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Journal of Educational Multimedia and Hypermedia

October 2004 Volume 13, Number 4


Gary H. Marks

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Table of Contents

Number of articles: 10

  1. Learning Objects Symposium Special Issue Guest Editorial

    Erik Duval, Katholieke Universiteit Leuven & Ariadne Foundation, Belgium; Wayne Hodgins, Autodesk & Learnativity, United States; Robby Robson, Eduworks, United States; Dan Rehak, Carnegie Mellon University, United States

    We are very proud to introduce this special issue of the Journal of Educational Multimedia and Hypermedia. The papers included are the best papers we received for a Symposium on Learning Objects ... More

    pp. 331-342

  2. Learning Theory and Instruction Design Using Learning Objects

    Lúcia Blondet Baruque & Rubens Nascimento Melo, PUC-Rio, Brazil

    Instructional System Development (ISD) is a set of procedures for systematically designing and developing instruction. A solid foundation in learning theory is an essential element in the... More

    pp. 343-370

  3. The Design, Development, and Use of Multimedia Learning Objects

    Claire Bradley & Tom Boyle, London Metropolitan University

    This paper concerns the development and use of learning objects to address a real and urgent educational problem—the teaching and learning of introductory programming. The paper outlines the... More

    pp. 371-389

  4. Opportunities for New “Smart” Learning Environments Enabled by Next-Generation Web Capabilities

    Philip Dodds, Randall House Associates, Inc.,, United States; J. D. Fletcher, Institute for Defense Analyses, United States

    Empirical evaluations suggest that use of interactive technologies can reduce the costs of instruction by about one-third. In addition, they can either increase achievement by about one-third while... More

    pp. 391-404

  5. Indexing Learning Objects: Vocabularies and Empirical Investigation of Consistency

    Suzanne Kabel, Robert de Hoog, Bob Wielinga & Anjo Anjewierden, University of Amsterdam

    In addition to the LOM standard and instructional design specifi cations, as well as domain specifi c indexing vocabularies, a structured indexing vocabulary for the more elementary learning... More

    pp. 405-425

  6. Learning DesignerTM: A Theory-Based SCORMCompliant Content Development Tool

    Myunghee Kang, Ewha Womans University; Doo H. Lim, University of Tennessee, United States; Minkyung Kim

    This paper introduces a recently developed e-learning design and development tool called Learning DesignerTM (version 1.0). Learning Designer assists learning designers and developers to build e... More

    pp. 427-447

  7. Institutional Use of Learning Objects: Lessons Learned and Future Directions

    Tony Koppi, Lisa Bogle & Neil Lavitt, University of New South Wales, Australia

    A learning resource catalogue (currently LRC3) that comprises records of learning objects has been used by members of the Universitas 21 Consortium for three years. Five conceptually useful classes... More

    pp. 449-463

  8. A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

    Jason Lukasiak, Shirley Agostinho, Gerrard Drury, Jason Goodes, Sue Bennett, Lori Lockyer, Barry Harper & Ian Burnett, University of Wollongong, Australia

    This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and ... More

    pp. 465-481

  9. Integrating Concept Mapping into Designing a Course Management System

    Hsin-Yih Shyu, Tamkang University, Taiwan; Shang-Hsien Hsieh, National Taiwan University, Taiwan; Yu-Hur Chou

    In higher education, different instructors who teach the same course may vary the instructional paths, pace, and depth of the content. These variations may result in different performances among... More

    pp. 483-506

  10. Overcoming the Limitations of Learning Objects

    David Wiley, Sandie Waters, Deonne Dawson, Brent Lambert, David Wade & Matthew Barclay, Utah State University, United States; Laurie Nelson, Northface University, United States

    There are a number of issues that face individuals who would use learning objects for instructional purposes. These issues include problems with decontextualization, enabling meaningful... More

    pp. 507-521