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E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

October 2005

Editors

Griff Richards

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Table of Contents

9
This conference has 9 award papers. Show award papers

Number of papers: 526

  1. Assessing "adult friendliness" of professional distance graduate programs

    Charles van Duren, Athabasca University, Canada

    Athabasca University's School for Computing and Information Systems opened its MSc in Information Systems program in 2001. The program uniquely implements the MSIS 2000 model curriculum in a... More

    pp. 1149-1155

  2. Interactive online training for bioscience learners in the business setting: Design, development, and implementation

    C. Y. Janey Wang, University of Texas, United States

    This paper describes a course developer's experience implementing e-learning courses in the customer education department of a bio-technology company. Topics discussed include the successes,... More

    pp. 1156-1165

  3. Learning Hands-On Skills on the Online Environment

    Shiang-Kwei Wang, New York Institute of Technology, United States

    Online learning courses are inclined to be text-based. For students who are learning multimedia skills, in particular, this can be problematic since demonstration and hands-on activities are... More

    pp. 1166-1171

  4. Guidelines to Upgrade Traditional Classrooms into Multimedia Classrooms

    Weimin Wang, North Carolina Wesleyan College, United States

    As computer technology becomes an integrated part of our life and work, there is a trend among college professors to make use of computers in their daily classroom instruction. Thanks to a Title... More

    pp. 1172-1174

  5. Developing and Using PC Movies as a learning tool

    Judith Welch, University of Central Florida, United States

    Abstract: Each semester, instructors make choices about the allocation of course time and resources to accomplish learning objectives. These decisions involve choosing material to "cover" in the... More

    pp. 1175-1179

  6. W-MIML: E-learning Video Streaming using Digital Watermarking for Synchronized Multimedia Presentation

    Richard Yi Da Xu, University of Technology, Australia; Chee Chern Lim & Jesse Jin, University of Newcastle, Australia

    Traditional inter-media synchronization in e-learning was achieved using external text file descriptors, which are separate to the media stream(s). In recognizing the fact that real-time video... More

    pp. 1180-1185

  7. Result of applying study support system that flow chart diagram displays by synchronizing with source program code to education

    Yoshito Yamamoto, Tokyo University of Science, Japan; Hiroo Hirose, Tokyo University of Science, Suwa, Japan

    We have taught the programming to a lot of students so far. It is very difficult to explain the algorithm of the sorting application etc. from the experience to programming beginner's student. Then... More

    pp. 1186-1192

  8. Migrating University Courses to An Online Format

    Lee Allen, University of Memphis, United States

    This session is designed to present a proposed methodology for converting university courses currently available as face-to-face courses (conducted in a physical location such as a classroom and/or... More

    pp. 1193-1194

  9. Designing and Evaluating User Interfaces for eLearning

    Ronald Aust, University of Kansas, United States; Robert Isaacson, University of Rhode Island, United States

    This article describes the design and evaluation of the user interface for over 50 online modules encompassing 150 lessons, and 100+ hours of mediated instruction. We employed rapid prototyping,... More

    pp. 1195-1202

  10. Multidimensional Assessment of Computer-Supported Collaborative Knowledge Building

    Menucha Birenbaum, Tel Aviv University, Israel

    The presentation will offer a rationale for assessing collaborative knowledge building in asynchronous discussion forums and will present an assessment guide designed for this purpose. The guide... More

    pp. 1203-1208

  11. Interactive Assignments Used for Formative & Summative Assessment

    Paul Blayney, University of Sydney, Australia

    This best practices session reports on one institution's practice of providing individualised interactive assignments to its introductory management accounting classes on a weekly basis. The... More

    pp. 1209-1214

  12. The Instructional Design Process for a Blended Learning Course

    Barbara Brazon, Mary Lynn Brannon & Jacqueline Ritzko, Penn State University, United States

    Two instructional designers and a faculty member will share their experience with a course that was offered using a blended methodology across two campuses in the Penn State University system. The... More

    pp. 1215-1218

  13. Subverting the System? The Need to Understand and Model Disobedience, Autonomy and Strategic Decision Making in Higher Education Students

    Diane Brewster & Rosemary Luckin, IDEAS Lab, University of Sussex, United Kingdom

    Supporting student learning with technology in Higher Education requires a sophisticated learner model. This paper outlines research in progress on students who apparently 'subvert the system'... More

    pp. 1219-1232

  14. Buiding Community and Instruction: setting the basis for

    Mar Camacho, Universitat Rovira i Virgili, Spain

    : Deeply immersed in the Digital Age, the educational use of ICT promotes a new culture of teaching and learning, the pluralisation of learning spaces enables new open and flexible teaching and... More

    pp. 1233-1235

  15. From Instruction to Community Building: setting the basis for 21st century lifelong learning

    Mar Camacho, Universitat Rovira i Virgili, Spain

    Lifelong learning in the 21st century can be exemplified with the creation of communities of practice, in which learners gather together in order to achieve common purposes. This paper is a report ... More

    pp. 1236-1245

  16. Tom Sawyer's Adventure--A Multiple Scenario Game Facilitating Conceptual Learning in Physics

    Kang-pei Chen, Teachers College, Columbia University, United States

    A multiple scenario game (MSG) is constructed for coherent understanding of a physics concept. Selected from Mark Twain's original novel, the scenarios serve in the game as representative surface... More

    pp. 1240-1245

  17. The Instructional Design Model for Online Learning : Thai Cases

    Banjert Chongapiratanakul, Suranaree University of Technology, Thailand

    The purpose of this paper is to discuss and present the results from 3 researches on how to conduct and apply English instructional design model for online learning in "technology limit environment... More

    pp. 1246-1251

  18. Weblogs for Content Management: Building an Online Learning Community in a Graduate Music Theory Class

    Robert Clifford, University of South Florida, United States

    Many who teach classes at a distance attempt to create a sense of community by relying upon chat rooms or bulletin boards. These are useful, but their structure can be problematic. Weblogs... More

    pp. 1252-1255

  19. Promoting Inquiry and Critical Thinking in Online Discussion Boards

    Patricia Comeaux, University of North Carolina at Wilmington, United States; Ele McKenna Byington & Richard Huber, University of North Carolina-Wilmington, United States

    The success of students' learning experiences in online discussion boards is highly dependent on the instructional design of the course and the specific tasks required in these online discussions. ... More

    pp. 1256-1262

  20. From Learning Objects to Learning Activities: References as an Alternative to Pedagogical Metadata

    Christian Dalsgaard, Institute of Information and Media Studies, University of Aarhus, Denmark

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning... More

    pp. 1263-1269