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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. New Perspectives in Physical Education: Using Online Learning to Promote Collaborative Critical Thinking

    Paulette Cote, Brock University, Canada; Shihui Chen & Michael Keppell, Hong Kong Institute of Education, China

    Abstract : This paper presents a teaching/learning model that utilizes information technology to facilitate critical thinking and collaboration skills in two physical education modules, Adapted... More

    pp. 1989-1994

  2. CSVGS – Collaborative SVG-based Learning Spaces – New Potentials For Collaborative Generating Of Web Based Learning Areas

    Thorsten Hampel, Klaus Bertelt & Sabrina Geißler, University of Paderborn, Germany

    The development of e-learning systems requires a continuous and flexible adaptation to new interface technology and web standards. Especially collaboratively designed knowledge spaces and learning ... More

    pp. 1995-2003

  3. Empathic Interfaces and Communication Protocols: Groupwork and Dialogues in Discussion Forums

    Stylianos Hatzipanagos, King's College London, United Kingdom

    The paper describes activities devised to create setups for effective Computer Mediated Communication within the context of resource-based learning in Higher Education. It investigates the... More

    pp. 2004-2011

  4. An e-Tutor evolution: A Report on a European Project that seeks to both Direct and Distil Innovative Multicultural Collaborative and Synchronous E-learning Techniques.

    Bryn Holmes, Dudley Dolan, Denise Leahy & Paul Lynch, Trinity College Dublin, Ireland; Anthony Ward, University of York, United Kingdom

    This paper will report on the eTUTOR pan-European project which aims to analyse a variety of case studies to build on existing literature and present practice to generate a set of guidelines for e-... More

    pp. 2012-2019

  5. The impact of an Internet-based forum on preservice teachers' educational experience.

    Kathleen Hughes De Sousa, St. Petersburg College, United States; Kelley Chappell, PhD, Capella University, United States; Sally Naylor, PhD, St. Petersburg College, United States

    As technology blurs the lines between traditional and non-traditional education, it is important to understand how the Internet can be used to supplement "traditional" educational experiences. ... More

    pp. 2020-2024

  6. Online Study Groups: Comparison of Two Strategies

    Genevieve Johnson, Grant MacEwan College/Athabasca University, Canada; Julia Johnson, Laurentian University, Canada

    One hundred sixty students in an educational psychology course used WebCT Discussions to satisfy one of two study group conditions, peer questioning or mnemonics. Students made postings according... More

    pp. 2025-2030

  7. Factors for Successful Online Collaborative Learning: Experiences from Malaysian Secondary School Students

    Ah-Choo Koo, Chien-Sing Lee & Weng-Ping Chin, Multimedia University, Malaysia

    This study aims to identify the factors for successful online collaborative learning (OCL) based on the experiences gained by Malaysian secondary school students. Findings highlighted the... More

    pp. 2031-2038

  8. Using Massively-Multiplayer Online Role-Playing Games to Enhance Collaborative Learning and Teaching in the Australian High School Classroom

    Mark J.W. Lee, Ken Eustace, Geoff Fellows & Allan Bytheway, Charles Sturt University, Australia; Leah Irving, Deakin University, Australia

    Following the large uptake of Internet access and e-learning resources in high schools, the authors believe that the fusion of computer-supported collaborative learning (CSCL) with games design and... More

    pp. 2039-2046

  9. Considerations into Nature of Virtual Teaming in Online MBA Program: A Case Study

    Seung-hee Lee, Curtis J. Bonk, Richard J. Magjuka, Xiaojing Liu, Bude Su, Mengyu Zhai, Kyong-Jee Kim, Shijuan Liu & Min Shi, Indiana University, United States

