guidelines,which the presenter has gathered in her extensive experience as a technology specialistin her company's Research and Development team. Participants will beexposed to specific examples through the use of a miniature online course set-upbetween the presenter and two remote participants (AT&T employees), who willperform the role of "students".Outline: Below is the tutorial outline and schedule.00.00-00.15. Present objectives, outcomes and instructor's background. Distributehandout.00.15-01.00. Introduce popular features of online meeting/collaboration tools.Exemplify issues that instructors/students have expressed regardingsynchronous distance learning and explain how the techniques presentedwill help avoid these issues.01.00-02.00. Review strategies for delivering quality instruction when using collaborationtools. Emphasis on "Prepare Me" and "Inform Me" (see atthe end an example of Prepare Me guidelines).01.30-02.00. Break/informal discussion02.00-03.00. Emphasis on "Show Me", "Guide Me", and "Test Me" strategies.03.00-03.30. Brief presentation of "Support Me" and "Contact Me" activities indistance learning when using meeting software. Q&A session, offeringparticipants the opportunity to ask questions about the informationpresented and review additional distance learning issues whenusing collaboration software.Prepare Me guidelines:1. Humanize: Create a focus on the human interaction and the content to createa sense of being “in class” together and overcome the sense of distanceor technological barriers. Include a welcome slide (preferably include the pictureof the instructor and, if appropriate and possible, pictures of participants).Do not read the script that was written by either you or a designer. Tryto deliver the content naturally.2. Include an icebreaker within first 5 minutes (e.g., require trainees to type aresponse or answer a multiple choice poll).3. Insert a slide titled "What's in it for me?".4. Include course objectives.5. Orient trainees on DL interaction tools at appropriate points in the lesson(e.g., Give steps for using a tool immediately before using the tool rather thangiving long explanation of all tools at the beginning of the course.)6. Include help-desk info for technical problems during the lesson.7. Provide an overview of course flow and how information will be chunked sothat learners understand the logic and structure of the course.8. Include pre-tests when appropriate.Prerequisites: This tutorial is intended for instructional designers, subject materexperts (SMEs) training managers, as well as any adult educator who has experiencedeveloping conventional classroom training and would like to learn how toeffectively deliver online synchronous training or those who have experience withdistance learning but would like to find out how to improve its quality. Others whomight benefit from this workshop are technical writers, usability testers, and graphicartists who work within a training organization. Participants must be familiar withbasic concepts and terminology related to online training (e.g. browsers, authoringtools, instructional media, etc.).Intended Experience Level: BeginnerInstructor Qualifications: For the past nine years, the presenter has been workingfor SBC Communications (recently renamed AT&T), one of the largest telecommunicationscompanies in the world. The presenter's current company, AT&Temploys approximately 200,000 workers, located in the USA and 67 countriesaround the world. AT&T's corporate training department employs 150 coursedesigners, training managers, programmers, and performance consultants. Thepresenter's responsibilities within the training department have included:• Research and development of emerging eLearning technologies and identificationof best practices for implementing them• Development of templates, models, and standards for the production of e-learning courses company-wide.• Production of online courseware using a variety of authoring tools(Authorware, Dreamweaver, Flash, Photoshop, etc,) and programming languages(DHTML, JavaScript, and ColdFusion). SBC publishes at least 300eLearning courses annually for a population of over 200,000 employees.• Teaching workshops enterprise-wide regarding Web design principles,instructional design theory for online training, use of course authoring tools,and programming languages for eLearning development.• Publishing articles in Distance Education, peer-reviewed journals (in addition,the presented has published a book called Standalone Web-based Training,available on www.amazon.com).The presenter holds a Bachelor's degree in Communication Design, a Masters'degree in Multimedia Instruction, and a Doctorate degree in InstructionalTechnology and Distance Education.Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.13

