bluuebunny/crossref_metadata_2025 huggingface dataset:
Developing a Taxonomy for Learning Designs
Authors: Harper Barry , Oliver Ron
Published: May 2011

This chapter describes the development of a taxonomy of learning designs based on a survey of 52 innovative ICT-using projects that formed the basis of a grounded approach to classifying high quality learning designs. The concept of learning designs has the potential to support academics in the process of offering high quality ICT supported learning settings in the higher education sector. The taxonomy is proposed as a mechanism to explore ways in which learning designs can be made accessible to academics and to help with the understanding of the goals of the learning design movement. The development of the taxonomy is described, and user review of the representation of learning designs in a Web context is discussed. Finally, the current gap in the literature about accurate and effective taxonomies describing and distinguishing between various forms of learning design is discussed in relation to future research agendas.
Investigating Prospective Teachers as Learning Design Authors
Authors: Kearney Matthew , Prescott Anne , Young Kirsty
Published: May 2011

This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible ‘test-bed’ for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presented.
Terminological Obfuscation in Online Research
Authors: Lange Patricia G.
Published: May 2011

Many concepts—such as “computer mediated versus face-to-face interaction,” “virtual versus real,” “flaming,” and “anonymity”—that scholars have used for decades have led to theoretical misunderstandings about online and offline communication. This chapter discusses theoretical problems that standard terms introduce. The goal is not simply to urge more precision by defining terms, but rather to show how concepts and their orienting frameworks complicate scholars’ ability to observe and analyze certain data. Use of ill-defined terms may obscure data that lies outside of an orienting term’s worldview. The chapter analyzes concerns with these terms and concludes with suggestions on how to resist unreflective use of terms that complicates open-ended empirical investigation of communicative phenomena.
Computer Mediated Collaboration
Authors: Price Barrie Jo
Published: May 2011

Computer-mediated collaboration is examined through the lenses of societal change and the dynamic nature of technology. Trends and contributing factors are reviewed in the context of the difference between going to work and doing work and the implications for collaboration using technology to overcome distance and time. The demand to work in situations where propinquity does not define the relationship of information, resources, and managerial structure is reviewed. The confluence of social changes and new technologies is examined including the emergence of Web 2.0. Four themes are explored as subsets of computer-mediated collaboration: peer review, engaged learning, consensus building and self-reflection. Technology applications related to these themes are addressed. There is a brief section on the future in which emerging technologies are explored as they relate to computer-mediated collaboration, especially mobile devices and other technologies that represent a merger of existing tool sets.
Corporate Blogging
Authors: Doraiswamy Uma Devi
Published: May 2011

The 21st century has seen revolutionary changes in online communication. Many information centers, educational institutions and business organizations are using Web logs along with other forms of communication to enhance their services. This chapter will explain corporate blogs, both its benefits and risks. It will explain with examples why blogs are important to organizations in terms of knowledge management, team management, marketing, collaboration and building customer relationship. Also it will give suggestions as to how information specialists or librarians, as information managers and disseminators of information in organizations, can assist in setting up blogs and in training the employees to learn the new communication technology.
Global Culture and Computer Mediated Communication
Authors: Fussell Susan R. , Zhang Qiping , Setlock Leslie D.
Published: May 2011

In this chapter, we discuss how culture influences computer mediated communication (CMC). We use an Input-Process-Output (I-P-O) model as a theoretical framework to analyze relationships between culture and CMC. We describe three dimensions of cultural variability—individualism/collectivism, low vs. high context of communication, and task- vs. relationship-orientation—and describe how these dimensions influence people’s reliance on features of CMC. A review of the literature to date suggests that cultural factors do indeed shape how people use CMC. More specifically, auditory and visual cues appear to have more importance for members of collectivistic, high-context, relationship-oriented cultures than they do for members of individualistic, low-context, task-oriented cultures. However, further research is needed to clarify relationships between cultural dimensions and CMC, to understand the role of moderating variables such as gender of participants, task, and group composition, and to provide design guidelines for new tools to support intercultural communication and CMC in developing regions.
Instructional Design Strategies for Business Education
Authors: Chen Irene
Published: May 2011

The purpose of business education is to work cooperatively with the business community to prepare all students to live and work as productive citizens in a changing global society by providing essential business experiences, education, and training. Computer operations are a major part of business education programs. Students learn to operate computers in a modern computer lab using a variety of software that includes word processing, spreadsheet, database, accounting, and desktop publishing. This allows individuals to acquire, develop, and apply academic knowledge and skills. The objectives of the chapter is to discuss how technology competencies taught in business education provide individuals a foundation to work and live as productive citizens in a changing global economy. The author also explores the role of educators in preparing business education students for employment, technology competences, lifelong learning skills, and community responsibility.
An Ontology Driven Model for E-Learning in K-12 Education
Authors: Askar Petek , Kalinyazgan Kagan , Altun Arif , Pekince S. Serkan
Published: May 2011

