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IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.最新文献

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The web-based learning environment:a comparative study between the constructivist and content-based approaches 基于网络的学习环境:建构主义与基于内容的学习方式之比较研究
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357668
P. Murugaiah, H. Atan, D. Samsudin, Rozhan Idrus
{"title":"The web-based learning environment:a comparative study between the constructivist and content-based approaches","authors":"P. Murugaiah, H. Atan, D. Samsudin, Rozhan Idrus","doi":"10.1109/ICALT.2004.1357668","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357668","url":null,"abstract":"This article reports on the investigation into the differences in students¿ perceptions when they are subjected to two different instructional designs of the Web-based Learning Environments (WBLEs), one utilising the constructivist approach adapted from the Black and McClintock Model and the other utilsing the traditional content-based approach. As envisaged, the content-based approach of the WBLE received significant favourable responses in terms of the design of the course contents. However, in terms of the content delivery, the respondents felt that the constructivist WBLE provided them with more meaningful learning opportunities through the provision of learning in context, on-line collaboration and the availability of the on-line resources.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116981590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Re-orienting "at risk" literacy learners through multiliteracies development with "learning objects" enacting authentic comprehending and composing contexts on-line 通过多元素养发展，重新定位“处于危险中的”识字学习者，让“学习对象”在网上进行真实的理解和构成语境
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357454
L. Unsworth, J. Harrison
{"title":"Re-orienting \"at risk\" literacy learners through multiliteracies development with \"learning objects\" enacting authentic comprehending and composing contexts on-line","authors":"L. Unsworth, J. Harrison","doi":"10.1109/ICALT.2004.1357454","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357454","url":null,"abstract":"A project funded by the state and federal governments of Australia and New Zealand is developing online interactive learning objects designed to support \"at risk\" middle school students in developing the multiliteracies needed for effective comprehension and composition of traditional and electronic multimedia texts. Two samples of 'authentic' online learning contexts are described and viewed online, a technical overview is provided and feedback from school-based trials of the learning objects is discussed. The sample learning objects can be viewed at http://lex.thelearningfederation.edu.au (user name and password available upon application to the authors).","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117112232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Privacy issues of a smart space for learning 智能学习空间的隐私问题
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357655
T. Klobučar, Vanja Senicar, B. Jerman-Blazic
{"title":"Privacy issues of a smart space for learning","authors":"T. Klobučar, Vanja Senicar, B. Jerman-Blazic","doi":"10.1109/ICALT.2004.1357655","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357655","url":null,"abstract":"Personalized learning solutions typically involve learner profiles with sensitive information and activities that might breach learner's privacy, such as user profiling. In this paper we discuss privacy aspects of a smart space for learning that is being developed in the EU 1ST ELENA project. The paper presents threats and requirements, and describes several privacy-enhancing technology (PET) based solutions.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115497998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Educational technology: hop step jump through the learning communities 教育技术:跳一步，跳一步，通过学习社区
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357753
Piet Kommers
{"title":"Educational technology: hop step jump through the learning communities","authors":"Piet Kommers","doi":"10.1109/ICALT.2004.1357753","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357753","url":null,"abstract":"Educational Technology in the last two decades has conquered the position of intermediate between the autonomous fields of pedagogy and technology. This panel contribution aims at outlining the new Ph.D. school in Joensuu. What should we expect from the candidates before they start? What are the unique selling points of the ET Ph.D. School in Joensuu?","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114365856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Development of the TUP model - evaluating educational software TUP模型评价教育软件的开发
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357627
R. Bednarik, P. Gerdt, Ramin Miraftabi, M. Tukiainen
{"title":"Development of the TUP model - evaluating educational software","authors":"R. Bednarik, P. Gerdt, Ramin Miraftabi, M. Tukiainen","doi":"10.1109/ICALT.2004.1357627","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357627","url":null,"abstract":"Usability evaluation is a crucial step in the iterative software development life-cycle, leading into successful usage of systems. However, most of the usability evaluation methods and tools do not consider all aspects of educational environments. These lacks materialize as unusable results that lead to failures in educational software. Often these results are not comparable and credible, or easily accessible to educators selecting the proper systems for use in their settings; the technology, usability, pedagogy (TUP) evaluation model equally concentrates on the technological, usability, and instructional aspects of educational environments, leading to complete evaluations. In this paper we present the TUP model with the use scenario included and our current WWW prototype of evaluation system based upon it.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114369349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 20
Reuse-based layering: a strategy for architectural frameworks for learning technologies 基于重用的分层:用于学习技术的体系结构框架的策略