ED-MEDIA CommitteesSTEERING COMMITTEEChair: 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)Gary Marks, AACE, USASusan Metros, The Ohio State Univ., USA (2004-2007)Ron Oliver, Edith Cowan Univ., Australia (Past Chair, -2006)Griff Richards, Simon Fraser Univ., Canada (2004-2007)Don Sheridan, Univ of Auckland, New Zealand (2005-2008)PROGRAM COMMITTEEProgram Co-Chair: Paul Bohman, Utah State Univ., USAProgram Co-Chair: Elaine Pearson, Univ. of Teesside, UKTutorial/Workshop Chair: John Hedberg, Macquarie Univ., AustraliaaPanels Chair: Don Sheridan, Univ of Auckland, New ZealandEsma Aïmeur, Univ. de Montréal, CanadaSherman Alpert, IBM Watson Research Center, USATel Amiel, Univ. of Georgia, USAAlan Amory, Centre for IT in Higher Education (ITEd),Univ. of KwaZulu-Natal, South AfricaTrish Andrews, Rangelands Australia, AustraliaCharoula Angeli, Department of Education, Univ. of Cyprus, CyprusEun-Ok Baek, California State Univ. San Bernardino, USAPhilip Barker, Univ. of Teesside, UKMary Beal, Cal State Univ. Sacramento, USASue Bennett, Univ. of Wollongong, AustraliaAlfred Benney, Fairfield Univ., USALaura Bock, Simon Fraser Univ., CanadaPaul Bohman, George Mason Univ., USARaj Boora, Univ. of Alberta, CanadaChris Brook, Edith Cowan Univ., AustraliaRenee Cambiano, Northeastern State Univ., USALorenzo Cantoni, Univ. of Lugano, SwitzerlandKris Cardinaels, Katholieke Hogeschool Limburg, BelgiumPatricia Carlson, Rose-Hulman Institute of Technology, USAMaiga Chang, National Science and Technology Programfor e-Learning, TaiwanYaowen Chang, Teacher College, Columbia Univ., USAElizabeth Anne Christo-Baker, Univ. of Toledo, USABarnard Clarkson, ECU, AustraliaGráinne Conole, Univ. of Southampton, UKAlexandra Cristea, Eindhoven Univ. of Technology, NetherlandsChristian Depover, Univ. de Mons-Hainaut, BelgiumErik Duval, BelgiumGerald Edmonds, USAJorma Enkenberg, Univ. of Joensuu, Savonlinna, FinlandYoram Eshet, IsraelKurt Fendt, Massachusetts Institute of Technology, USAAlejandro Fernandez, LIFIA - Universidad Nacional deLa Plata, ArgentinaElinor Greene, Univ. of Georgia, USANuno Guimaraes, Univ. of Lisbon, PortugalThorsten Hampel, Univ. of Paderborn, GermanyBarry Harper, Univ. of Wollongong, AustraliaStylianos Hatzipanagos, King's College London, UKJohn Hedberg, Macquarie Univ., AustraliaEva Heinrich, Massey Univ., New ZealandDenis Helic, IICM, TU Graz, AustriaRachelle Heller, George Washington Univ., USALyn Henderson, James Cook Univ., AustraliaNicola Henze, Univ. Hannover, Germany, GermanyMichael Herczeg, Univ. of Luebeck, GermanyJan Herrington, AustraliaPaula Hodgson, LMI Academy, Hong KongPhil Holifield, Univ. of Central Lancashire, UKSheila Jagannathan, The World Bank Institute, USAJennifer Jilks-Racine, OCDSB, CanadaAlan Jones, Univ. of Teesside, UKTricia Jones, Univ. of Michigan, USANitya L. Karmakar, Univ. of Western Sydney, AustraliaToshinobu Kasai, Okayama Univ., JapanAkihiro Kashihara, Dept. of Information and CommunicationEngineering, The Univ. of Electro-Co, JapanAbtar Kaur, Open Univ. Malaysia, MalaysiaChristina Keing, The Chinese Univ. of Hong Kong, Hong KongRobert Kemm, Physiology Department, The Univ. ofMelbourne, AustraliaDavid M Kennedy, Hong Kong Institute of Education, Hong KongMike Keppell, Hong Kong Institute of Education, Hong KongLinda Kieffer, Eastern Washington Un iversity, USADr Kinshuk, Massey Univ., New ZealandJoris Klerkx, Katholieke Univ. Leuven, BelgiumPiet Kommers, Univ. of Twente, NetherlandsTony Koppi, Univ. of New South Wales, AustraliaTiffany A. Koszalka, Syracuse Univ., USAGeorgios Kouroupetroglou, Univ. of Athens, GreecePoonam Kumar, Saginaw Valley State Univ., USAPaul Lam, The Chinese Univ. of Hong Kong, Hong KongGeoffrey Lautenbach, Univ. of Johannesburg, South AfricaSusan Rachel (Suki) Lechner, Research and Assessment Unit,Oranim Academic College, IsraelChul-Hwan Lee, USAInsook Lee, Sejong Univ., Korea (South)Geraldine Lefoe, Univ. of Wollongong, AustraliaJames Lehman, Purdue Univ., USAYi-Mei Lin, National Chung Cheng Univ., TaiwanEric Zhi-Feng Liu, National Central Univ., TaiwanMin Liu, USALori Lockyer, AustraliaJoseph Luca, Edith Cowan Univ., AustraliaBrian Mackie, Northern Illinois Univ., USAGary Marks, AACE, USAHermann Maurer, Graz Univ. of Technology, AustriaIain McAlpine, The Univ. of New South Wales, AustraliaJanet McCracken, Simon Fraser Univ., CanadaMark McMahon, Edith Cowan Univ., AustraliaCarmel