Novel developments in web-based learning technologies: tools for modern teaching
"This book explores a series of issues related to the current state, objectives and future trends of collaborative learning"--Provided by publisher.
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| Format: | Book |
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| Language: | English |
| Published: |
Hershey [u.a.]
Information Science Reference
2010
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| Series: | Premier reference source
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This book explores a series of issues related to the current state, objectives and future trends of collaborative learning"--Provided by publisher. |
| Item Description: | "This book explores a series of issues related to the current state, objectives and future trends of collaborative learning"--Provided by publisher. Includes bibliographical references and index |
| Physical Description: | XXVIII, 401 S. Ill., graph. Darst. |
| ISBN: | 9781605669380 |
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| 245 | 1 | 0 | |a Novel developments in web-based learning technologies |b tools for modern teaching |c [Hrsg.:] Nikos Karacapilidis |
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| 490 | 0 | |a Premier reference source | |
| 500 | |a "This book explores a series of issues related to the current state, objectives and future trends of collaborative learning"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 520 | 3 | |a "This book explores a series of issues related to the current state, objectives and future trends of collaborative learning"--Provided by publisher. | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Web-based instruction | |
| 650 | 4 | |a Education |x Computer network resources | |
| 650 | 4 | |a Teaching |x Computer network resources | |
| 650 | 4 | |a Internet in education | |
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| 700 | 1 | |a Karacapilidis, Nikos |e Sonstige |4 oth | |
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Record in the Search Index
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| adam_text | DETAILED TABLE OF CONTENTS PREFACE XV III CHAPTER 1 VIRTUAL COMMUNITIES
OF PRACTICES IN HIGHER EDUCATION: WH ICH PROCESSES AND TECHNOLOGIES?
EVIDENCE FROM A CASE STUDY I GIANLUCA ELIA, UNIVERSITY O/SALENLO, ILALY
GIUSLINA SECUNDO, UNIVERSITY O/SALENLO, ILALY CESARE TAURINO, UNIVERSITY
0/ SALENLO, ILALY THIS CHAPTER HYPOTHESIZES THAT VIRTUAL COMMUNITY
OFPRACTICES (VCOPS) ARE VALUABLE TO BUSINESS SCHOOLS AND UNIVERSITIES
BECAUSE THEY SUPPORT EFFECTIVELY THE EMERGING PARADIGMS OF JUST-IN-TIME,
ACTION BASED AND COLLABORATIVE LEARNING. IT PRESENTS A CASE STUDY OF A
VCOPS CALLED VIRTUAL EBMS IN HIGHER EDUCA- TION SETTING, DESCRIBED AS
A PROCESS-ORIENTED MODEL, COMPOSED BY FOUR MAIN COMPONENTS: THE PEOPLE
PARTICIPATING IN THE COMMUNITY, THE PROCESSES ENABLING THE KNOWLEDGE
FLOWS WITHIN THE COMMUNITY, THE PURPOSE OF THE COMMUNITY IN TERMS OF
VALUE CREATED FOR THE BUSINESS SCHOOL, AND THE TECHNOLOGY FACILITATING
THE INTERACTIONS BETWEEN THE COMMUNITY MEMBERS. INDEED, FROM THE
TECHNOLOGICAL POINT OF VIEW, THE COMMUNITY IS SUPPORTED BY AN INTEGRATED
WEB LEARNING AND KNOWLEDGE MANAGEMENT PLATFORM, WHOSE FUNCTIONALITIES
SUPPORT THE CORRESPONDING KNOWLEDGE PROCESSES AND ACTIONS. SOME
PRELIMINARY RESULTS EXPRESSED IN TERMS OFINTELLECTUAL CAPITAL WILL END
THE CHAPTER, ALONG WITH THE VALUE CREATED FOR THE COMMUNITY MEMBERS.
CHAPTER 2 EXPLOITING VIRTUAL ENVIRONMENTS AND WEB 2.0 IMMERSIVE WORLDS
TO SUPPORT COLLABORATIVE E- LEARN ING COM MUN ITIES 20 CHRISLOS BOURAS,
UNIVERSITY 0/ PALRAS, GREECE ERI GIANNAKA, UNIVERSITY 0/ PALRAS, GREECE
THRASYVOULOS TSIALSOS, ARISLOLLE UNIVERSITY O/THESSALONIKI, GREECE THE
MAIN GOALOFTHIS CHAPTER IS TO FACILITATE EDUCATIONAL DESIGNERS AND
DEVELOPERS BY PROVIDING A POINT OFREFERENCE FOR MAKING DECISIONS ON HOW
TO INCORPORATE 3D ENVIRONMENTS INTO THE APPLICATIONS THEY DE- VELOP AS
WEIL AS FOR EXTENDING THEIR CAPABILITIES BY INTEGRATING MORE
FUNCTIONALITY. THEREFORE, THIS CHAPTER PRESENTS THE DESIGN PRINCIPLES
FOR VIRTUAL SPACES, WHICH AIM AT SUPPORTING MULTI-USER COMMUNICATION IN
WEB-BASED LEARNING COMMUNITIES. IN ADDITION THE IMPLEMENTATION OFTHESE
PRINCIPLES IS PRESENTED USING AS POINT OF REFERENCE EVE TRAINING AREA.
THIS ENVIRONMENT CONSTITUTES A THREE-DIMENSIONAL SPACE WHERE
PARTICIPANTS, REPRESENTED BY 3D HUMANOID AVATARS, HAVE THE ABILITY TO
USE A VARIETY OF3D E-COLLABORATION TOOLS FOR LEARNING TOGETHER.
