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ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications

Jun 27, 2005


Piet Kommers; Griff Richards

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Table of Contents

This conference has 11 award papers. Show award papers

Number of papers: 815

  1. A Constructivist Pedagogy to Online Learning in Software Engineering

    Said Hadjerrouit, Agder University College, Faculty of Mathematics and Sciences, Norway

    The Web is increasingly challenging software engineering education, because it has the power of being a unique tool for implementing change in teaching and learning. But still, the Web is used just... More

    pp. 1851-1858

  2. Critical Pedagogy and New Media Literacy: A Case Study

    Jeannine Hirtle, The University of Texas at Arlington, United States; Christopher White, Sam Houston State University, United States

    This presentation will utilizes post modern theory in the context of critical pedagogy to examine the effects of new media literacy on a case study of three internet-based distance education... More

    pp. 1859-1864

  3. Reusable media-rich problem-based learning cases: Creating learning objects for teacher-education

    Mike Keppell, Hong Kong Institute of Education, Hong Kong

    Abstract: This paper examines five problem-based learning (PBL) cases and how they have been developed as reusable learning objects for the field of teacher-education. The first part of the paper... More

    pp. 1865-1873

  4. E-voking E-motion in E-Learning

    Sharon Kerrick, Mike Boyle & Carolyn Rude-Parkins, University of Louisville, United States

    Abstract: The redesign of a traditional lecture style course in Project Management was transformed into an online,blended learning course with the models identified in this paper. The course... More

    pp. 1874-1877

  5. Effective Practices in Online Collaborative Learning In Campus-based Courses

    Therese Laferriere, Laval University, Canada; Elizabeth Murphy, Memorial University, Canada; Milton Campos, University of Montreal, Canada

    The aim of this paper is to identify effective practices related to online collaborative learning (OCL) in campus-based courses in higher education. Three different perspectives were selected by... More

    pp. 1878-1885

  6. High School Students' and Teachers' Preferences toward the Constructivist Internet-based Learning Environments

    Min-Hsien Lee & Chin-Chung Tsai, Istitute of Education, National Chiao Tung University, Taiwan

    This paper explored high school students' and teachers' preferences toward the constructivist Internet-based learning environments. This study developed a Constructivist Internet-based Learning... More

    pp. 1886-1893

  7. Design Framework of Situated Online Environments for Foreign Language Learning

    Seung-hee Lee, Indiana University, United States; Jeong-hee Lee, Induk Institute of Technology, Korea (South); Jin-Woo Kim, Hanseo University, Korea (South)

    With the rapid utilization of web technologies in education fields, the transformation of essential concepts of learning and teaching strategies has been gaining a great deal of attention among... More

    pp. 1894-1899

  8. Multimedia Enhanced Active Learning Studio: a development in physics teaching

    Iain McAlpine, Maria Cunningham, Richard Newbury & George Hatsidimitris, The University of New South Wales, Australia

    To enhance student learning in first year physics au UNSW, a development project was put in place to integrate conceptual learning and practical applications, using online multimedia resources as a... More

    pp. 1900-1907

  9. Contribution of the Use of an Educational Software to Students’ Conceptual Change about Mechanical Interactions

    Christina Solomonidou & Dimitris Kolokotronis, University of Thessaly, Greece

    Mechanical interactions and their applications described by Newton's 3rd law constitute a difficult conceptual field to a large number of students as far as conceptual comprehension is concerned,... More

    pp. 1908-1915

  10. How do primary school pupils conceive technology and its use in everyday life?

    Christina Solomonidou & Athanassios Tasios, University of Thessaly, Greece

    The study investigated primary school students' representations about daily life technologies (DLT), by using a phenomenographic method in two stages. During the first stage 300 Greek primary... More

    pp. 1916-1923

  11. Use of Microcomputer-Based Laboratory Experiments to Integrate Multiple Representations of Scientific Phenomena

    Jerry Suits & Sister_Nicole Kunze, University of Northern Colorado, United States; Moustapha Diack, Southern University-Baton Rouge, United States

    The goal of this research study was to ascertain whether MBL experiments can be used to support student integration of multiple representations of scientific phenomena that result in student... More

    pp. 1924-1931

  12. The Constructivist Perspective in Distance Learning Environments

    Areti Valasidou, Dimitrios Sidiropoulos & Despina Makridou-Bousiou, University of Macedonia, Greece

    Distance educators need to use different techniques and methodologies than the ones in a traditional classroom, in order to deliver effective distance teaching. Many researchers have suggested that... More

    pp. 1932-1935

  13. One way to study Learning Concepts: Course of Learning Concepts

    Tuulikki Viitala, School of Vocational Teacher Education, Finland

    One way to study Learning Concepts: Course of Learning Concepts. The course has built on the WebCT environment, based on constructivist idea of learning. Twenty students entered to a two-week... More

    pp. 1936-1940

  14. A Case Study of Faculty Roles and Teaching Strategies in Web-Based Instruction: Implications for Practice

    Hong Wang, Fort Hays State University, United States; Diane McGrath & Sue Maes, Kansas State University, United States

    With advances in telecommunications technologies, more people and more institutions become interested in online education. As more institutions rush to initiate new online programs or design new... More

    pp. 1941-1946

  15. Designing Games to Foster Social Network Development

    Alan Amory, Centre for IT in Higher Education (ITEd), South Africa

    The design and development of educational games requires an understanding of not only software and game design, but also of the associated educational theories. While many authors agree that... More

    pp. 1947-1952

  16. Participating Virtually in a Scientific Conference: A Collaborative E-Learning Scenario for Authentic Learning in Higher Education

    Josianne Basque, Télé-université, LICEF-CIRTA, Canada; Kim Chi Dao, Télé-université, Canada; Contamines Julien, LICEF-CIRTA, Télé-université, Canada

    This paper presents a collaborative e-learning scenario inspired by socio-constructivist and situated learning theories which encourage authentic learning. Developed for a graduate distance... More

    pp. 1953-1960

  17. Technology-supported collaboration on field-based authentic tasks

    Gwyn Brickell, Jan Herrington & Barry Harper, University of Wollongong, Australia

    The traditional 'work-sheet' approach has long been a favoured method for the conduct of field trips and excursions for school students. Such an approach fails to capitalise on constructivist... More

    pp. 1961-1968

  18. Exploring system factors that influence community development in online settings

    Chris Brook & Ron Oliver, Edith Cowan University, Australia

    This paper presents an exploration of the community experience in online settings where the development of a learning community was a key instructional aim. The inquiry used the Learning Community ... More

    pp. 1969-1976

  19. Collaborative Activities in a Traditional Self-Paced Individualised Distance Learning Setting

    Poellhuber Bruno & Chomienne Martine, Cegep@distance, Canada

    Drop out rates, an historical matter of concern in distance education, remain a subject of preoccupation in online courses. In order to improve courses completion rates, Cégep@distance, a post... More

    pp. 1977-1982

  20. Exploration of The Self-Directed Internal Management of Cognitive Load on Computer-Supported Collaborative Learning

    Yu-Ju Chou & Chin-Chung Tsai, National Chiao-Tung University, Taiwan

    Using Cognitive Load Theory (CLT) as the measurement of accessibility to the instructional design has become a trend in the field of computer-supported collaborative learning (CSCL). However, the... More

    pp. 1983-1988