McNaught, The Chinese Univ. of Hong Kong, Hong KongMichael Meire, Katholieke Univ. Leuven, BelgiumChristina Metaxaki-Kossionides, Univ. of Thrace, GreeceSusan Metros, The Ohio State Univ., USATanja Mitrovic, Univ. of Canterbury, New ZealandMaria Teresa Molfino, Consiglio Nazionale Ricerche-IMATI, ItalyCraig Montgomerie, Univ. of Alberta, CanadaRon Oliver, Edith Cowan Univ., AustraliaMeg O'Reilly, AustraliaElaine Pearson, Univ. of Teesside, UKMargit Pfeiffer-Rudy, Vienna Univ. of Technology, AustriaJan L Plass, New York Univ., USAGreg Powell, Australian Catholic Univ., AustraliaBeverly Ray, Idaho State Univ., USAJanet Read, Univ. of Central Lancashire, UKSamuel Rebelsky, Grinnell College, USAThomas Reeves, The Univ. of Georgia, USAGriff Richards, E-Learn 2005 Program Chair, USAJennifer Richardson, Purdue Univ., USARiccardo Rizzo, Italian National Research Council, ItalyJoan Robson, Retired from ACU, AustraliaRobby Robson, Eduworks, USAMalcolm Ryan, Univ. of Greenwich, UKDemetrios Sampson, Univ. of Piraeus, GreeceJaime Sanchez, Univ. of Chile, ChileJason Schenker, Research Center for Educational Technology,Kent State Univ., USANick Scherbakov, IICM, TU Graz, AustriaVijayakumar Shanmugasundaram, Concordia College, USADonald Sheridan, Univ. of Auckland Business School, New ZealandGavin Sim, Univ. of Central Lancashire, UKRod Sims, Knowledgecraft, AustraliaSwee Kit Alan Soong, Centre for Educational Development, NanyangTechnological Univ., SingaporeStephen Sorden, Northern Arizona Univ., USAElsebeth Korsgaard Sorensen, Aalborg Univ.Dept. of Communication, DenmarkJ. Michael Spector, Florida State Univ., USASribhagyam Srinivasan, Texas Tech Univ., USALars Svensson, HTU, SwedenKaren Swan, Research Center for Educational Technology, USAAkira Takeuchi, Kyushu Institute of Technology, JapanIvan Tomek, Acadia Univ., CanadaVladimir Uskov, Bradley Univ., USALeo Valdes, Vision Office, CanadaMark van 't Hooft, Research Center for Educational Technology, USADuan vanderWesthuizen, Univ. of Johannesburg, South AfricaKatrien Verbert, Katholieke Univ. Leuven, BelgiumEllen Walker, Hiram College, USASimon Walker, The Univ. of Greenwich, UKStephan Weibelzahl, National College of Ireland, IrelandEdgar R. Weippl, Vienna Univ. of Technology, AustriaGail Wilson, Univ. of Western Sydney, AustraliaYoneo Yano, The Univ. of Tokushima, JapanAlison Young, Unitec, New Zealand, New ZealandCraig Zimitat, Griffith Univ., Australia14

HOTEL INFORMATIONNOTE: 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, theconference must pay a sizeable penalty.ED-MEDIA 2006 Conference registration & concurrent sessions will be held at:Renaissance Orlando Resort at SeaWorld6677 Sea Harbor Dr., Orlando, Florida 32821-8092Phone: 888-236-2427 • Fax: 407-351-9991Special Hotel RatesSpecial discounted hotel rates have been secured for Conference participants at the RenaissanceOrlando Resort at SeaWorld. To receive this special rate, hotel reservations must be made byMay 25, 2006 and you must identify yourself as an ED-MEDIA 2006 attendee. Only a limited blockof rooms are available at this rate, so be sure to book early!Single/Double: $142.00Located directly across from SeaWorld Orlando, adjacent to Discovery Cove, and 1 mile from theOrange County Convention Center, the Renaissance Orlando Resort at SeaWorld combines theenchantment of America's favorite playground with its own imaginative style. The result is a winningcombination of location, superb amenities, and unexpected touches that create an extraordinaryexperience. A gilded Venetian Aviary alive with exotic birds and tropical flora brings Florida'snatural beauty into the sun-filled lobby. The fusion of color extends to guest rooms, among thelargest in central Florida. The Renaissance offers an 18-hole championship golf course, 3 lightedtennis courts, and an Olympic-sized swimming pool. The Renaissance Orlando Resort at SeaWorldis about 11 miles away from the Orlando International Airport.TRAVEL INFORMATIONE-Learn has selected United Airlines as the official carrier. United is offering special meeting faresfor all attendees who use the United Special Meeting Desk to book their reservations. Book earlyand take advantage of the promotional fares that give you the greatest savings. Earn a 5% discountoff the lowest applicable fee, including First Class, or 10% off the mid-week coach fare. Bypurchasing your ticket at least 60 days in advance of your scheduled travel you will receive anadditional 5% discount. Mileage Plus members receive full credit for all miles flown to this meeting.When making your reservations or using the services of a travel agent, please use the ED-MEDIA meeting ID number:Call United Airlines: 800-521-4041; Mon.