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ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications

2004

Editors

Lorenzo Cantoni; Catherine McLoughlin

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Table of Contents

19
This conference has 19 award papers. Show award papers

Number of papers: 925

  1. Information Communication Technologies in the Ukrainian Interregional Distance Learning Network

    Andrij Zhuravlov, Distance Learning Center, National Academy of Public Administration, Office of the President of Ukraine, Ukraine

    This paper is a summary on experience and research of the Distance learning Center, the National Academy of Public Administration, the Office of the President of Ukraine (NAPA DLC) in design and... More

    pp. 231-236

  2. Designing New ICT Based Services for Training and Support

    Joyce Beumer, Marion Wiethoff, Jelle Attema & Evren Akar, Delft University of Technology, Netherlands

    This paper will present a new participatory design approach called EXSE: Early Experiment- and Scenario-based Evaluation. The power of EXSE is the combination of service design and pre-testing... More

    pp. 237-242

  3. Visual Languages for Instructional Design: an Evaluation of E2ML

    Luca Botturi, NewMinE Lab, Switzerland

    In the last years, Instructional Design has seen the development of visual models for supporting and enhancing the design process. A part of them concern the definition of learning goals, while... More

    pp. 243-250

  4. Distance Education Leadership in Higher Education Institutions: Explored Within Theoretical Frameworks of Organizational Change and Diffusion of Innovations Theory

    Elizabeth Christo-Baker, Bowling Green State University, United States

    Rapid technological growth and advances in computer technologies have contributed to increasing use of the Internet in higher education. To remain competitive, educational institutions are... More

    pp. 251-256

  5. I AM L3. A tool for analysing the need for distance learning developed in the context of a European Grundtvig 1 Project

    Koen DePryck, Sophie Van der Avort, Christiane Andries, Felix Mertens & Danny Neelen, CVO Antwerpen-Zuid, Belgium

    In 2002, the European Commission approved a project, "I AM L3" (I AM LifeLong Learning), dealing with open and distance learning in adult education. The goal of this project is the provide... More

    pp. 257-262

  6. Termites in the Schoolhouse: Stigmergy and Transactional Distance in an E-learning Environment

    Jon Dron, University of Brighton, United Kingdom

    Transactional distance theory predicts an inverse relationship between dialogue and structure in an educational transaction. It is a powerful theory, but it may have exceptions. This paper... More

    pp. 263-269

  7. Installation of publishing chain to produce educational digital media in Flows Tended Thanks to XML technological framework and the New Tools of Collaboration

    Ettori Fernand & Papi Raphael, University of Corsica, France

    In this paper, we explain how a training organism can create in strained flow an on-line formation (even thought partly on site) and distribute it to its students.That can be done with reduced... More

    pp. 270-271

  8. An Advanced e-Learning Platform to Manage Virtual Courses and Multimedia: MATRIX 3

    Flavio Fontana, ENEA, University of Rome "La Sapienza", Italy; Marina Moscarini, University of Rome "La Sapienza", Italy

    In this paper an innovative platform to manage e-learning activities, virtual courses and related multimedia databases is discussed. MATRIX 3, an active web-db system, is presented. The system, ASP... More

    pp. 272-274

  9. Experience Design for Computer-Based Learning Systems: Learning with Engagement and Emotions

    Michael Herczeg, Institute for Multimedia and Interactive Systems, University of Luebeck, Germany

    Designing learning environments and learning modules for experiences engages learners for a defined time within defined information and activity spaces to improve learning effects and to prevent... More

    pp. 275-280

  10. Web.Com: Web-Browser-for-Communication; Aiming for Web-Based Class

    Kazuki Hiraki, Department of Computer and Information Sciences, Ibaraki University, Japan; Shintaro Kawahara, Japan Marine Science and Technology Center, Japan; Tatsuhiro Yonekura, Department of Computer and Information Sciences, Ibaraki University, Japan

    Recently, several reports have been made about distance education using the Internets. In the field of synchronous learning, though there maybe an advantage for capability of interactive... More

    pp. 281-286

  11. Designing a SCORM 2004 Compliant and ISD Grounded Reusable Learning Object Model (RLOM)

    Heather A. Katz, Intelligent Decision Systems, Inc. (IDSI), United States

    Many institutions are tasked to design and/or develop a reusable learning object (RLO) model. Any RLO model must recognize the diversity of learners and the variant and complex learning approaches ... More

    pp. 287-292

  12. To Beam or to Stream:Satellite-based vs. Streaming-based Infrastructure for Distance Education

    Saraswathi Krithivasan, Indian Institute of Technology, Bombay, India; Sridhar Iyer, Indian institute of Technology, Bombay, India

    Reaching participants across geographically dispersed locations is the primary goal of any distance education program. To disseminate multimedia content, in addition to the wide reach, ensuring... More

    pp. 293-299

  13. The Next Generation of Learning Management System (LMS): Requirements from a Constructivist Perspective

    Patrick Kunz, Waikato Innovation Centre for eEducation WICeD, New Zealand

    Despite the fact that today's Learning Management Systems (LMS) offer a palette of sophisticated tools which help teachers and tutors to manage their students and course content, teachers keep... More

    pp. 300-307

  14. Requirement Solicitation for Computer Aided/Assisted Language Learning Systems

    Andrew Laghos & Panayiotis Zaphiris, City University, United Kingdom

    This paper is a report on the findings of a study conducted concerning the features offered by web-based Computer Aided Language Learning (CALL) courses. A comparison of the currently available... More

    pp. 308-316

  15. An Integration of Item Bank and Concept Map

    Eric Zhi-Feng Liu, National Central University, Taiwan

    This study described the INCOMAS system. The INCOMAS is an item bank based and networked concept map assessment system that combines the Web technologies, computer networks, and the database:... More

    pp. 317-321

  16. Practical modeling & simulation for online courses: Proposal for A low level architecture

    Michael Miller Michael & Robert Childs, National Defense University, United States

    Building on its successful eLearning program, the Information Resources Management (IRM) College at the National Defense University has created a set of practical standards for creating and... More

    pp. 322-324

  17. Mission Matters: Policy, Practice, and Learning Systems

    Esther Paist & Henry van Zyl, Thomas Edison State College, United States; Wim Jochems, Open University of the Netherlands, Netherlands; Antony Melck, University of Pretoria, South Africa; Jonathan Darby, University of Southampton, United Kingdom

    Mission Matters: Policy, Practice, and Learning Systems: Abstract: The mission of a distance-education provider drives policy and practice relative to its learning management systems. Whether... More

    pp. 325-330

  18. How learning object relationships affect learning object contracts: commitments and implications of aggregation

    Salvador Sanchez, Pontifical University of Salamanca, Madrid campus, Spain; Miguel A. Sicilia, University of Alcala de Henares, Spain

    Learning object design by contract is a proposal for formalization of learning object metadata in order to enhance the design of Web-based educational contents by augmenting their reusability. It... More

    pp. 331-336

  19. Mindful Video

    Julie-Ann Sime & Mike O'Donoghue, Lancaster University, United Kingdom

    This paper describes the video based learning materials within the VirRAD learning community (http://www.virrad.eu.org) and discusses the learning theories underlying the design. The VirRAD... More

    pp. 337-342

  20. The quiet revolution: Hybrid online Face-to-face courses in Micro-Sociological Perspective

    Glenn Smith & Hermann Kurthen, Stony Brook University, United States

    Hybrid online face-to-face courses have grown steadily in the last five years. "Hybrid" courses are face-to-face courses where thirty per cent or more of the class work uses the Web (Marold, 2002).... More

    pp. 343-347