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ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications

Jun 25, 2007


Craig Montgomerie; Jane Seale

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Table of Contents

This conference has 11 award papers. Show award papers

Number of papers: 702

  1. Follow-up to Digital Tools for Student Centered Community Action Program in Japan

    Steve Christie, Toyo University, Japan

    This paper follows the progress of students in two second year Oral Communication classes at Toyo University as they utilize the digital technology in their cellular telephones to explore the... More

    pp. 1764-1768

  2. Designing Cross-Border Online Collaborative Learning Experiences

    Ana-Paula Correia, Evrim Baran & Farrah Dina Yusop, Iowa State University, United States

    This paper describes an online collaborative learning project between graduate students from two different higher education institutions in two different countries: US and Denmark. The purpose of... More

    pp. 1769-1778

  3. The Urge for Collaboration: The Evaluation of a Virtual Learning Collaboration across the Atlantic

    Ana-Paula Correia, Iowa State University, United States; Elsebeth Sorensen, Aalborg University, Denmark

    This paper describes an evaluation study of a virtual learning collaborative experience across the Atlantic. Fifteen graduate students pursuing an advance degree in educational technology in the... More

    pp. 1779-1785

  4. Collaborative Learning Using Wiki: A Pilot Study With Master Students In Educational Technology In Portugal

    Clara Coutinho, University of Minho, Portugal; João Bottentuit Junior, University of Porto, Portugal

    In this paper we describe a collaborative learning experience with post graduate students attending a master degree course in Educational Technology in the University of Minho, Braga, Portugal. The... More

    pp. 1786-1791

  5. Educational Robotics for Undergraduate Freshmen

    Amy Eguchi, Bloomfield College, United States

    This paper presents the preliminary findings of the learning experience of undergraduate freshman students at Bloomfield College who have enrolled in educational robotics course. It shows that... More

    pp. 1792-1797

  6. Developing Team Competence in Technology Enhanced Courses

    Kathrin Figl & Renate Motschnig-Pitrik, University of Vienna, Austria

    This paper presents a quantitative study on a number of approaches to enhancing team competencies of Computer Science students. Five different technology enhanced courses and their effects were... More

    pp. 1798-1806

  7. Does Your Knowledge Affect My Knowledge? Assessing the Effects of an Online Social Environment on Reading Comprehension

    Marion Goldstein & Charles Kinzer, Teachers College, Columbia University, United States

    Schemas dictate how we filter, integrate, and make sense of information. Making use of ambiguous reading passages, research grounded in Schema Theory has revealed a great deal about factors... More

    pp. 1807-1811

  8. Assessing Group Work: A Thorny Issue. The Group Assessment Toolbox – Best Practice in Group Work Assessment

    Ian Hart, Greg Battye, Coralie McCormack & Peter Donnan, University of Canberra, Australia

    Assessment can be a powerful tool in determining the type of skills and outcomes we wish our graduates to achieve. When the learning task is shared and the product is difficult to measure, as with ... More

    pp. 1812-1818

  9. Networking to learn: blogging for social and collaborative purposes

    Debra Hoven, Queensland University of Technology, Australia

    This study employs a case study model to documenting the evolution of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach... More

    pp. 1819-1828

  10. Construction and Validation of a Social Presence Scale for Measuring Online Learners' Involvement

    Myunghee Kang, Hyungshin Choi & Sunghee Park, Ewha Womans University, Korea (South)

    The purpose of the present study is to develop a social presence scale to measure students' involvement during e-learning. Based on the results of a literature review, three subcomponents of social... More

    pp. 1829-1833

  11. Piloting a Collaborative Online Multimedia PBL Simulation

    David Kaufman & Robyn Schell, Simon Fraser University, Canada

    Collaborative Online Multimedia Problem Based Learning Simulation (COMPS) is a prototype designed for teaching and learning in a collaborative online problem-based learning environment.... More

    pp. 1834-1841

  12. Cognitive Styles, Task Complexity, and Conflict Management Behaviors in Virtual Teams

    Seung-hee Lee, Rich Magjuka & Xiaojing Liu, Indiana University, United States

    This study investigated the effect of cognitive styles and task complexity on teamwork. The findings of this study indicated a significant effect of cognitive styles on initial team performance. A ... More

    pp. 1842-1846

  13. Effects of Cooperation Scripts and Technology on Social Ability

    Guan Yu Lin & James M. Laffey, University of Missouri-Columbia, United States; Kristin A. Buss, The Pennsylvania State University, United States

    Using an experimental mixed design, the study examined the effects of using a cooperation script on social ability for technology and face-to-face forms of group learning. College students worked... More

    pp. 1847-1854

  14. Using project-based learning as the intercultural collaboration framework for an international distance course

    Wei-Jane Lin, Kyoto University, Japan; Hsiu-Ping Yueh & Yi-Lin Liu, National Taiwan University, Taiwan; Tetsuo Shoji, Koh Kakusho & Michihiko Minoh, Kyoto University, Japan

    This paper describes the implementation of using project-based learning in an international distance course to support students' intercultural collaboration. Sixty-three students with different... More

    pp. 1855-1860

  15. An Examination of the Relationship Among Structure, Trust, Conflict Management Styles in Virtual Teams

    Xiaojing Liu, Richard Magjuka & Seung-hee Lee, Indiana University, United States

    Students face additional challenges when working in a virtually distributed team in online courses compared to traditional classrooms. Although the value of online teamwork is widely recognized,... More

    pp. 1861-1869

  16. SALDO: a practical model for developing CSCL, with many examples, problems and solutions

    Gert-Jan Los, VU University Amsterdam, Netherlands; Annemieke Hondius, INHOLLAND University, Netherlands

    The SALDO-project (SAmen Leren Digitaal Ondersteund) - Learning Together Digitally Supported) gives us a practical tool in the field of Computer Supported Collaborative Learning (CSCL) for the... More

    pp. 1870-1871

  17. Virtual Room Concepts for Cooperative, Scientific Work

    Nadine Ludwig, Sabine Cikic, Sabina Jeschke & Uwe Sinha, Berlin University of Technology, Germany

    Cooperative knowledge spaces offer new potentials for experimental and scientific work in the current fields of engineering and natural sciences. Widely accepted content management systems often... More

    pp. 1872-1879

  18. Communities of Learning Based on the Tic in the University Teaching of The Physical Education

    Luis Marques & Merce Gisbert, Rovira i Virgili University, Spain; Oleguer Camerino, Lleida University, Spain

    This experience has been carries out in the framework of a project of research in which two Spanish universities have participated, Lleida University and Rovira Virgili University of Tarragona.... More

    pp. 1880-1886

  19. Evaluation of Cross-cultural Computer-Supported Collaborative Learning: Preliminary Findings for iCamp Challenges

    Anh Vu Nguyen-Ngoc & Effie Lai-Chong Law, University of Leicester, United Kingdom

    This paper presents preliminary findings about the evaluation of a complex cross-cultural CSCL environment. 43 academics and students from four European countries were involved in a trial, which... More

    pp. 1887-1896

  20. Explicit Referencing and Shared Materials as Factors for Successful Chat-Based CSCL with Learning Protocols

    Michael Oehl & Hans-Ruediger Pfister, University of Lueneburg, 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. 1897-1901