-Fri. 8:00 AM -10:00 PM ESTMeeting ID#: 531RXGround: Taxi is the recommended choice for ground transportation to the hotel.Estimated taxi fare is $30 to the Renaissance Orlando Resort at SeaWorld, which is about 11 milesaway from the Orlando International Airport.REGISTRATION INFORMATIONSecure Web registration is also available: http://www.aace.org/conf/edmedia/registrationWhen you complete the ED-MEDIA 2006 Registration Form you will have the option of joining AACE and registering for the Conference at thediscounted member rate.➤ IMPORTANT DATESEarly Registration Deadline: May 2, 2006Save over 10% if your registration and payment are received by May 3,2006. After this date, regular fees apply.Hotel Reservation Deadline: May 25, 2006Advance Registration Deadline: June 7, 2006Any 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 willeither need to register and make payment on-site at the conference registrationdesk or bring proof of registration and payment with you.➤ REGISTRATIONThe registration fee includes entry to: Keynote, Invited, Paper, Panel,Roundtable, Poster/Demo, and Corporate Sessions; Corporate Demos;Receptions; and Refreshment breaks. Participants also receive an AbstractBook and CD-ROM Proceedings.Cancellation/Refund Policy: Registrant request for refunds on theirregistration fee will be considered if a written request is postmarked by oron May 2, 2006. Proof of payment-copies of front and back of the canceledcheck or copy of credit card statement-may be required. No refunds will beissued for requests postmarked after May 2, 2006. Refunds are subject toa $95.00 cancellation fee, there are no refunds for non-attendance.15

AACE MEMBERSHIP INFORMATIONPLEASE PRINT LEGIBLY–ONE REGISTRANT PER FORM–DO NOT SEND DUPLICATE FORMSFirst 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 lCompany 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 lAddress: 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 lCity/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 lE-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 lPhone: 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 lAACE Membership: ❑ NEW ❑ Renewal AACE MEMBERSHIP #: l l l l l l lProfessional Membership $95 – Includes a subscription to one AACE print Journal (see below), full online access to all back issuesof the Journal selected, online subscription to the AACE Journal (formerly Educational Technology Review), discount on AACE conference registrationsand proceedings, discount subscriptions to additional AACE journals, full access to the Career Center and Job Board, and all the benefits ofAACE 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 $315Non-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 ofthe Journal selected, online subscription to the AACE Journal (formerly Educational Technology Review), discount on AACE conference registrationsand proceedings, discount subscriptions to additional AACE journals, full access to the Career Center and Job Board, and all the benefits of AACEMembership. 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 $200Non-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. $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. LibraryBest Value(electronic) $175 – Includes all the benefits mentioned above (except print journal) PLUS unlimited access tofully searchable EdITLib – Education & Info. Tech. Library (electronic). The EdITLib – Education & Info. Tech. Library (electronic) includes thousands ofEducational 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 fullysearchable EdITLib – Education & Info. Tech. Library (electronic). The EdITLib – Education & Info. Tech. Library (electronic) includes thousands ofEducational 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) $150 ❑ Jrl. of Educational Multimedia and Hypermedia (JEMH) $150❑ Jrl. of Computers in Math and Science Teaching (JCMST) $150 ❑ Jrl. of Interactive Learning Research (JILR) $150❑ Jrl. of Technology and Teacher Education (JTATE) $150 ❑ EdITLib – Education & Info. Tech. Library (electronic) $1,250Non-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. $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 ❏ AMEXCard 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 lTotal: $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.org16

