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

2003

Editors

David Lassner; Carmel McNaught

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Table of Contents

13
This conference has 13 award papers. Show award papers

Number of papers: 803

  1. Experiencing Diversity: Learning Through Videoconference Technology

    Jane Howland & Judy Wedman, University of Missouri, United States

    This session offers tools and strategies to incorporate literacy and cross-cultural learning experiences for K-12 students and pre-service teachers through videoconferencing, enabling interactions ... More

    pp. 1562-1565

  2. Sense of Community in Inter-classroom Collaboration Fostered by Live Broadcasting on TV

    Tadashi Inagaki, Faculty of Liberal Arts, Tohoku Gakuin University, Japan; Yuji Ujihashi, NHK Educational Corporation, Japan; Takashi Minowa, NHK, Japan; Haruo Kurokami, Faculty of Informatics, Kansai University, Japan; Yu Matsumoto, Graduate school of Informatics, Kansai University, Japan

    Through live broadcasting of children's environmental education activities, NHK has provided web communities on a trial basis to promote inter-classroom collaboration. According to the status of ... More

    pp. 1566-1569

  3. Developing critical thinking through on-line collaborative learning.

    Gordon Joyes, University of Nottingham, United Kingdom

    This paper describes and reflects upon the ways critical thinking is developed with international students in the on-line modules of the professional doctorate in Teacher Education at the... More

    pp. 1570-1573

  4. I WASN’T FORCED: ADULT LEARNERS IN THE VIDEOCONFERENCING COURSE

    hyeyoon jung, West Virginia University, United States

    This study was intended to explore the effect of perceptions on the technology mediated class setting, interactions among the participants and adult learners' characteristics on their learning... More

    pp. 1574-1577

  5. The Source: A Research Tool for Collaborative Literature Review

    Abstract: This paper outlines the design of The Source, a research tool for collaborative literature review. The tool will provide two functions: (1) A forum for enhancing the literature review... More

    pp. 1578-1580

  6. How Pizza Narrows the Digital Divide and Improves Teacher Technology Confidence

    Jennifer Kidd, Old Dominion University, United States; Patrick O'Shea, Brunswick County Public Schools, United States

    Technology Opportunities for Parents and Students (TOPS) is a community outreach program designed specifically to combat the digital divide. Teachers participating in a technology driven field... More

    pp. 1581-1583

  7. To provide baseline algorithm for team forming: K team-forming algorithm

    Eric Zhi-Feng Liu, Dept. of Information Management, Ming Hsin University of Science and Technology, Taiwan

    In recent studies, some researchers were eager for the answer of how to group a perfectly dream team. There are various grouping methods, e.g. random assignment, homogeneous grouping with... More

    pp. 1584-1585

  8. Factors Moderating Student Attitudes and Task Completion Time when Learning with Technology Individually or in Small Groups

    Yiping Lou, Louisiana State University, United States

    The present study is a quantitative synthesis of the studies that compared the effects of small group learning versus individual learning with technology on student attitudes toward small group... More

    pp. 1586-1587

  9. A Framework to Promote Learning and Generic Skills

    Joe Luca & Ron Oliver, Edith Cowan University, Australia

    Increasingly, higher education institutions are being pressured by industry, government and funding authorities to better prepare students for the workplace with content specific knowledge as well ... More

    pp. 1588-1595

  10. A Course/Group Management System that fosters Community-CAMS

    Brian Mackie & Norbert Ziemer, Northern Illinois University, United States

    Abstract: Most course/group management systems focus on the needs of facilitators and administrators. Since these systems have been developed with an emphasis on administration, other aspects... More

    pp. 1596-1597

  11. An application of online technologies to support collaborative learning in groups for a Bioscience course

    Iain McAlpine, Michele Scoufis & Robert Brooks, The University of New South Wales, Australia

    Many students experience difficulties in relating science learning to real-world issues. To develop the abilities of students in a course in Evolutionary and Physiological Ecology to make this... More

    pp. 1598-1604

  12. Logging on for their ‘third shift’: Mature age women learning online

    Sue Bennett, Pauline Lysaght & Wendy Meyers, University of Wollongong, Australia

    Recent research has revealed gender related differences in the use of online learning technologies in higher education associated. Given that traditional learning approaches have been shown to... More

    pp. 1605-1607

  13. Unique Interdisciplinary Collaborative Field Experiences for Pre-Service Teachers

    Laurie Morley & Linda Kieffer, Eastern Washington University, United States

    To overcome the dilemma of finding authentic field experiences that socialize health & fitness pre-service teachers to innovative and progressive teaching methods and strategies, the Eastern... More

    pp. 1608-1610

  14. On the Use of a BBS for Better Cross-cultural Communication

    Yaeko Nakanishi, Neal Jost & Lumi Tatsuta, Dokkyo University, Japan; Kimiko Gunji, University of Illinois, United States

    This project named 'On the Use of a BBS for Better Cross-cultural Communication' has been launched to promote collaboration between two groups of students on a cross-cultural exchange. The... More

    pp. 1611-1612

  15. CLIENT – Collaborative Learning in an International Environment

    Jorgen Nielsen, Roskilde University Denmark, Denmark

    This paper presents the findings of a two-year project 2001-2003 funded by the European Commission under the Socrates -Minerva program. In the CLIENT project students from different universities of... More

    pp. 1613-1616

  16. Modeling Self-Rated Group Role and Social Interdependence Profile for Computer-supported Collaborative Learning

    Petri Nokelainen, Hannele Niemi & Anna Launonen, University of Helsinki, Finland

    The main goal of this paper is to present the theoretical framework of a group role and social interdependence instrument, and report the preliminary research findings of the psychometric... More

    pp. 1617-1624

  17. The Building of Knowledge through Virtual Maps in Collaborative Learning Environments

    Alexandra Okada, Colégio Dante Alighieri, Brazil; Romain Zeiliger, CNRS - GATE, France

    The intention of this paper is to show relevant issues (resulting from theoretical and empiric research) about how virtual maps can be used to elicit the building of knowledge and to encourage... More

    pp. 1625-1628

  18. ACTT Now Collaboration - Matching Pre-service and Inservice Teachers Through Technology

    Patrick O'Shea & Dwight Allen, Old Dominion University, United States; Jennifer Kidd, Brunswick County Public School, United States

    ACTT Now, a partnership between Old Dominion University (ODU) and Brunswick County Public Schools (BCPS) includes a program that partners ODU students with BCPS teachers. With more than 100 miles... More

    pp. 1629-1630

  19. Online Cooperative Learning Groups: Lessons from the Field

    Susan Peterson, Slippery Rock University, United States

    Cooperative learning refers to instructional methods whereby students in small groups complete a learning task. Undergraduate students using Blackboard's Virtual Classroom "Group Pages," completed ... More

    pp. 1631-1632

  20. Tutor-enhanced eLearning for University Based Continuing Education

    Franz Reichl, Vienna University of Technology, Austria

    European Universities of Technology have gathered experiences in providing active learner support in eLearning for university continuing education, coping with the fact that specific needs and... More

    pp. 1633-1640