FURTHERMORE, THIS CHAPTER PRESENTS HOW THESE PRINCIPLES COULD BE USED AS
CRITERIA FOR VALIDATING AND EXTENDING READY WEB2.0 IMMERSIVE WORLDS FOR
SUPPORTING COLLABORATIVE E-IEARNING. FINALLY, COLLABORATIVE E-IEARNING
USAGE SCENARIOS THAT COULD BE REALIZED BY EXPLOITING COLLABORATIVE
VIRTUAL ENVIRONMENTS ARE DESCRIBED. CHAPTER3 WEB TECHNOLOGIES AND
E-LEARNING STRATEGIES FOR NEW TEACHING PARADIGMS 46 ANTONIO CARTELLI,
UNIVERSITY OFCASSINO, ITALY THE CHAPTER AIMS AT PRESENTING SO ME
TEACHING EXPERIENCES THE AUTHOR MADE FOR THE INTRODUCTION OFTHE JCT AND
ESPECIALLY OF WEB TECHNOLOGIES IN TEACHING. IN THE INTRODUCTION THE NEED
FOR THE INTRODUCTION OF DIGITAL LITERACY STRATEGIES IN EDUCATION AND THE
ACQUISITION OF DIGITAL COMPETENCES IN THE KNOWLEDGE SOCIETY ARE
DISCUSSED. SOON AFTER, THE PROBLEMS TEACHERS HAVE TO FACE IN TODAY
SOCIETY ARE ANALYZED AND THE RECOMMENDATIONS OF NATIONAL AND
SUPRA-NATIONAL INSTITUTIONS FOR THE CONTINUOUS EDUCATION OF THESE
PROFESSIONALS ARE REPORTED (I.E., THE EUROPEAN CASE IS ALMOST
EXCLUSIVELY DISCUSSED). SUBSEQUENTLY A NEW TEACHING PARADIGM BASED ON
THE IMPLEMENTATION OF PRACTICES IS PROPOSED AND THE FEATURES OF THE
INFOR- MATION SYSTEM TETIS, WH ICH MADE POSSIBLE THE USE OFTHAT PARADIGM
IN A MASTER COURSE FOR TEACHERS, IS EXPLAINED. IT IS EVIDENCED, AMONG
OTHER THINGS, HOW THAT SYSTEM (BORN FOR MAKING TRANSPARENT TEACHING
PROCESSES AND IMPLEMENTING TEACHERS PRACTICES) HAS BEEN USED TO
IMPLEMENT THE CHANGES INDUCED BY THE NEW REGULATIONS IN THE ITALIAN
SCHOO . THE RESULTS FROM THE FINAL QUESTIONNAIRE FOR THE EVALUATION
OFTHE USE OFTHE TETIS PLATFORM, SUBMITTED TO THE TEACHERS WHO ATTENDED
THE MASTER COURSE, ARE AT LAST DISCUSSED AND NEW PROPOSALS FOR AN
EFFECTIVE INTRODUCTION OF NEW TECHNOLOGIES AT SCHOOL IS PROPOSED.
CHAPTER 4 TEACHING DIMENSION IN WEB-BASED LEARNING COMMUNITIES 59
FRANCESCA POZZI, ISTITUTO TECNOLOGIE DIDATTICHE - CNR, ITALY THE CHAPTER
TACKLES THE ISSUE OF THE TEACHING DIMENSION IN COMPUTER-SUPPORTED
COLLABORATIVE LEARNING (CSCL) CONTEXTS. IN PARTICULAR, IT DESCRIBES TWO
WEB-BASED COURSES THAT WERE HELD IN 2006-ONE BY THE JSTITUTO TECNOLOGIE
DIDATTICHE - CNR AND ONE BY THE UNIVERSITY OF GENOA, WH ICH, WHILE
SHARING THE SOCIOCONSTRUCTIVIST THEORETICAL FRAMEWORK, ADOPT DIFFERENT
APPROACHES AS FAR AS THE TEACHING DIMENSION IS CONCERNED: WHILE IN THE
FORMER COURSE TUTORS WERE ASKED TO COVER ALL THE FUNCTIONS TYPICALLY
REQUIRED BY E-TUTORS, IN THE LATTER, EXPERIENCE FUNCTIONS WERE
DISTRIBUTED ACROSS A VARIETY OF ACTORS. THE AIM OFTHE WORK IS TO FOSTER
REFLECTIONS ABOUT STRONG POINTS AND WEAKNESSES OFTHE TWO APPROACHES,
THUS LEADING TO CONSIDERATIONS CONCERNING THE APPLICABILITY OF THE
MODELS EVEN IN CONTEXTS DIFFERENT FROM THE ORIGINAL ONES. CHAPTER 5
MANAGEMENT OFLECTURE TIME: USING THE WEB TO MANIPULATE EXTRINSIC
COGNITIVE LOAD 69 MICHAEL A. CHILTON, KANSAS STATE UNIVERSITY, USA ANIL
GURUNG, NEUMANN COLLEGE, USA THE VARIETY OF NEW TECHNOLOGIES AVAILABLE
FOR C1ASSROOM USE REQUIRES A CHOICE NOT JUST BETWEEN THE TECH- NOLOGICAL
OPTIONS, BUT AMONG THEM AS WEIL, SINCE AN EDUCATOR MAY CHOOSE A SINGLE
OPTION OR INCLUDE A MIX OFMEDIA. THIS STUDY INVESTIGATES A PARTICULAR
MIX OF ADVANCED TECHNOLOGY AND ITS EFFECT ON STUDENT LEARNING OUTCOMES.
