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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. Media Choice in Students’ Communication

    Kathrin Figl, University of Vienna, Austria

    This paper presents a qualitative study on the reality of communication among students of Computer Science. A preliminary study indicated nine major means of communication that were predominantly... More

    pp. 653-661

  2. How to Use Virtual Classrooms in Higher Education - A Proof of Concept Cooperation Between the University of Freiburg and Adobe

    Reiner Fuest, University of Freiburg, Germany

    Adobe presented Acrobat Connect and we want it. Web-based interaction with an internet browser and the flash plug-in are smart. Video, audio, chat, desktop sharing, file upload, online... More

    pp. 662-667

  3. Parallel Learning between the Classroom and the Field using Location-Based Communication Techniques

    Outi Haapala, University of Oulu, Oulu Southern Institute, Finland; Kirsti Sääskilathi, Mika Luimula & Juha Yli-Hemminki, Centria Research and Development, Finland; Timo Partala, University of Oulu, Oulu Southern Institute, Finland

    The aim of this research was to study parallel collaborative learning between students in the classroom using a PC computer and students in the field using a mobile device. An existing learning... More

    pp. 668-676

  4. Relationships with Objects and Robots

    Lauren Hall, University of British Columbia, Canada

    This research investigates how discriminatory thinking patterns can be challenged in educational environments, and whether anthropomorphized autonomous robots might facilitate this process. I am... More

    pp. 677-682

  5. A One Year Case Study: How CMC Changed a Veteran Professor’s Perception in his ESOL Course

    Junko Handa, Aoyama Gakuin University, Japan; Barbara Laster, Towson University, United States

    This is a one-year qualitative case study that investigated an experienced professor's evolving perception toward the use of Computer-Mediated-Communication (CMC) in his ESOL course. This... More

    pp. 683-688

  6. Digital Face-to-Face Communication for University-level ELT: Internet Video Chat for Learning English

    Michael Jenks, Yuanpei University, Taiwan

    A Face-to-Face Digital Communications Lab was used by one set of students (Stage 1) to complete eight activity workshops that took them through synchronous and asynchronous web-cam language... More

    pp. 689-698

  7. The Effectiveness of BBS-based Collaborative Learning Project for Inter-Cultural Communication

    Naoko Kasami, J. F. Oberlin University, Japan

    The aim of this research is to investigate to what extent and how Bulletin Board System (BBS)-based exchange project supports Japanese university students' intercultural communication. This... More

    pp. 699-704

  8. Research on the Causal Relationship between Emotions and Emotional Transmissions in Email Communication: Analysis Focusing on Emotional Traits

    Yuuki Kato, Tokyo University of Social Welfare, Japan; Shogo Kato & Douglass J. Scott, Waseda University, Japan

    According to Kato & Akahori (2005) and Kato, Kato, & Akahori (2006), subjects with whom emotional transmissions did not work well in CMC processes had produced more negative and hostile emotions in... More

    pp. 705-712

  9. Who's Talking?: An Investigation of Gender in an Online Education Discussion Forum

    Elizabeth Lloyd, Kingston University, United Kingdom; Dianne Chambers, University of Melbourne, Australia

    Early proponents of computer-mediated communication (CMC) argued that equitable forms of communication could be achieved using online learning environments. However, subsequent feminist research... More

    pp. 713-721

  10. Impact of Social Presence in Computer-Mediated Communication to Effective Discussion on Bulletin Board System

    Kouki Sato, Education Center for International Students, Nagoya University, Japan

    This paper describes social presence, the degree to which a person feel socially and emotionally connected, as an important factor for effective computer-mediated communication (CMC). In this study... More

    pp. 722-731

  11. Live Chat / E-Mail in SLA: Two tools, two methods, one outcome.

    Ulf Schuetze, University of Victoria, Canada

    This session reports on a hybrid second language course using three learning environments: face-to-face communication; multi-media lab; online component. The course was taught at the University of ... More

    pp. 732-736

  12. A Review of Research on Factors That Impact Online Discussions

    Alexandru Spatariu, Linda Quinn & Kendall Hartley, University of Nevada, Las Vegas, United States

    In support of online discussions research, this review classifies and describes different factors such as instructional interventions and learner characteristics that affect the quality of... More

    pp. 737-742

  13. Connecting Students in Online Learning Environments through Asynchronous Computer-Mediated Communication: An Investigation of Students’ Motivation

    Kui Xie & Vance Durrington, Mississippi State University, United States

    The present study investigates students' motivation and goal orientation in online discussion activities associated with an online instructional technology class. Students will participate in an... More

    pp. 743-746

  14. Exploring Group Interaction in Synchronous Computer-Mediated Communication (CMC) in an International Distance Course

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

    This study was conducted between two leading universities between Taiwan and Japan for investigating the patterns of interaction, supportive behavior preferences and helpfulness of synchronous... More

    pp. 747-753

  15. Information Design for Podcasts

    Maria Avgerinou, Joe Salwach & Diane Tarkowski, DePaul University, United States

    Few (if any) podcasters have considered information design. Information design is an interdisciplinary field, and comprises studies of technology and processes for the creation and use of... More

    pp. 754-756

  16. Learning Design for Nomadic Digital Natives

    Tom Boyle, London Metropolitan University, United Kingdom; David Kennedy, Hong Kong University, Hong Kong; Elaine Pearson, University of Teeside, United Kingdom; Doug Vogel, City University of Hong Kong, Hong Kong

    In this panel four short talks will outline a range of key issues in mobile learning. These themes include the opportunities for more flexible access to learning opportunities, and the challenges ... More

    pp. 757-760

  17. Emergent Learning Design for the Workplace

    Colleen Carmean, Capella University, United States

    With its vast volumes of information and quick access, the Internet has changed how, where and when we learn (Brown, 2000; G. Siemens, 2005). In the workplace, the Internet has enabled less... More

    pp. 761-766

  18. Customization, Personalization and Randomization: Making Interactions Mean Something

    Britt Carr & Gail Campbell, Miami University, United States

    The production of effective and inexpensive interactive learning objects is a constant challenge for any institution's instructional development team. In this presentation, two Instructional... More

    pp. 767-769

  19. Interactivity: A Practice-based Approaches to Research in Enhancing User Interactive Experience

    Pai-Ling Chang, Shih Hsin University, Taiwan

    This research explores the occurrence of interactivity in digital media design. Through the combination of design experimentation and theoretical discussion the research proposes a model of... More

    pp. 770-777

  20. Learning Object Design considerations for small screen handheld devices

    John Hedberg, Macquarie University, Australia; Daniel Churchill, Hong Kong University, Hong Kong

    The key limitation of handheld technology for the delivery of learning objects is the small screen that is available for effective display. The smallness of the screen not only adversely affects... More

    pp. 778-787