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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. Computer-Integrated Assessment: Concepts and Philosophical Underpinnings

    Rabelani Dagada, University of South Africa, South Africa

    This paper reflects on computer-integrated assessment concepts and philosophical underpinnings that were derived from the South African corporate training environment. The paper aims to assist... More

    pp. 2788-2793

  2. Transitioning to Standards-Based Preservice Teacher Education with Electronic Portfolios

    David Dalton, Kent State University, United States

    Teacher education programs are under increasing pressure to demonstrate that their licensure candidates not only possess technology skills, but have applied those skills to solve meaningful... More

    pp. 2794-2801

  3. Towards the Elaboration of a Profile Scale of Teachers in the New Educational Context at the Era of ICT.

    Ann-Louise Davidson, University of Ottawa, Canada

    At the dawn of a new millenium, the educational systems of industrialized countries are paying special attention to the integration of information and communication technology (ICT) in the schools.... More

    pp. 2802-2807

  4. SMARTGraph: Adaptive sequencing of the pedagogical progression graph in SMART-Learning

    Rachid Elouahbi, Borlli Michel Jonas Som? /><br /><font face= & Amine Benkiran, RIM-EMI, Morocco

    E-learning platforms require mechanisms for the enactment and coordination of pedagogic units and learning activities which we call pedagogic sequence. For that purpose, they may use sequencing... More

    pp. 2808-2815

  5. New Curriculum Reform in Action: New Brunswick’s pre-service teachers communicate with schoolchildren on mathematical problems via Internet site CAMI

    Viktor Freiman & Iseline Gandaho, Université de Moncton, Canada

    The paper will present a case study on integration of technology in pre-service teachers' preparation. The students of the Université de Moncton, NB, Canada enrolled in the math education courses... More

    pp. 2816-2820

  6. From Paper to Bits: A Project Manager's View of Teaching with Technology

    Richard Garcia, Massachusetts Institute of Technology, United States

    After two years in a project management position, I returned to faculty support with new perspectives and techniques to elicit what faculty really need as they move from traditional paper-and-chalk... More

    pp. 2821-2825

  7. Pedagogical Issues in Using Networks for Teachers’ Continuous Professional Development in Egypt

    Amal Gouda & Frank Banks, The Open University, United Kingdom

    Professional Networks in education aim to promote the dissemination of good practice and enhance the professional development of teachers (Sliwka, 2003). The Ministry of Education in Egypt... More

    pp. 2826-2833

  8. Do Teachers' Instructional Evolution and Teaching Seniority Affect Educational Innovation with Technology?

    Ying-Shao Hsu, Hsin-Kai Wu & Fu-Kwun Hwang, National Taiwan Normal University, Taiwan

    This study explores teachers' instructional evolution and teaching seniority that affect teaching practice of computing technology in classrooms. We conducted a national survey in Taiwan and... More

    pp. 2834-2837

  9. College Student Alienation and Use of WebCT

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

    The current investigation sought to understand the relationships between college student alienation and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course... More

    pp. 2838-2843

  10. Relationships among Presence Factors and Perceived Outcomes in Online Collaborative Learning

    Myunghee Kang, Ewha Womans University, Korea (South); Heejeon Suh & Kyungae Moon, Electronics and Telecommunication Research Institute, Korea (South)

    This paper investigates the crucial cognitive, emotive, and social presence factors of online collaborative learning, and the predictability of these factors on perceived achievement, satisfaction,... More

    pp. 2844-2849

  11. When Should Dialogues in a Scaffolded Learning System Take Place?

    Sandra Katz, John Connelly & Christine Wilson, Learning Research and Development Center, University of Pittsburgh, United States

    Tutorial dialogues that take place during problem solving are often lengthy and therefore potentially distracting. We investigated whether tutorial dialogues might play a useful role prior to... More

    pp. 2850-2855

  12. Supporting Autonomous Learning: How Effective Are Online Tutors?

    Abtar Kaur, Mansor Fadzil & Ansary Ahmed, Open University Malaysia, Malaysia

    The emergence of the World Wide Web and related technologies has encouraged many higher learning institutions to include online classroom characteristics into the learning process. At the Open... More

    pp. 2856-2863

  13. Students in the Director's Seat: Teaching and Learning with Student-generated Video

    Matthew Kearney & Sandy Schuck, University of Technology, Sydney, Australia., Australia

    Digital video is an exciting emerging technology that can be used in schools to support, extend, or change pedagogy and curriculum outcomes. This paper outlines results from a recently completed... More

    pp. 2864-2871

  14. “Makes Me Feel Like a Real Person”: An Investigation into Personal Experiences of Students with Cerebral Palsy Playing Computer Games.

    Paul Kearney, Unitec New Zealand, New Zealand

    A tertiary student with cerebral palsy approached me and asked for my help. She wanted to obtain a driver's licence in a car modified with hand controls, but was required to pass a practical test... More

    pp. 2872-2879

  15. Investigating lecturers changing epistemologies and pedagogies during engagement with e-learning in an education faculty

    Geoffrey Lautenbach & Duan Van der Westhuzen, University of Johannesburg, South Africa

    Abstract: This paper reports on methodologies implemented in a study to investigate how engagement with e-learning reflects possible change in epistemology and pedagogy of lecturers in an education... More

    pp. 2880-2887

  16. In Search of the Mobile Learning Paradigm as We Are Going Nomadic

    Insook Lee, Sejong University, Korea (South); Tsuneo Yamada, Yasutaka Shimizu, Masanori Shinohara & Yoshiaki Hada, National Institute of Multimedia Education, Japan

    The current research reviews how mobile technology emerges, evolves, and expands; inquires specifically into the influences of mobile technology on education; reviews the concepts and features of... More

    pp. 2888-2893

  17. A Discussion of the Problems of Identity and of Establishing Communities of Practice in Online Learning Contexts

    Paul MacLeod, University of Sharjah, United Arab Emirates

    The first section of this paper discusses the nature of online identity, how online identity differs from "real-life" identity and the benefits and drawbacks of these differences for educators and ... More

    pp. 2894-2899

  18. Challenges and Opportunities in an International Technology Professional Development Program

    Wendy Martin & Daniel Light, EDC/Center for Children and Technology, United States

    With the goal of encouraging integration of technology into project-based teaching, Intel Teach to the Future arrived on the worldwide educational stage at a critical moment. As ICT has transformed... More

    pp. 2900-2902

  19. Creating Situational Interest and Motivating Tasks in an e-Learning Environment

    Catherine McLoughlin, Australian Catholic University, Australia; Joe Luca, Edith Cowan University, Australia

    Motivational factors have been identified as important variables that impact on students' learning. In this study, the relationship between students' motivational orientation and the quality of... More

    pp. 2903-2911

  20. Using Student Learning Needs to Guide eLearning Development Now and in the Future

    Carmel McNaught, The Chinese University of Hong Kong, Hong Kong; David M. Kennedy, Hong Kong Institute of Education, Hong Kong

    This paper examines how eLearning sites can be designed to meet learners' needs. After a brief overview of types of learning, we explore the diversity that online learning needs to cater for.... More

    pp. 2912-2917