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

Jun 27, 2005

Editors

Piet Kommers; Griff Richards

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Table of Contents

11
This conference has 11 award papers. Show award papers

Number of papers: 815

  1. Opportunities and Challenges of Online Mentoring in Teacher Education

    Marty Thomas, The University of Georgia, United States

    Online mentoring relationships are ones where the interaction between mentors and protégés occurs via computer-mediated communication (CMC) rather than face-to-face (f2f). With the availability of ... More

    pp. 848-853

  2. A Blended Learning Environment for a Science Education Methods Course: Content Analysis of a Text-Based Online Conference

    Nicos Valanides & Charoula Angeli, Department of Education, University of Cyprus, Cyprus

    In a lab meeting, students were asked to predict and discuss in teams of two to three students what would happen when a cylinder is inverted over a burning candle upright in a pan of water. Because... More

    pp. 854-855

  3. Does technology transform dialog? Transposing face-to-face interviews into email interviews in qualitative investigation.

    Nicolas Vieville, Laboratoire des Sciences de la Communication, France; Laurent Morillon, Laboratoire LERASS, France; Sylvie Leleu-Merviel & Michel Labour, Laboratoire des Sciences de la Communication, France

    This paper deals with the link between human interaction and Computer Mediated Technology by asking the question: does technology transform dialog? The research described here uses internet... More

    pp. 856-866

  4. A ubiquitous discussion forum: Introducing mobile phones and voice discussion into a web discussion forum

    Fu-Hsiang Wei, Gwo-Dong Chen, Po-Yao Chao & Chih-Wei Chang, Department of Computer Science and Information Engineering, National Central University, Taiwan

    Abstract: Online discussion forums are available for users to share knowledge in simple and popular platforms. However, there are several problems existed in web discussion forums that could... More

    pp. 867-874

  5. Coalescent media & the design of computer mediated education

    Eric Wignall, Purdue University Calumet, United States

    This paper presents a model of communication emerging from new networks of interactions between humans and information software created to gather and filter data and information. Coalescent... More

    pp. 875-881

  6. The Effects of Internet-based Desktop Videoconference on EFL Students' Oral Skills in Terms of Linguistic Accuracy, Fluency and Complexity

    Mingli Xiao & Xiangui Yang, Ohio University, United States

    Unlike students in the ESL setting, who always can find enough native English speakers to communicate with to improve their oral English, Students in an EFL setting, such as, China, never have... More

    pp. 882-885

  7. E-Learning: Learning How to Think through Interaction via Computer Conferencing

    Ya-Ting Yang & Heng-An Chou, National Cheng Kung University, Taiwan

    The primary function of education is to teach and develop students' abilities to think critically. In many cases this occurs through class discussions. Yet, in a traditional classroom, discussions ... More

    pp. 886-890

  8. Remote Work System for High School Students

    Jason Yeung, Bertha Konstantinidis & Deborah Fels, Centre for Learning Technologies, Ryerson University, Canada

    PEBBLES (Providing Education By Bringing Learning Environments to Students) is a videoconferencing (VC)system which combines traditional VC equipment with simple robotics. It allows elementary... More

    pp. 891-898

  9. Learning from Animated/Static Diagrams in Computer Aided Learning Environments: Can Instructional Methods make a Difference to 'Accurate' and 'Meaningful' Learning?

    Ruqiyabi Naz Awan & Brett Stevens, University of Portsmouth, United Kingdom

    This study investigated the affect of diagrammatic displays (Animated, Static) and note-taking methods (Question Stems, Free Form) on conceptual understanding. Conceptual understanding was defined... More

    pp. 899-906

  10. Fostering Creativity in Learning Media: Applying Insights Learned From Creative Design Software

    Jeffrey Bardzell & Shaowen Bardzell, Indiana University, United States

    Both cognitive science and instructional design conceptualize creativity not as magical acts of inhuman genius, but rather as the result of heuristic frameworks, problem-solving strategies, and... More

    pp. 907-915

  11. Streamlined Web Design: A Study of Expert Visual Designers Developing Web Site Interfaces

    Joanne Beriswill, University of Toledo, United States

    This paper focuses upon a research study involving the redesign of an instructional Web site. Three expert designers were individually asked to redesign the look and feel for a Web site interface. ... More

    pp. 916-922

  12. Unlocking visual interface design principles for technology students

    Joanne Beriswill, University of Toledo, United States

    Novice-level educational technology students can be daunted by the visual interface design process. The ABC's R US model of visual design can help students to streamline their design process. The... More

    pp. 923-928

  13. The Challenging Marriage of Interaction Design and Learning Design in Multimedia Educational Products

    Allison Brown, Queensland University of Technology, Australia

    The theories of cognition underpinning interaction design may not always lead to the best learning designs in multimedia educational products. This paper explores alternative theories of learning... More

    pp. 929-932

  14. When can animation improve learning? Some implications on human computer interaction and learning

    Margaret Chan, Columbia University, United States; John Black, Teachers College Columbia University, United States

    For decades, research comparing the effectiveness of text and static illustrations with animation and narration to enhance learning has been inconclusive (Tversky et al., 2002). We argue that the... More

    pp. 933-938

  15. Learner Recognition of Presentation Content With Alternative Text/Background Combinations

    Ming-Jay Chang & John Taylor, University of Northern Colorado, United States

    This study investigated whether audience perception of projected computer presentations is impacted by the room lighting conditions and the contrast combinations of displayed text and background. ... More

    pp. 939-944

  16. An Evolutionary Approach to the Design of E-Learning Environments and Knowledge Tools

    Koen DePryck, CVO Antwerpen-Zuid, Belgium

    This paper explores some implications of evolutionary epistemology for the design of E-Learning Environments and Knowledge Tools. Human cognition is neither static nor deterministic but has evolved... More

    pp. 945-947

  17. Understanding informal learning with technology: Insights for ICT integration

    Robert Fitzgerald, University of Canberra, Australia

    The creative and integrated use of ICT's within social constructivist models of learning is now essential if we are to effectively develop young learner's capabilities. For many learners, however, ... More

    pp. 948-954

  18. Three-Dimensional Computer-Based Animations: A Study of Mental Visualisation Performance

    Soon Fook Fong, Abdul Hadi, Seong Chong Toh, Hanafi Atan & Rozhan M Idrus, Universiti Sains Malaysia, Malaysia; Kean Chern Fong, Multimedia University, Malaysia

    The three-dimensional computer-based animation allows the manipulation of the three- dimensional axis and viewing angle that facilitate the visualisation and rotation of an object. In this study,... More

    pp. 955-959

  19. Imagining a Science of Instructional Design

    Dennis Dicks, Concordia University, Canada; Franca Garzotto, Politecnico di Milano, Italy; John Hedberg, Macquarie University, Australia; Yong Zeng, Concordia Institute for Information Systems Engineering, Canada

    Instructional design (ID) in its short life has been dominated by behaviorist approaches (e.g. Dick and Carey and ISD models) despite critiques focusing on issues of practice as well as theory. In ... More

    pp. 960-965

  20. Learning Management Systems Learnability: Requirements from Learning Theories

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

    Interest in the learnability of online educational software has grown in the last few years, in particular with the advent of Web-based Learning Management Systems (LMSs). Despite this, much of the... More

    pp. 966-971