THE AUTHORS EXPERIMENTAL DESIGN COMPARES OUTCOMES FROM A TRADITIONAL
TEACHING FORMAT WITH THOSE OF A MORE ADVANCED WEB-BASED FORMAT. THIS
MODEL IS BASED ON COGNITIVE LOAD THEORY, IS DEVELOPED FROM PERCEPTIONS
OFTHE STUDENTS, AND IS ANALYZED USING FACTOR ANALYSIS. THE RESULTS BASED
ON THIS QUALITATIVE MODEL SHOW PROMISE FOR DELVING FURTHER INTO THE
ASSESSMENT OF LEARNING. THIS WOULD PROVIDE RESEARCHERS WITH ADDITIONAL
TOOLS TO HELP EVALUATE THEIR RESULTS AND EDUCATORS WITH A BASIS ON WHICH
TO MAKE DECISIONS REGARDING WHICH ADVANCED TECHNOLOGIES TO USE. CHAPTER6
ONSITE AND ONLINE STUDENTS AND PROFESSORS PERCEPTIONS OF ICT USE IN
HIGHER EDUCATION 83 GERARD FILLION, UNIVERSITY 0/ MONCTON, CANADA MOEZ
LIMAYEM, UNIVERSITY 0/ ARKANSAS, USA THERESE LA/ERRIERE, LAVAL
UNIVERSITY, CANADA ROHERT MANTHA, LAVAL UNIVERSITY, CANADA FOR THE PAST
TWO DECADES, INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) HAVE
TRANSFORMED THE WAYS PROFESSORS TEACH AND STUDENTS LEAM. THIS STUDY AIMS
TO INVESTIGATE THE PERCEPTIONS OF ONSITE AND ONLINE STUDENTS AND
PROFESSORS. IT WAS CONDUCTED INTO ICT-SUPPORTED OR TECHNOLOGY-RICH
ENVIRONMENTS AT A FACULTY OF ADMINISTRATION OF A LARGE CANADIAN
UNIVERSITY. TO CONDUCT THE STUDY, A MODERATOR-TYPE THEORETICAL RESEARCH
MODEL WAS DEVELOPED, OUT OFWHICH NINE HYPOTHESES WERE FORMULATED. THE
AUTHORS USED A MULTIMETHOD APPROACH TO COLLECT DATA, THAT IS, A WEB
SURVEY INVOLVING OPEN- AND C1OSED-ENDED QUESTIONS, AS WEIL AS A
STRUCTURED INTERVIEW. THE SAM PIE WAS COMPOSED 0013 STUDENTS WHO
COMPLETED AN ELECTRONIC SURVEY ON A WEB SITE AND 16 PROFESSORS TEACHING
TO THESE STUDENTS WHO PARTICIPATED IN A STRUCTURED INTERVIEW. THE
QUANTITATIVE DATA ANALYSIS WAS PERFORMED USING A STRUCTURAL EQUATION
MODELING SOFTWARE, THAT IS, PARTIAL LEAST SQUARES (PLS); THE QUALITATIVE
DATA WERE ANALYZED FOLLOWING A THEMATIC STRUCTURE USING QSR NVIVO
SOFTWARE. CHAPTER 7 PROFILING GROUP ACTIVITY OFONLINE ACADEMIC
WORKSPACES: THE HELLENIC OPEN UNIVERS ITY CASE STUDY 118 D. KARAISKAKIS,
HELLENIE OPEN UNIVERSITY, GREECE D. KALLES, HELLENIE OPEN UNIVERSITY,
GREECE TH. HADZILACOS, HELLENIE OPEN UNIVERSITY, GREECE ALL
UNDERGRADUATE AND POSTGRADUATE STUDENTS OFTHE HELLENIC OPEN UNIVERSITY
(HOU) ATTEND COURSES AT A DISTANCE. THE LACK OF A LIVE ACADEMIC
COMMUNITY IS REPORTED BY MANY AS A DRAWBACK IN THEIR STUDIES. SYSTEMATIC
EXPLOITATION OF NEW COMMUNICATION AND COLLABORATION TECHNOLOGIES IS
DESIRABLE IN HOU BUT CANNOT BE IMPOSED UNIVERSALLY AS THE AVERAGE
STUDENT S IT COMPETENCE LEVEL IS RELATIVELY LOW. THIS WORK PRESENTS A
KEY ASPECT OFTHE DEVELOPMENT OF AN INTEGRATED COMMUNICATION ENVIRONMENT
IN WHICH COLLABORATION SPACES SERVING AS OPEN COMMUNITIES PLAYA KEY ROLE
IN USER ENGAGEMENT IN THE WHOLE COM- MUNICATION ENVIRONMENT. TO TRACK
AND EVALUATE USER PARTICIPATION, THE AUTHORS PROPOSE TO USE INDICES
DRAWN FROM INEXPENSIVELY COLLECTED USAGE DATA. SUCH INDICES, WHEN
COMBINED WITH DETAILED KNOWLEDGE OFTHE INTERNAL WORKINGS OFUSER GROUPS,
PROVIDE CONCRETE EVALUATION OFTHE COMMUNITY ONLINE ACTIVITY. CHAPTER 8 A
METHOD OF BUILDING LEAMER MODEL IN PERSONALIZED E-LEAMING 133 XIYUAN WU,
XI AN JIAOTONG UNIVERSITY, CHINA QINGHUA ZHENG, XI AN JIAOTONG
UNIVERSITY, CHINA HAO WANG, XI AN JIAOTONG UNIVERSITY, CHINA HAIFEI LI,
UNION UNIVERSITY, USA GUANGDONG LIU, XI AN JIAOTONG UNIVERSITY, CHINA
LEAMER MODELING IS THE KEY ASPECT IN PERSONALIZED E-IEAMING. THE QUALITY
OFTHE PERSONALIZATION LARGELY DEPENDS ON THE ACCURACY OF THE LEAMER
MODEL. THE CORE DATA OF A LEARNER MODEL INCLUDE GENERALLY LEAMER S
PERSONALITY CHARACTERISTICS, INTERESTING ETC. WHILE PERSONALITY
CHARACTERISTICS CAN DESCRIBE A LEAMER S STABLE TRACES INTEMALLY,
INTEREST CAN DESCRIBE SOMETHING THAT A LEARNER WANTS EXTERNALLY. BUT, A
LEARNER S PERSONALITY CHARACTERISTIC MAY HAVE MANY ATTRIBUTES, AND ALL
OF THEM MAY NOT HAVE EQUAL VALUES, WHILE LEAMER INTERESTS EXIST
IMPLICITLY IN THE INFORMATION OF LEARNER NETWORK BEHAVIOR. THE WORK
DISCUSSES AND EVALUATES HOW TO FIND THE KEY PERSONALITY ATTRIBUTES AND
THEIR WEIGHT, AND HOW TO MINE LEARNER INTEREST FROM LEARNER BEHAVIOR.
