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ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications

June 2006

Editors

Elaine Pearson; Paul Bohman

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Table of Contents

9
This conference has 9 award papers. Show award papers

Number of papers: 502

  1. A Prototype Study of a Knowledge-based Courses Support System in Taiwan

    Chien Yun Dai, Department of Industrial Education, National Taiwan Normal University, Taiwan; Ming-Ju Hsu, Department of Industrial Education, National Taiwan Normal University; Associate Research Fellow, National Policy Foundation, Taiwan; Chiu-pai Ho, Department of Industrial Education, National Taiwan Normal University, Taiwan

    A Decision Support System (DSS) usually is a computerized software tool used to assist managers or administrators in their decision-making processes. Many Decision Support Systems are tailor-made ... More

    pp. 1053-1058

  2. Fading Presentation Scaffolding to General Ontologies

    Paul Juell, North Dakota State University, United States; Priya Joseph, NDSU, United States

    We would like to present students with clear and well structured tutorials and then in controlled steps allow the student to see the full underlying knowledge about a topic. In education terms, we ... More

    pp. 1059-1063

  3. A Different Case: An Online Multimedia System for Teaching Design and Human-Computer Interaction

    D. Scott McCrickard & Laurian Hobby, Virginia Tech, United States

    Online materials and systems for teaching human-computer interaction currently do not fully support students attempting to learn about design. Apart from trying to grasp rudimentary concepts,... More

    pp. 1064-1065

  4. AHKME Learning Object Manager Tool

    Hugo Rego, Tiago Moreira & Francisco Garcia, University Of Salamanca, Spain

    AHKME e-learning platform's main aim is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing... More

    pp. 1066-1073

  5. A Web-based Learning System with Tracking Capability

    Fu-Shing Sun, Ball State University, United States

    This paper demonstrates a web-based learning system with tracking capability to facilitate both teaching and learning. The system can be used to deliver distance education courses or served as... More

    pp. 1074-1078

  6. Nontraditional Student Participation in Distance Education: Applying Principles of Andragogy and Constructivism

    Elizabeth Anne Christo-Baker, University of Toledo, United States

    Developments in computer and communications technology are creating a technology driven society. Higher education has not been immune from this trend and institutions are increasing their... More

    pp. 1079-1084

  7. Narrative Inquiry as an Online Assessment Tool

    Lesley Farmer, California St. University Long Beach, United States

    In an effort to study assessment as an element in the scholarship of teaching, narrative inquiry was incorporated into two library media courses. Students electronically posted and shared... More

    pp. 1085-1090

  8. Listening Online: Student Teachers' Listening Behaviors in Online Discussion

    Dianne Forbes, University of Waikato, New Zealand

    This paper outlines a small study involving an asynchronous online discussion between first year teacher education students and 12-year-old pupils. The topic of the discussion was Information and... More

    pp. 1091-1096

  9. Basis for Technology Implementation in Primary School: Teachers Views About Constructivist Learning Perspective Inside School Curriculum

    Heikki Haaparanta, Tampere University of Technology, Pori, Finland

    New digital learning environments are built in base of (socio-) constructivist learning perspective. Pupils are seen in this perspective as active participants who are eager to study, learn and... More

    pp. 1097-1100

  10. The Effects of Epistemic Belief and Discussion-Facilitating Strategy on Message Type and Satisfaction in Online Discussion

    In Sook Han, Teachers College, Columbia University, United States; Innwoo Park, College of Education, Korea University, Korea (South)

    This study was conducted to evaluate the effects of students' epistemic belief and the instructor's discussion-facilitating strategy on message type and satisfaction in online discussion. It was... More

    pp. 1101-1108

  11. Empowerment Learning: True Learner-Centered Learning in Online Environment

    Aaron Kim, Florida State University, United States

    Approaches claimed to be learner-centered usually limit the learners?involvement to the learning process itself. It is not really learner-centered since the learners are excluded in major decision... More

    pp. 1109-1112

  12. Internet self-efficacy and preferences toward constructivist Internet-based learning environments

    Jyh-Chong Liang, Chinmin Institute of Technology, Taiwan, Taiwan; Chin-Chung Tsai, Institute of Education, National Chiao Tung University, Taiwan

    This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 473 college... More

    pp. 1113-1119

  13. Thinking at the Edge: Research on Inquiry-Based Learning

    Jing Lin, The University of Georgia, United States

    Inquiry-based learning has gained wide interest and has invited many people~{!/~}s effort in improving the relevant research and practice. Inquiry-based learning research can be viewed as a moving ... More

    pp. 1120-1127

  14. Benefit of an optional web-based seminar: Comparing ways of learning on the web

    Pekka Makkonen, University of Jyvaskyla, Finland

    This paper describes the use of the web as a complementary addition to conventional lectures in the learning of the basic concepts of information management and information systems development. We ... More

    pp. 1128-1133

  15. Constructive or instructive approach? Which online pedagogy is better in a foreign language course?

    Kazue Masuyama, California State University Sacramento, United States

    Over the past three years, a computer specialist and a language instructor collaboratively developed successful web-enhanced Japanese language courses through the use of WebCT, an interactive... More

    pp. 1134-1141

  16. Cyber Bullies Among the Digital Natives and Emerging Technologies

    Maribeth Montgomery Kasik, Governors State University, United States; Michael Mott & Robert Wasowski, Saint Xavier University, United States

    This paper and power point presentation addresses practical applications for developing skills needed to combat those who use technology for harm. Practical applications and constructivist... More

    pp. 1142-1146

  17. From Onsite to Online: Reflections on Supervising

    Thomas Uzhuvath, University of Kerala,, India

    This paper describes the experiences and reflections of a teacher educator and twenty-seven student teachers on their acquaintanceship with the use of email during practice teaching session. Online... More

    pp. 1147-1153

  18. Using Video Games to Develop Social, Collaborative and Communication Skills

    Christopher Bailey, Elaine Pearson, Stavroula Gkatzidou & Steve Green, University of Teesside, United Kingdom

    This paper describes a project in the North East of England involving a company who offer multi-player networked PC gaming to students who have been placed on an alternative curriculum. The... More

    pp. 1154-1161

  19. WebCiTy: Building Classroom Community Online

    Michael Bowen, American University in Cairo, Egypt

    Maintaining a course website via WebCT (or similar courseware), as many instructors know, provides easy and efficient management of course materials, readings, and assignments. Yet, if... More

    pp. 1162-1166

  20. An Interdisciplinary Collaborative Model of Web Course Enhancement Between the Department of Educational Psychology and the College of Nursing in a University Setting

    Beverly Bowers, The University of Oklahoma College of Nursing, United States; Xun Ge & Kun Huang, The University of Oklahoma, United States

    Graduate students in the Program of Instructional Psychology and Technology benefit from designing projects using real world settings in order to understand the complexities inherent in project... More

    pp. 1167-1169