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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. The Effectiveness of Knowledge Technologies in Accommodating Learning Styles

    Bettie Hall & Joyce Pittman, University of Cincinnati, United States

    This paper presents the results of an investigation into the effectiveness of selected knowledge technologies in addressing various learning styles. The results of research studies over the past... More

    pp. 972-977

  2. Towards a Framework for Improving the Design of Programming Exercises

    Roland Küstermann, Dietmar Ratz & Detlef Seese, University of Karlsruhe (TH), Germany

    The design of well suited programming exercises is a very difficult task. Since authors of programming exercises usually are experts in programming, they incline to design exercises without looking... More

    pp. 978-985

  3. Relations among Flow, Information Processing Strategies, and Performance in a Computer-based Simulation Game

    Insook Lee, Sejong University, Korea (South); Hyuk-Jun Kwon, Korea Institute of Curriculum & Evaluation, Korea (South)

    The main goal of this study is to examine the effect of flow and information processing strategies on achievement in computer-based simulation games. Furthermore, this study identifies the... More

    pp. 986-992

  4. The Design Factors of the Initial Trust in the Internet environment

    Jiunde Lee, Graduate Institute of Communication Studies, National Chiao Tung University, Taiwan, Taiwan; Yu-chen Huang, Graduate Institute of Communication Studies, National Chiao Tung University, Taiwan

    In spite of phenomenal growth of online activities, consumers still reluctance to engage in spontaneous financial transactions for online marketplaces. Consumers may not trust online vendors due to... More

    pp. 993-997

  5. Boundary Learning in an Online Community of Practice

    Meng-Fen Lin, University of Houston, United States

    This paper uses a case study as the backdrop to demonstrate an instructional design model that nurtures and sustains disequilibrium along seven social dimensions in an online community. The... More

    pp. 998-1004

  6. The Effect of Teaching Metacognitive Learning Skills on the Performance of Online Learners Demonstrating Different Levels of Self Regulated Learning (SRL).

    Claude Martel, Concordia University, Canada

    In this experiment subjects were exposed to different approaches on how to apply metacognitive processing within an online instructional context. Eighty-five subjects were randomly assigned to... More

    pp. 1005-1010

  7. The technical and pedagogical usability criteria for digital learning material

    Petri Nokelainen, University of Tampere, Research Centre for Vocational Education, Finland

    This paper presents the criteria for evaluating the usability of digital learning material. The criteria have two parts: technical and pedagogical usability. The technical usability components are:... More

    pp. 1011-1016

  8. Revisiting Activity Theory As a Theoretical Framework For Designing Goal-Based Simulations

    Jonghwi Park, McGill University, Canada

    This study examines Activity Theory as an alternative theoretical framework for designing Goal-Based Simulations (GBSs). After outlining the theoretical origins, main constructs, and current... More

    pp. 1017-1022

  9. Cognitive Style’s influence on Media Preference: Does it matter or do they know?

    Michael M. Phillips, Michigan State University, United States

    Cognitive research has indicated a difference between how individuals process visual and verbal information. The question is whether or not these differences result in a preference and if it... More

    pp. 1023-1028

  10. The Design of Digital Tools for the Primary Writing Classroom

    Janet Read, Matthew Horton & Emanuela Mazzone, University of Central Lancashire, United Kingdom

    This paper describes the process by which a group of seven and eight year old children designed their own digital writing tools following their own study of digital pens, personal digital... More

    pp. 1029-1035

  11. Bucket or Funnel-Based? Creating Task-Oriented Online Courses

    Martha Sammons, Wright State University, United States; Marci Sammons, Miami University, United States

    The purpose of this presentation is to demonstrate how to apply research on Web usability and technical documentation to online course organization. Attendees will view alternative models for... More

    pp. 1036-1041

  12. Digital Text Presentation for Learning

    Miriam Schcolnik & Sara Kol, Tel Aviv University, Israel

    Digital texts have become common in educational contexts, making effective screen reading crucial. This paper reviews research on the presentation of digital text, including a detailed review of... More

    pp. 1042-1049

  13. Micro-Level Design of Interactive Visual Learning Environments

    Kamran Sedig & Sonja Rowhani, University of Western Ontario, Canada

    Abstract: The design of effective interactive visual learning environments (IVLEs) is complex, involving both macro- and micro-level design choices. At the macro-level issues concerning pedagogical... More

    pp. 1050-1057

  14. Design Guidelines for a Children's Programming Environment

    Robert Sheehan, University of Auckland, New Zealand

    In order to design a programming environment for children, a number of guidelines were produced. The guidelines arose from several different approaches: a brief examination of the theories of child... More

    pp. 1058-1063

  15. Another Brick in the Courseware OR How to Create Reusable Learning Objects

    Claudia Steinberger, University Klagenfurt, Austria; Judit Bajnai, University Vienna, Austria; Wolfgang Ortner, FH Joanneum, Austria

    This paper describes guidelines to identify and design reusable learning objects. The guidelines are the output of a project called eduBITE. Learning objects are treated as the smallest units of... More

    pp. 1064-1071

  16. A design framework generated from the conceptual framework for the design and development of an interactive multimedia neonatology tutorial, supported by the design experiment methodology, in a South African Higher Education Institution

    Rabaitse Diseko & Duan Van der Westhuizen, University of Johannesburg, South Africa

    This paper proposes a framework for the design of an interactive multimedia neonatology tutorial by finding congruencies between constructivist perspectives on learning, the individual attributes... More

    pp. 1072-1078

  17. Designing for Teacher Presence, Re-thinking the Design of Online Courses

    Frank Wright & Marie-Pierre Huguet, Rensselaer Polytechnic Institute, United States

    With seldom a choice in the online course management systems that they use, faculty often find themselves confined within the limitations of an institutional template, thus struggling in their... More

    pp. 1079-1083

  18. Instructional Design Principles Towards Intrinsic Motivation

    Hanan Yaniv, University of Calgary, Canada

    It is well accepted in the literature that the motivation to learn should be intrinsic. This presentation introduces a new perspective of Intrinsic Motivation that takes into account the nature of ... More

    pp. 1084-1090

  19. Considering The Current Status Of CMS In Terms Of Technology Life Cycle And From A User-Centered Approach

    Dai Zhang & Steven Shaw, Concordia University, Canada

    Abstract: Given its increasing important role in higher education, Course management systems (CMS) have attracted a lot of attention from scholars and experts. The development of CMS calls for... More

    pp. 1091-1096

  20. Enhancing the Human Element in Remote Training via Satellite-mediated Interactive Distance Learning (IDL) in Central Australia

    William Bean, Charles Darwin University, Australia; Juhani Tuovinen, Batchelor Institute of Indigenous Tertiary Education, Australia

    In this project coursework lessons were presented in real time through combined audio, video and graphics satellite-mediated interactive communications from an Interactive Distance Learning (IDL)... More

    pp. 1097-1103