THE METHOD HAS BEEN SUCCESSFULLY USED IN CHINA E-IEARNING FOR A MAJOR
RESEARCH UNIVERSITY. THE EXPERIMENTAL EVALUATION SHOWS THE MODELING
METHOD IS EFFECTIVE IN PERSONALIZED E-IEARNING. CHAPTER 9 ORPAF: AN
ENVIRONMENT FOR ADAPTIVE HYPERMEDIA COURSES IN THE SEMANTIC WEB CONTEXT
159 AMEL YESSAD, UNIVERSITE BADJI MOKHTAR, ALGERIE CATHERINE
FARON-ZUCKER, UNIVERSITE DE NICE SOPHIA, FRANCE PETER SANDER, UNIVERSITE
DE NICE SOPHIA, FRANCE MED TAYEB LASKRI, UNIVERSITE BADJI MOKHTAR,
ALGERIE ADAPTIVE LEARNING SUPPORT FOR LEAMERS BECOMES VERY IMPORTANT IN
THE CONTEXT OF INCREASING RE-USE OF RESOURCES FROM HETEROGENEOUS AND
DISTRIBUTED LEARNING REPOSITORIES. THIS CHAPTER PRESENTS ORPAF, AN
ADAPTIVE EDUCATIONAL HYPERMEDIA (AEHS) AND WEB-BASED SYSTEM WHICH
INTEGRATES SEMANTIC WEB MODELS AND TECHNOLOGIES IN ORDER TO ACHIEVE
INTEROPERABILITY WITH E-IEARNING SYSTEMS. THE KEY FEATURE OFORPAF IS THE
CONSTRUCTION OF ADAPTIVE HYPERMEDIA COURSES: BOTH THE COURSE STRUCTURE
AND THE COURSE CONTENT ARE DYNAMICALLY GENERATED AND ADAPTED TO
LEARNERS. ON THE ONE HAND, A LEARNING ONTOLOGY IS PROPOSED TO DESCRIBE,
AT A META-LEVEL, ABSTRACT CHARACTERISTICS OF AN E-IEARNING SYSTEM. THIS
LEARNING ONTOLOGY IS INSTANTIATED TO CONSTRUCT LEARNING MODELS: DOMAIN
MODEL, LEARNER MODEL AND PEDAGOGICAL MODEL. ON THE OTHER HAND, SEMANTIC
ANNOTATIONS AND A SEMANTIC RELEVANCE MEASURE ARE PROPOSED TO IMPROVE THE
LOM METADATA ASSOCIATED TO LEAMING RESOURCES IN ORDER TO REUSE AND SHARE
THEM. THE AUTHORS TESTED THE PROTO- TYPE ON LEARNERS IN ORDER TO
EVALUATE THE USABILITY OFORPAF AND TO DETERMINE THE CONCEPTUAL
CAPABILITIES DEVELOPED BY LEARNERS WHO USED IT. CHAPTER 10 E-LEAMING
WITH WIKIS, WEBLOGS AND DISCUSSION FORUMS: AN EMPIRICAL SURVEY ABOUT THE
PAST, THE PRESENCE AND THE FUTURE 174 REINHARD BERNSTEINER, UNIVERSITY
FOR HEALTH SCIENCES, AUSTRIA HERWIG OSTERMANN, UNIVERSITY FOR HEALTH
SCIENCES, AUSTRIA ROLAND STAUDINGER, UNIVERSITY FOR HEALTH SCIENCES,
AUSTRIA THIS CHAPTER EXPLORES HOW SOCIAL SOFTWARE TOOLS CAN OFFER
SUPPORT FOR INNOVATIVE LEARNING METHODS AND INSTRUCTIONAL DESIGN IN
GENERAL AND THOSE RELATED TO SELF-ORGANIZED LEARNING IN AN ACADEMIC
CONTEXT IN PARTICULAR. IN THE FIRST SECTION THE THEORETICAL BASIS FOR
THE INTEGRATION OF WIKIS, DISCUSSION FORUMS AND WEB LOGS IN THE CONTEXT
OF LEARNING ARE DISCUSSED. THE SECOND PART PRESENTS THE RESULTS OF AN
EMPIRICAL SURVEY CONDUCTED BY THE AUTHORS AND EXPLORES THE USAGE
OFTYPICAL SOCIAL SOFTWARE TOOLS WHICH SUPPORT LEARNING FROM A STUDENT S
PERSPECTIVE. THE CHAPTER CONCLUDES THAT SOCIAL SOFTWARE TOOLS HAVE THE
POTENTIAL TO BE A FITTING TECHNOLOGY IN A TEACHING AND LEARNING
ENVIRONMENT. CHAPTER 11 SOCIAL TAGGING AND LEARNING: THE FUZZY LINE
BETWEEN PRIVATE AND PUBLIC SPACE 199 A. KOHLHASE, GERMAN CENTRE FOR
ARTIFIEIAL INTELLIGENEE, GERMANY MREIEHEL, WATERFORD INSTITUTE
OFTEEHNOLOGY, IRELAND SOCIAL TAGGING SYSTEMS CELEBRATE ENORMOUS GROWTH
RATES ON THE WORLD WIDE WEB. THIS CHAPTER LOOKS AT SOCIAL TAGGING FROM
AN EDUCATIONAL PERSPECTIVE, PARTICULARLY ITS USE FOR EDUCATIONAL
ENVIRONMENTS. THE AUTHORS IDENTIFY THE PROCESSES UNDERLYING SOCIAL
TAGGING FROM AN EMBODIED INTERACTION PERSPECTIVE. THE AUTHORS WILL
SUPPORT THE THESIS THAT EMERGING FOLKSONOMIES ARE AT THE BASE OF
MEANINGFUL INTERAC- TION PROCESSES BETWEEN USER AND SYSTEM AND ALSO, AT
THE SAME TIME, SOCIAL PROCESSES BETWEEN GROUPS OF PEOPLE. THIS CHAPTER
ARGUES THAT THE FUZZY LINE BETWEEN PRIVATE AND PUBLIC SPACE PLAYS A
CRUCIAL ROLE. MOREOVER, TAGS REPRESENT EMBODIED CONCEPTUALIZATIONS,
WHOSE POTENTIAL EFFECTIVENESS FOR LEARNING WILL BE DISCUSSED IN THIS
CHAPTER. THE AUTHORS WILL PROVIDE AN EXAMPLE OFA LEARNING SOFTWARE FOR