    The focus of this study is to develop an empirical understanding of virtual teaming activities. Virtual teams allow students to build the requisite bodies of knowledge for business professions... More

    pp. 2047-2054

  10. Interplay Between Self-Directed Learning and Group Interactions in Online Problem-Based Discussions

    Wen-Yu (Silvia) Lee, University of Michigan, United States

    This paper illustrates collaborative knowledge building through problem-based learning (PBL) in online treaded discussions. PBL has been of the most popular instructional approaches in health... More

    pp. 2055-2061

  11. Facilitating medical decision making with collaborative tools

    Jingyan Lu & Susanne Lajoie, McGill University, Canada

    Computer and network afford many features to support collaborative learning. These collaborative tools include visualization tools, such as content-specific and content-unspecific tools,... More

    pp. 2062-2066

  12. The Post and Vote Model of Web-Based Peer Assessment

    Bruce Mann, Memorial University, Canada

    Two tests of validity were conducted with undergraduate education students (pre-service teachers) on the post and vote model of Web-based peer assessment (1999a, 1999b, 2000a, 2000b). Validity was... More

    pp. 2067-2074

  13. Achieving Diversity through Online Inter-institutional Collaborations

    Shari McCurdy & Ray Schroeder, University of Illinois at Springfield, United States

    This session examines best practices for technology use in collaborations between the University of Illinois at Springfield and Chicago State University enabling online shared class sessions across... More

    pp. 2075-2079

  14. Learning Support in Multi-Cultural Collaboration - design and analyses of online communication -

    Yoshiro Miyata, Chukyo University, Japan; Nobuyuki Ueda, Doshisha Women's University, Japan; Hillel Weintraub, Hakodate Future University, Japan

    We have designed many online tools and workshops to foster creativity in multi-cultural settings, based on design principles assuming that a creative process emerges when people express themselves ... More

    pp. 2080-2082

  15. Learning for Understanding: A Web-based Model for Inquisitive Peer-review Learning Activities

    Joseph Mohan, City University of Hong Kong, Hong Kong; Paul Lam, Chinese University of Hong Kong, Hong Kong

    Abstract: Knowledge, skills and understanding are three fundamental issues in the education domain. Knowledge and skills that are not understood (but learnt by rote) do little good to students.... More

    pp. 2083-2090

  16. A Case in the Design of Generative Learning Objects (GLOs): Applied Statistical Methods

    Raquel Morales & Dawn Leeder, UCeL, Cambridge University, United Kingdom; Tom Boyle, London Metropolitan University, United Kingdom

    This paper introduces the concept of a Generative Learning Objects (GLOs), based on separating the learning design from the surface instantiation of a learning object. This produces a number of... More

    pp. 2091-2097

  17. Using learning protocols for knowledge acquisition and problem solving with individual and group incentives

    Michael Oehl & Hans-Rüdiger Pfister, University Lüneburg, Germany

    The learning protocol approach implements cooperation scripts as automated discourse rules into a net-based learning environment. The purpose of learning protocols is to improve learning outcomes... More

    pp. 2098-2109

  18. Visual Tools to Facilitate Discussion in Online Reading Clubs for Children

    Constanza Pacher, University of Alberta, Canada

    Learning to enjoy reading is essential for a child's development. Attracting children to read is a challenge when computers and interactive games can distract them from books. This work explored... More

    pp. 2110-2117

  19. Examining the Impact of Computer Supported Intercultural Communication on Learners' Language-Learning Beliefs and Motivation

    Hsinyi Peng, Institute of Education, National Chiao Tung University, Taiwan; Wei-Hsin Lu, School of Information Science and Learning Technologies, United States; Chao-I Wang, Institute of Education, National Chiao Tung University, Taiwan

    With the development of globalization and multi-culturalism, English is increasingly being used as an international and intercultural language by people of this global community. Meanwhile, the... More

    pp. 2118-2123

  20. Promoting Trans-Disciplinarity by Active Learner Support

    Franz Reichl & Eva Obermüller, Vienna University of Technology, Austria; Jutta Jerlich, eTradeLink, Austria

    Enhancing e-learning provisions by creating a social setting and by providing learner support are critical for the success of applying e-learning for university continuing education. Active learner... More

    pp. 2124-2129