ED-MEDIA 2006 Registration FormJune 26-June 30, 2006 • Renaissance Orlando Resort at SeaWorldPLEASE PRINT LEGIBLY–ONE REGISTRANT PER FORM–DO NOT SEND DUPLICATE FORMSFirst 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 lCompany 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 lAddress: 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 lCity/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 lE-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 lPhone: 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 lED-MEDIA 2006 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 2AACE 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 studentor 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 2Qty: @ $115 each $135 $Mon., June 26-AM: 1st Choice ❏T1 ❏T2 ❏T3 ❏T4 Mon., June 26-PM: 1st Choice ❏T5 ❏T6 ❏T7 ❏T8 ❏T92nd Choice ❏T1 ❏T2 ❏T3 ❏T42nd Choice ❏T5 ❏T6 ❏T7 ❏T8 ❏T9Topic Discussion Lunch Wednesday, June 28 - 12:30 -1:30 PMThis 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 theabove 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 byMay 2, 2006 to qualify for discount rate.Select one: ❏ Check (U.S. funds/bank, payable to ED-MEDIA 2006/AACE; must be mailed)❏ Purchase Order (must be postmarked or faxed by June 7, 2006)❏ Bank Wire Transfer (add $25 to total for bank fee; copy of wire transfer must be mailed or faxed)Credit Card: ❏ MasterCard ❏ VISA ❏ Discover ❏ AMEXCard 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 lTotal: $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 2006/AACE PO Box 1545, Chesapeake, Virginia 23327-1545 USA • 757-366-5606 • Fax: 703-997-8760 • E-mail: info@aace.org • http://www.aace.org17

Orlando, Florida!18World-renowned art galleries and museums. Championship golf.Distinctive dining. High-energy nightlife. Hair-raising roller coasters.Sumptuous dining. Inspiring scenery and nature. Major-league shopping.Tropical breezes. Invigorating spas. Unrivaled theme parks and attractions.And of course, miles of smiles. All the essential ingredients for an over-thetopvacation. And all in one place – Orlando!Truly in a class of its own. Rarely does a destination offer such a myriadof spectacular and diverse choices for every age and interest. Whether it’s awhite-knuckled thrill ride, exhilarating skydive encounter, soothing massage,exciting round of golf or a mega shopping junket, it’s no surprise why Orlandois one of the world’s leading vacation destinations. Not only is Orlando diversein its choices, but also its landscape is constantly changing. Spectacularattractions, world-class hotels and resorts, international retailers and unforgettablerestaurants come on the scene regularly, giving guests plenty of reasonsto return to Orlando time and time again.Each year, millions of people travel to Orlando to enjoy fascinating andexhilarating rides and exhibits. With more than 95 attractions and year-roundwarm weather, Central Florida has something for everyone. The Orlando areahas exploded onto the retail scene with a myriad of luxury department stores,upscale boutiques, outlet malls, antique shops and farmers markets. In manycases, entertainment complexes are also part of the mix, combining shoppingwith dining and high-energy fun. From Versace gowns and Tiffany diamondsto Ocean Pacific flip flops and second-hand treasures – plus everything inbetween – Orlando has boldly emerged as an international shopping dynamo.Orlando is home to nearly 150 golf courses. Tennis and racquet sports,fishing, boating and water skiing abound.Orlando is home to a thriving nightlife scene with options for everyone lookingto extend their daytime fun. From ultra-hip bars and high-energy danceclubs to laid-back pubs and multi-venue entertainment complexes.Within a few hours drive of OrlandoSunsets are a picturesque occasion©Orlando/Orange County Convention & Visitors Bureau, Inc.Harry P. Leu Gardens ©Orlando/Orange CountyConvention & Visitors Bureau, Inc.Orlando arch ©Orlando/Orange CountyConvention & Visitors Bureau, Inc.Universal Studios ©Orlando/Orange CountyConvention & Visitors Bureau, Inc. (Orlando CVB)Golfers ©Orlando/Orange County Convention &Visitors Bureau, Inc.Swimming ©Orlando/Orange County Convention& Visitors Bureau, Inc.Disney's 'Illuminations' Show: ©DisneyCover: Lake Eola ©Orlando/Orange CountyConvention & Visitors Bureau, Inc.Cover: Gatorland's Flamingo Lagoon©Orlando/Orange CountyConvention & Visitors Bureau, Inc.you can find the Kennedy SpaceCenter, the famous Cypress Gardens,spring-training baseball, and beaches,beaches, beaches. It’s not just a conference.it’s a vacation! So plan to joinus in Orlando for ED-MEDIA 2006 agreat conference in one of the world’sgreatest tourist destinations.For further Orlandoinformation see:http://www.orlandoinfo.comhttp://www.flausa.com