CHILDREN (AMICI, IMPLEMENTED BY ONE OFTHE AUTHORS) IN WHICH SOCIAL
TAGGING IS USED TO SUPPORT SHARING IN A PROGRAMMING ENVIRONMENT TO
SHOWCASE HOW EMBODIMENT OF CONCEPTUALIZATION AS WEIL AS CONSTANT
COUPLING THROUGH MOVING BETWEEN PRIVATE AND PUBLIC SPACE IS ACHIEVED
THROUGH TAGGING IN THE SYSTEM. CHAPTER 12 SOME KEY SUCCESS FACTORS IN
WEB-BASED CORPORATE TRAINING IN BRAZIL: A MULTIPLE CASE STUDY 211 LUIZ
ANTONIO JOIA, BRAZILIAN SEHOOL OF PUBLIE AND BUSINESS ADMINISTRATION
OFGETULIO VARGAS FOUNDATION AND RIO DE JANEIRO STATE UNIVERSITY, BRAZIL
MARIO FIGUEIREDO COSTA, BRAZILIAN SCHOOL OF PUBLIE AND BUSINESS
ADMINISTRATION OFGETULIO VARGAS FOUNDATION, BRAZIL BRAZILIAN COMPANIES
ARE INCREASINGLY TURNING TO WEB-BASED CORPORATE TRAINING BY VIRTUE OFTHE
FACT THAT THEY NEED TO TRAIN THEIR EMPLOYEES WITHIN TIGHT BUDGET
CONSTRAINTS IN A COUNTRY OF CONTINENTAL DIMENSIONS. HOWEVER, MOST
OFTHESE COMPANIES DO NOT KNOW WHAT THE CRITICAL SUCCESS FACTORS IN THESE
ENDEAVORS ARE. THEREFORE, THIS ARTICLE SEEKS TO INVESTIGATE SOME KEY
SUCCESS FACTORS ASSOCIATED WITH SUCH DIGITAL ENTER- PRISES. IN ORDER TO
ACHIEVE THIS, THE MULTIPLE CASE STUDY METHOD IS USED, WHEREBY TWO CASES,
BOTH CONDUCTED WITHIN THE SAME BRAZILIAN COMPANY, LEADING TO OPPOSITE
OUTCOMES-A SUCCESS AND A FAILURE--ARE ANALYZED IN DEPTH. THE CONCLUSIONS
REACHED IN THIS CHAPTER WERE THAT GOAL ORIENTATION, SOURCE OF
MOTIVATION, AND METACOGNITIVE SUPPORT WERE THE THREE CRITICAL DIMENSIONS
IN THESE TWO WEB-BASED CORPORATE TRAINING PROGRAMS UNDER ANALYSIS.
LASTLY, SOME MANAGERIAL IMPLICATIONS OFTHESE RESULTS ARE OUTLINED.
CBAPTER 13 A VIRTUAL WORLD ENVIRONMENT FOR GROUP WORK 233 E. BROWN,
ANGLIA RUSKIN UNIVERSITY, UK M HOBBS, ANGLIA RUSKIN UNIVERSITY, UK M
GORDON, ANGLIA RUSKIN UNIVERSITY, UK THIS CHAPTER SEEKS TO SHOW THAT A
VIRTUAL WORLD CAN PROVIDE A USEFUL ADDITION IN THE USE OF COMPUTER-
MEDIATED LEARNING TOOLS. THE AUTHORS DISCUSS THE UNDERLYING EDUCATIONAL
CONTEXT AND LINK THIS TO THE PROPERTIES OF VIRTUAL WORLDS AND, IN
PARTICULAR, THAT OF SECOND LIFE. THEY REPORT ON THE PROGRESS OF A
PROJECT FOR DEVELOPING GROUP WORK THAT SEEKS TO LINK AFFORDANCES IN THE
ENVIRONMENT TO LEARNING OLLT- COMES AND EMPLOYS A SOCIALLY SITUATED,
CONSTRLLCTIVIST, PEDAGOGICAL FRAMEWORK. THE AUTHORS FOUND THAT A VIRTUAL
WORLD ENVIRONMENT CAN ENABLE AUTONOMOUS, DIFFERENTIATED LEARNING THROUGH
THE USE OF SUITABLY STRUCTURED TASKS, AND POSTULATE THAT AN
INDIVIDLLAL S DEPTH OF ENGAGEMENT WITH THE ENVIRONMENT MAY BE LINKED TO
THE LEARNING STYLE. CBAPTER 14 READING COMPREHENSION AS A COMPETENCE TO
DIGITAL MEDIA EXPERT PERFORMANCE 245 MARIA CRISTINA RODRIGUES AZEVEDO
JOLY, SILO FRANCISCO UNIVERSITY, BRAZIL RONEI XIMENES MARTINS, SILO
FRANCISCO UNIVERSITY, BRAZIL THE INFORMATION AND COMMUNICATION
TECHNOLOGIES (ICTS) PRESENT IN THE BRAZILIAN EDUCATION SYSTEM DE-
TERMINE THE DEVELOPMENT OFTECHNOLOGY LITERACY AMONG TEACHERS AND
STUDENTS, WHICH CAN BE MEASURED BY LCT PERFORMANCE. THE TECHNOLOGY
PERFORMANCE SCALE (EDETEC) IS A SELF-REPORTING PSYCHOMETRIC INSTRU- MENT
TO VERIFY WHAT THE STUDENTS CONCEPTIONS ARE ABOUT ICT AND THEIR
PERFORMANCE IN LISING TECHNOLOGY TOOLS. CONSIDERING THE NECESSITY OFTHE
ACQUISITION OFBOTH TECHNOLOGY LITERACY AND READING COMPREHEN- SION
SKILLS TO USE ICT RESOURCES, THIS STLLDY AIMED TO KNOW THE ICT
PERFORMANCE, READING COMPREHENSION ACHIEVEMENT, AND THE POSSIBLE
RELATIONS AMONG THEM. THE PARTICIPANTS WERE 63 BRAZILIAN STLLDENTS FROM
KLO AND KIL. THE EDETEC AND CLOZE TEST WITH OPTIONS WERE APPLIED BY
SCHOOL AND GRADE. THE BEST ICT PERFORMANCE REFERRED TO THE CONCEPT AND
PRODLLCTIVITY TOOLS FACTOR (F2), AND THE ANCOVA (ANALYSIS OF COVARIANCE)
STATISTIC TEST IDENTIFIED THE INFLUENCE OF THE GRADE AND GENRE IN IT.