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357456
Maeve Paris
{"title":"Reuse-based layering: a strategy for architectural frameworks for learning technologies","authors":"Maeve Paris","doi":"10.1109/ICALT.2004.1357456","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357456","url":null,"abstract":"Efforts to develop standards for learning technologies have developed along two distinct strands: standards for data and information models; and standards for components, interfaces and architectures. Standards relating to architectural frameworks are less well developed, and responsibility for decisions concerning system architecture has been left largely in the hands of developers of proprietary software such as learning management systems. There is growing interest in the development of standards for open architectural frameworks, based on layering, a decomposition technique which is in widespread use in software development. As interoperability and reusability are key concerns for developers of e-learning systems, the choice of an appropriate layering strategy is crucial, and this paper illustrates how a reuse-based layering strategy (as opposed to a more typical responsibility-based strategy) might be applied to e-learning systems in order to enhance reuse and interoperability.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114914026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
A loophole in Moore's law of transactional distance 摩尔交易距离定律的漏洞
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357371
Jon Dron
{"title":"A loophole in Moore's law of transactional distance","authors":"Jon Dron","doi":"10.1109/ICALT.2004.1357371","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357371","url":null,"abstract":"Michael Moore's law of transactional distance predicts an inverse relationship between dialogue and structure in any educational transaction. The greater the dialogue, the lesser the structure and vice versa. This paper describes the theoretical underpinnings of types of virtual learning environment that in some senses break this law by generating structure through dialogue. Such systems might thus cater simultaneously for diametrically different types of learner as well as possess the ability to adapt closely to the needs of groups of learners. Three examples of such environments are described and opportunities for further developments in this field are explored.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114710425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Using and enhancing a normalized IMS-LD description to support learners in their appropriation of a distance-learning curriculum 使用和增强标准化IMS-LD描述，以支持学习者对远程学习课程的使用
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357480
Dorothée Rasseneur-Coffinet, Pierre Jacoboni, P. Tchounikine
{"title":"Using and enhancing a normalized IMS-LD description to support learners in their appropriation of a distance-learning curriculum","authors":"Dorothée Rasseneur-Coffinet, Pierre Jacoboni, P. Tchounikine","doi":"10.1109/ICALT.2004.1357480","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357480","url":null,"abstract":"The general context of our work is the support that can be proposed to a distance learning student in order to appropriate a curriculum to him. In this paper we explore how the IMS learning design (LD) norm can be used to address this issue. An LD model of a curriculum permits the construction of tools that allow a student to visualize different points of view on the curriculum items, annotate his progression in the activities or build individual projects. We present what can be done with an LD model and how this model can be enhanced to propose more helpful appropriation means.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127414968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 15
Collaborative learning of computer applications in the contexts of work, learning, and play 计算机应用在工作、学习和娱乐环境中的协作学习
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357403
D. Hinn, X. C. Wang, M. Twidale
{"title":"Collaborative learning of computer applications in the contexts of work, learning, and play","authors":"D. Hinn, X. C. Wang, M. Twidale","doi":"10.1109/ICALT.2004.1357403","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357403","url":null,"abstract":"The similarities among three independent studies, conducted by the authors, of informal learning in computer-supported collaboration in three different contexts are presented: (1) university undergraduates playing multiplayer videogames; (2) elementary school children playing \"edutainment games\" on a classroom computer during free choice time; and (3) adult computer users offering informal help-giving in a variety of workplace scenarios. These studies indicate that users often interacted in unexpected ways. Additionally, collaboration was both enabled and constrained by the participants' task and social goals. Issues such as the blurred distinction between play, work, and learning and design implications are discussed.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127568334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
ICT in psychology teaching: a formative evaluation 信息通信技术在心理学教学中的应用:形成性评价
IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. Pub Date : 2004-08-30 DOI: 10.1109/ICALT.2004.1357636
Weiqin Chen, R. Reber, Birgitte Gudem, Anne Stokke-Olsen
{"title":"ICT in psychology teaching: a formative evaluation","authors":"Weiqin Chen, R. Reber, Birgitte Gudem, Anne Stokke-Olsen","doi":"10.1109/ICALT.2004.1357636","DOIUrl":"https://doi.org/10.1109/ICALT.2004.1357636","url":null,"abstract":"This paper presents design, development and evaluation of POSbase in psychology teaching. POSbase is a highly flexible system that encourages constructive and self-regulated learning. It also allows researchers and instructors to share their teaching materials and experience. Formative evaluation shows users' positive response toward POSbase as well as requirements for further improvement of the functionalities.","PeriodicalId":291817,"journal":{"name":"IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125277750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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