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ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications



David Lassner; Carmel McNaught

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Table of Contents

This conference has 13 award papers. Show award papers

Number of papers: 803

  1. CourseWork: A Hands-On Exploration of An Open Source Course Management System

    Makoto Tsuchitani, Jacqueline Mai & Kimberly Hayworth, Stanford University, United States

    This interactive session will provide attendees an opportunity to learn about and gain hands-on experience using CourseWork, Stanford Universityés Web-based course management system. More... More

    pp. 1379-1381

  2. Slowing the pendulum: Should we preserve some aspects of instructivism?

    John D Bain, Griffith University, Australia

    As the pendulum swings from instructivist to constructivist implementations of educational technology, we may be at risk of losing sight of some important lessons from classical educational... More

    pp. 1382-1388

  3. Teachiing with Technology: A constructivist/cognitivist model

    Mary Beal, Cal State Univ. Sacramento, United States

    Within the setting of a new Digital Media area of concentration, a new course in Instructional Design and Project Management for undergraduates is being designed. The course adopts a... More

    pp. 1389-1390

  4. Teaching Technology Skills Through Higher-Order Thinking Objectives

    Martha Beasley, Lees-McRae College, United States

    Abstract: This paper is based on a college course, which emphasizes the construction of knowledge through the utilization of higher-order thinking skills. Course objectives include developing... More

    pp. 1391-1393

  5. The Design of Virtual Reality Museums on the Web: A Constructivist Approach

    Roy Bohlin, California State University, Fresno, United States

    The author created and taught a course that partnered with local museums and used a constructivist approach with small groups of students. The groups worked with these museums to plan web-based... More

    pp. 1394-1397

  6. “The Transformative Potential of IP Videoconferencing in Graduate Professional Education: Collaborative Learning in Japan, Russia, and the United States.”

    G. Matthew Bonham, Syracuse University, United States; Jeffrey Seifert, Congressional Research Service, Library of Congress, United States; Alexey Surin, School of Public Administration, Moscow State University, Russian Federation; Michiko Nakano, Center for Distance Learning, School of Education, Waseda University, Japan

    The paper reports results of a five-year research program to promote graduate education using resources that capture the de-centering properties and the virtual presence of the Internet.... More

    pp. 1398-1401

  7. Project Based Learning: Mathematics in the Real World

    Evelyn Brown, University of Houston-Downtown, United States; Timothy Harrington, Chicago State University, United States

    This paper describes an overview of an exemplary unit developed during an Intel Teach to the future Faculty Pre-Service Training utilizing a constructivist's project based learning approach (PBL)... More

    pp. 1402-1403

  8. Changing mindset through the constructivist experience

    Shanti Divaharan, National Institute of Education/Nanyang Technological University, Singapore

    Abstract: Information Technology (IT) is one of the tools that can be used to, if integrated effectively, engage students in learning. However, due to time constraint and lack of resources that can... More

    pp. 1404-1406

  9. Low Threshold Preservice Multimedia Digital Portfolio Preparation As A

    Mercy Fapojuwo, Shaw University, United States

    The National Educational Technology Standards Group summarized the evolving difference between Traditional Learning Environments and the New Learning Environments to be the evolution of modern... More

    pp. 1407-1414

  10. The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work

    Robert Hancock, Gerald Knezek & Rhonda Christensen, The Institute for the Integration of Technology Into Teaching and Learning, United States

    This paper presents an expansion of the Will, Skill, Tool model of technology integration originally developed in 2000 (Knezek, Christensen, Hancock, and Shoho, 2000). This model posits that... More

    pp. 1415-1422

  11. CASELINKS, a Multi-media Community of School Practice: How Does it Effect Learning?

    Sarah Hough, Stacey Kyle & Michael Gerber, University of California, Santa Barbara, United States

    The purpose of session is twofold: To discuss project CASELINK?S model of professional development which utilizes interactive, web-based learning modules that are based on a constructivist view of ... More

    pp. 1423-1426

  12. Combining Traditional Learning Theories for E-Learning

    Yvette James-Gordon, University of Warwick, United Kingdom

    The current trend for learning environments is to allow the student to have more control of his or her own learning. However, the self-directed discovery-based learning experiences assumes that... More

    pp. 1427-1430

  13. Developments in Authentic Learning: A Woman's Reproductive Life Cycle

    Mike Keppell, Mary E. Wlodek, Sophie Ping, Gregor Kennedy, Jennifer Kirk & Terry Judd, The University of Melbourne, Australia

    This paper describes the development of a computer-facilitated learning package that integrates the various stages of A Woman's Reproductive Life Cycle integrating reproductive and endocrine... More

    pp. 1431-1438

  14. Using Authentic Patient Interactions to Teach Cervical Screening to Medical Students

    Jane Gunn, Kelsey Hegarty, Vanessa Madden & Terry Judd, The University of Melbourne, Australia; Vivienne O'Connor, The University of Queensland, Australia; Mike Keppell, Hong Kong Institute of Education, Hong Kong; Ngaire Kerse, University of Auckland, New Zealand

    Abstract: This paper examines a multimedia learning design which utilises principles of situated cognition and an authentic learning environment to teach medical students about cervical screening. ... More

    pp. 1439-1446

  15. Scientific Inquiry and Web-based Learning Environments: Emerging Perspectives

    Minchi Kim & Michael Hannafin, Learning and Performance Support Laboratory, University of Georgia, United States

    This paper critically advances web-enhanced scientific inquiry as a pivotal perspective in classroom learning. In contrast with traditional inquiry approaches that emphasize ritualized, procedural ... More

    pp. 1447-1453

  16. No more death by PowerPoint

    Elaine Pearson, University of Teesside, United Kingdom; Tony Koppi, University of New South Wales, Australia

    There is a mismatch between current constructivist educational theory and practice during many presentations. A conference presenter can adopt an approach the opposite of espoused belief, and... More

    pp. 1454-1461

  17. Web-enhancement, Learning Strategies, and Learner-Centered Principles

    Sharon McNeely, Northeastern Illinois University, United States

    Recent research on applying constructivism to the classroom, and enhancing instruction through the use of the Internet has primarily focused on the instructor or student issues. This study sought... More

    pp. 1462-1463

  18. The Toy of the Millennium: Aspects of the Interaction Child - Computer

    Eloiza Oliveira, Universidade do Estado do Rio de Janeiro (UERJ), Brazil

    The text discusses aspects of the child's relationship with the computer, and their effects in the Education. Opposed to the traditional tendency of Pedagogy, the inclusion of the digital means in ... More

    pp. 1464-1465

  19. Employing Dynamic Geometry Software to Solve Open-Ended Investigations

    Drew Polly, Learning and Performance Support Laboratory, United States; Robert D. Hannafin, College of William and Mary, United States

    This paper discusses a research study conducted with seventh grade students, in which the students solved a series of open-ended mathematical investigations about geometry. A computer-based... More

    pp. 1466-1468

  20. Infusing Cognitive Principles into the Development of Instructional Activities

    Drew Polly, Learning and Performance Support Laboratory, United States

    Instruction has undergone a paradigm shift to a more constructivist approach. This shift mandates that instruction be learner-centered and incorporate opportunities for the learner to actively... More

    pp. 1469-1470