THERE WAS POSITIVE COR- RELATION BETWEEN READING COMPREHENSION AND
EDETEC. CBAPTER 15 IMPLEMENTATION OF EFFICIENT PROACTIVE COMPUTING USING
LAZY EVALUATION IN A LEARNING MANAGEMENT SYSTEM 258 DENIS ZAMPUNIERIS,
UNIVERSITY 0/ LUXEMBOURG, LUXEMBOURG ZAMPUNIERIS (2006) PROPOSED A NEW
KIND OF LEARNING MANAGEMENT SYSTEM, PROACTIVE LMS, DESIGNED TO HELP
USERS TO BETTER INTERACT ONLINE BY PROVIDING PROGRAMMABLE, AUTOMATIC,
AND CONTINLLOLLS ANALYSES OF THE USERS ACTIONS, AUGMENTED WITH
APPROPRIATE ACTIONS INITIATED BY THE LMS ITSELF. THE PROACTIVE PART OF
THIS LMS IS BASED ON A DYNAMIC RULES-BASED SYSTEM. HOWEVER, THE MAIN
ALGORITHM THE A UTHORS PROPOSED IN ORDER TO IMPLEMENT THE RULES-RUNNING
SYSTEM SUFFERS SOME EFFICIENCY PROBLEMS. THIS CHAPTER PROPOSES A NEW
VERSION OF THE MAIN RULES-RUNNING ALGORITHM THAT IS BASED ON LAZY
EVALUATION IN ORDER TO AVOID UNNECESSARY AND TIME-COSTLY REQUESTS TO THE
LMS DATABASE WHEN A RULE IS NOT ACTIVATED, THAT IS, WHEN ITS ACTIONS
PART WILL NOT BE PERFORMED BECAUSE PRELIMINARY CHECK(S) FAILED. CHAPTER
16 EVAWEB V2: ENHANCING A WEB-BASED ASSESSMENT SYSTEM FOCUSED ON
NON-REPUDIATION USE AND TEACHING 265 A. L. GONZALEZ-TABLAS, UNIVERSIDAD
CARLOS 111DE MADRID, SPAIN A. ORFILA, UNIVERSIDAD CARLOS 111DE MADRID,
SPAIN B. RAMOS, UNIVERSIDAD CARLOS 111DE MADRID, SPAIN A. RIBAGORDA,
UNIVERSIDAD CARLOS 111DE MADRID, SPAIN SECURITY IS ONE OF THE MAIN
PROBLEMS IN WEB-BASED ASSESSMENT SYSTEMS, PARTICULARLY IN GUARANTEEING
THE NON-REPUDIATION OFTEST SUBMISSIONS. THE AUTHORS HAVE DEVELOPED
EVAWEB, A WEB-BASED ASSESS- MENT SYSTEM THAT ADDRESSES THIS ISSUE BY
USING DIGITAL SIGNATURES. MOREOVER, THE USE OFTHIS TECHNOLOGY IN EVAWEB
PROVIDES AREAL CONTEXT TO STUDENTS FOR LEARNING HOW DIGITAL SIGNATURES
WORK. THIS CHAPTER FOCUSES ON THE ENHANCEMENTS THAT HAVE BEEN
INCORPORATED INTO EVAWEB IN ORDER TO DEVELOP AN IMPROVED SECOND VERSION
OFTHE SYSTEM. CHAPTER 17 SOA-FRAMEWORKS FOR MODULAR VIRTUAL LEARNING
ENVIRONMENTS: COMPARING IMPLEMENTATION APPROACHES 277 FREDRIK PAULSSON,
UMEA UNIVERSITY, SWEDEN MIKAEL BERGLUND, UMEA UNIVERSITY, SWEDEN A
GENERAL SOA FRAMEWORK FOR VIRTUAL LEARNING ENVIRONMENTS, BASED ON THE
VWE LEARNING OBJECT TAX- ONOMY, IS SUGGESTED IN THIS CHAPTER. FIVE BASIC
AND GENERAL SERVICES ARE SUGGESTED FOR IMPLEMENTATION OF MODULAR VIRTUAL
LEARNING ENVIRONMENTS. THE DESIGN OFTHE SERVICE FRAMEWORK WAS TESTED BY
IMPLEMEN- TATION IN TWO PROTOTYPES, USING TWO DIFFERENT APPROACHES WHERE
A JAVA-RMI BASED IMPLEMENTATION WAS COMPARED TO A WEB SERVICE (SOAP)
BASED IMPLEMENTATION. BY IMPLEMENTING THE VWE LEARNING OBJECT TAXONOMY
AND THE VWE SOA FRAMEWORK, THE PROTOTYPES SHOWED THAT A LEVEL OF
MODULARITY, SIMILAR TO THE LEVEL OF MODULARITY OF LEARNING OBJECTS,
COULD BE ACHIEVED FOR THE VIRTUAL LEARNING ENVIRONMENT AS WEIL. USING
THE VWE LEARNING OBJECT TAXONOMY, THIS WAS ACCOMPLISHED BY INCLUDING THE
LEARNING CONTENT AND THE VIRTUAL LEARNING ENVIRONMENT INTO THE SAME
CONCEPTUAL SPACE. THE COMPARISON OFTHE PROTOTYPES SHOWED THAT THE WEB
SERVICE APPROACH WAS PREFERRED IN FAVOR OFTHE JAVA-RMI APPROACH. THIS
WAS MAINLY DUE TO PLATFORM NEUTRALITY AND THE USE OFTHE HTTP-PROTOCOL.
THE STUDY WAS SUPPLEMENTED BY AN ANALYSIS OFTHE TWO APPROACHES IN
RELATION TO A THIRD, REST-BASED APPROACH. CHAPTER 18 TOWARDS AUTOMATED
SPECIFICATIONS OF SCENARIOS IN ENHANCED LEARNING TECHNOLOGY 294 A. RIUS
GAVIDIA, UOC OPEN UNIVERSITY O/CATALONIA, SPAIN M A. SIEILIA URBAN, UAH
UNIVERSITY 0/ ALEALA, SPAIN E. GARCIA-BARRIOEANAL, UAH UNIVERSITY 0/
ALEALIJ, SPAIN G. MAEARRO PALAZUELOS, UAH UNIVERSITY 0/ ALEALA, SPAIN
RECENT STANDARDIZATION EFFORTS IN E-IEARNING TECHNOLOGY HAVE RESULTED IN
A NUMBER OF SPECIFICATIONS, HOWEVER, THE AUTOMATION PROCESS THAT IS
CONSIDERED ESSENTIAL IN A LEARNING MANAGEMENT SYSTEM (LMS) IS A LESS
EXPLORED ONE. AS LEARNING TECHNOLOGY BECOMES MORE WIDESPREAD AND MORE
HETEROGENEOUS, THERE IS A GROWING NEED TO SPECIFY PROCESSES THAT CROSS
THE BOUNDARIES OF A SINGLE LMS OR LEARNING RESOURCE REPOSITORY. THIS
CHAPTER PROPOSES TO OBTAIN A SPECIFICATION ORIENTATED TO AUTOMATION THAT
TAKES ON BOARD THE HETEROGENEITY OF SYSTEMS AND FORMATS AND PROVIDES A
LANGUAGE FOR SPECIFYING COMPLEX AND GENERIC INTERACTIONS. HAVING THIS
GOAL IN MIND, A TECHNIQUE BASED ON THREE STEPS IS SUGGESTED. THE
SEMANTIC CONFORMANCE PROFILES, THE BUSINESS PROCESS MANAGEMENT (BPM)
DIAGRAM, AND ITS TRANSLATION INTO THE BUSINESS PROCESS EXECUTION
LANGUAGE (BPEL) SEEM TO BE SUITABLE FOR ACHIEVING IT. CHAPTER 19
BRIDGING THE GAP BETWEEN INSTRUCTIONAL DESIGN AND DOUBLE-LOOP LEARNING
305 HOWARD SPOELSTRA, OPEN UNIVERSITY OF THE NETHERLANDS, THE
NETHERLANDS ELLEN RUSMAN, OPEN UNIVERSITY OFTHE NETHERLANDS, THE
NETHERLANDS JAN VAN BRUGGEN, OPEN UNIVERSITY OFTHE NETHERLANDS, THE
NETHERLANDS ROB KOPER, OPEN UNIVERSITY OFTHE NETHERLANDS, THE
NETHERLANDS MARISTELLA MATERA, POLITECNICO DI MILANO, ITALY THE
IMPLEMENTATION OF DOUBLE-IOOP-IEARNING-BASED EDUCATIONAL SCENARIOS IN
INSTRUCTIONAL DESIGN IN WORKFLOW-IIKE E-IEARNING SYSTEMS APPEARS TO BE
SHOWING A GAP; WHEREAS THE FORMER ASSUMES THAT PRO- CESSES CAN BE
REFLECTED UPON AND CAN BE MODIFIED OR AMENDED BY THE LEARNERS, THE
LATTER ONLY PREDEFINES A LIMITED SET OF RIGID INSTRUCTIONAL PROCESSES.
HOWEVER, AN IMPORTANT ADVANTAGE OF INSTRUCTIONAL DESIGNS IMPLEMENTED IN
WORKFLOW-LIKE E-IEARNING SYSTEMS USING MODELING STANDARDS IS THE EASE
WITH WHICH THEY CAN BE EXCHANGED WITH OTHER (EDUCATIONAL) INSTITUTIONS.
THE WORKFLOW ENVIRONMENT DESCRIBED HERE AIMS TO MAKE LEANER REFLECTION
AND CHANGE TO INSTRUCTIONAL PROCESSES FEASIBLE WHILE MAINTAINING
PORTABILITY. THE AUTHORS PRESENT A DESCRIPTION OFTHE IMPLEMENTATION
OFTHE EDUCATIONAL SCENARIO OFTHE VIRTUAL COMPANY IN THEIR WORKFLOW
ENVIRONMENT THAT MAKES USE OF DYNAMIC WORKFLOW PROCESSES. LEARNERS ARE
PROVIDED WITH PROCESS BUILDING BLOCKS, CALLED ATOMIC ACTIONS, WHICH
THEY CAN USE TO CREATE AND REVISE PROCESSES ON THE F1Y,THUS SUPPORTING
DOUBLE-IOOP LEARNING. CHAPTER20 THE IMPLEMENTATION OF A SERVER-BASED
COMPUTERIZED ADAPTIVE TESTING ON MOBILE DEVICES (CAT-MD) 3 16 EVANGELOS
TRIANTAFILLOU, CENTER OF EDUCATIONAL TECHNOLOGY, GREECE ELISSAVET
GEORGIADOU, CENTER OF EDUCATIONAL TECHNOLOGY, GREECE ANASTASIOS A.
ECONOMIDES, UNIVERSITY OF MACEDONIA, GREECE THE INTRODUCTION OF MOBILE
DEVICES INTO THE LEARNING PEDAGOGY CAN COMPLIMENT E-IEARNING AND
E-TESTING BY CREATING AN ADDITIONAL CHANNEL OF ASSESSMENT WITH MOBILE
DEVICES. THE CURRENT STUDY DESCRIBES THE DESIGN ISSUES THAT WERE
CONSIDERED FOR THE DEVELOPMENT AND THE IMPLEMENTATION OF A CAT ON MOBILE
DE- VICES, THE CAT-MD (COMPUTERIZED ADAPTIVE TESTING ON MOBILE DEVICES).
THE SYSTEM WAS IMPLEMENTED IN TWO PHASES, WHERE INITIALLY, A STANDALONE
PROTOTYPE APPLICATION WAS DEVELOPED IN ORDER TO IMPLEMENT THE
ARCHITECTURE OF THE CAT-MD. AFTER A FORMATIVE EVALUATION, THE SECOND
PHASE TOOK PLACE, WHERE A SERVER-BASED APPLICATION WAS DEVELOPED IN
ORDER TO ADD NEW FUNCTIONALITIES TO THE SYSTEM SO THAT CAT- MD CAN BE AN
EFFECTIVE AND EFFICIENT ASSESSMENT TOOL THAT CAN ADD VALUE TO THE
EDUCATIONAL PROCESS. THE MOBILITY OFTHE CAT-MD ELIMINATES THE NEED FOR A
SPECIALIZED COMPUTER LAB, AS IT CAN BE USED ANYWHERE, INCLUDING A
TRADITIONAL CLASSROOM. CHAPTER 21 INTEGRATING AWARENESS MECHANISMS IN
WEB-BASED ARGUMENTATIVE COLLABORATION SUPPORT ENV IRONMENTS 327 MANOLIS
TZAGARAKIS, RESEARCH ACADEMIC COMPUTER TECHNOLOGY INSTITUTE, GREECE
NIKOS KAROUSOS, RESEARCH ACADEMIC COMPUTER TECHNOLOGY INSTITUTE, GREECE
NIKOS KARACAPILIDIS, UNIVERSITY 01PATRAS, GREECE MUCH RESEARCH HAS BEEN
PERFONNED ON HOW COMPUTER-BASED TECHNOLOGIES MIGHT FACILITATE AWARENESS
AMONG COOPERATING ACTORS. HOWEVER, EXISTING APPROACHES IN PROVIDING
AWARENESS SERVICES PROVE TO BE INADEQUATE IN DATA-INTENSIVE INSTANCES OF
ARGUMENTATIVE COLLABORATION. MOREOVER, THEY FAIL TO ADDRESS THE NEEDS OF
DYNAMIC, WEB-BASED COMMUNITIES. IN THIS CONTEXT, THIS CHAPTER PRESENTS A
LIST OF AWARENESS MECHANISMS THAT HAVE BEEN INTEGRATED IN AN INNOVATIVE
WEB-BASED COLLABORATION SUPPORT TOOL, NAMELY COPE_IT!, THE ULTIMATE AIM
BEING TO SATISFY THE REQUIREMENTS ASSOCIATED TO THE ABOVE REMARKS. THE
PRO- POSED MECHANISMS ARE DESCRIBED AND ELABORATED WITH RESPECT TO
VARIOUS AWARENESS TYPES REPORTED IN THE LITERATURE. COMPILATION OF
REFERENCES 341 ABOUT THE CONTRIBUTORS 379 INDEX 391
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| spelling | Novel developments in web-based learning technologies tools for modern teaching [Hrsg.:] Nikos Karacapilidis Hershey [u.a.] Information Science Reference 2010 XXVIII, 401 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book explores a series of issues related to the current state, objectives and future trends of collaborative learning"--Provided by publisher. Includes bibliographical references and index Erziehung Web-based instruction Education Computer network resources Teaching Computer network resources Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Karacapilidis, Nikos Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-939-7 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019001345&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Novel developments in web-based learning technologies tools for modern teaching |
| title_auth | Novel developments in web-based learning technologies tools for modern teaching |
| title_exact_search | Novel developments in web-based learning technologies tools for modern teaching |
| title_full | Novel developments in web-based learning technologies tools for modern teaching [Hrsg.:] Nikos Karacapilidis |
| title_fullStr | Novel developments in web-based learning technologies tools for modern teaching [Hrsg.:] Nikos Karacapilidis |
| title_full_unstemmed | Novel developments in web-based learning technologies tools for modern teaching [Hrsg.:] Nikos Karacapilidis |
| title_short | Novel developments in web-based learning technologies |
| title_sort | novel developments in web based learning technologies tools for modern teaching |
| title_sub | tools for modern teaching |
| topic | Erziehung Web-based instruction Education Computer network resources Teaching Computer network resources Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Erziehung Web-based instruction Education Computer network resources Teaching Computer network resources Internet in education Computerunterstützter Unterricht Aufsatzsammlung |
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