This chapter introduces the development of a K-12 education ontology for e-learning environments. It presents design and implementation processes, followed by several recommendations for future directions for ontology development. E-learning environments incorporate the notion of semantic web based ontologies into their future directions. Semantic web uses ontologies to show the interconnectedness in a web environment. Ontologies are being developed in order to decrease the annotated amount of markup and increase the reliability of using computational (intelligent) agents. Within the concept of semantic mapping, domain ontology is at the core of intelligent e-learning systems. In order to achieve an ontology for K-12 education, the authors propse a domain-specific ontology PoleONTO (Personilized Ontological Learning Environment) with the emphasis on its development and incorporation into an e-learning environment.
Preservice Teachers' Views of Appropriate Technology
Authors: Polly Drew , Shepard Craig
Published: May 2011

National organizations, federal policy and academic standards all call for technology to be integrated into K-12 classrooms in ways that are likely to influence student achievement. While access to technology is at an all-time high, research on technology use still indicates that teachers do not integrate technology effectively. This chapter focuses on preparing pre-service teachers to integrate technology into their classroom. We present a synthesis of literature on technology in teacher education programs as well as findings from a research study on pre-service teacher’s shifting perceptions of technology integration over approximately a year. Lastly, we provide implications for future research studies regarding the influence of teacher education programs on pre-service teachers’ technology integration development.
Gaming, Cognitive Style, and Feedback in the Achievement of Learning Objectives
Authors: Cameron Brian
Published: May 2011

Research has indicated that the depth of information processing is influenced by the type and intensity of rehearsal methods. However, an efficient and effective strategy for employing feedback in online and computer-based educational gaming environments has yet to be determined. In addition, individual differences, such as cognitive style, have been given little consideration in instructional gaming research. This chapter empirically investigates the effect of using selected types of feedback (knowledge of response and elaborative) and gaming methods on delayed retention. The investigation also examines if a relationship exists between the cognitive style (field independent / field dependent) of the learner and the use of instructional gaming, using different forms of feedback.
Considering Dimensions of the Digital Divide
Authors: Lucey Thomas A. , Grant Michael
Published: May 2011

The Digital Divide refers to the social challenges of inequitable technology distribution and access. Educators must recognize that the digital divide extends beyond the ideas of physical allocation of computers and networks. The purpose of this chapter is to examine more closely the social, cultural and educational dimensions of the digital divide. The social dimension of the divide is considered with regard to societal access of public information and the Internet. An examination of cultural implications follows, highlighting ethnicity and gender issues. Educational dimensions examine literacies and online content, home computer use, school computer use and teacher readiness before presentation of recommendations for addressing these dimensions.
Ethical Practices and Implications in Distance Education
Authors: Demiray Ugur , Sharma Ramesh C.
Published: May 2011

Education is intimately connected with ethics, because holistically speaking education is more than simply passing examinations and acquiring degrees. Education is character building and life long learning. Savants and philosophers throughout the history of humankind have borne testimony to this aspect of education. Today there is a great deal of emphasis on continuous and life long learning which implies that education is a continual learning process and not merely relegated to certification. Our experience in the field of distance education indicates that the profile of distance learners varies, cutting across barriers of gender, class and caste. The distance learner may be suffering from a sense of isolation as he/she makes a return to study after a gap of time or while working. It is there that the distance educator makes a positive, ethical and interventionist role by helping the student to learn beyond the stereotypical classroom situation and can act effectively as the friend, philosopher and guide of the learner. Thus practicing what you preach is the moto of ethics in distance. This chapter deals with ethics in general, its role in distance education and its significance to educational agencies.
Ethical Concerns with Open and Distance Learning
Authors: Russell Glenn
Published: May 2011

Some of the more important ethical concerns associated with open and distance learning are not those that may be faced by learners. Instead, the challenges faced by those that design ODL or use it in their teaching can be seen as increasingly important. These challenges include globalization, which has emphasized instrumental rather than social aims of education, and the use of cognitive rather than affective pedagogies. For ODL designers and teachers, this has resulted in a concentration on cognitive tasks and market-driven aspects of open and distance learning at the expense of the social harmony that might otherwise be achieved. The overarching ethical concern for ODL practitioners should be to implement an appropriate pedagogy that will satisfy both instrumental and social aims. While this can be achieved, in part, through the use of the pedagogies outlined in this chapter, the problem is seen as being associated with deeply interwoven social and cultural contexts. Consequently, there is a greater responsibility for all ODL practitioners to ensure that the choices that they make are ethical at all times, irrespective of the demands of any employer, institution or authority.
Traitor Tracing for Multimedia Forensics
Authors: Jin Hongxia
Published: May 2011

This chapter discusses the cryptographic traitor tracing technology that is used to defend against piracy in multimedia content distribution. It talks about different potential pirate attacks in a multimedia content distribution system. It discusses how traitor tracing technologies can be used to defend against those attacks by identifying the attackers involved in the piracy. While traitor tracing has been a long standing cryptographic problem that has attracted extensive research, the main purpose of this chapter is to show how to overcome many practical concerns in order to bring a theoretical solution to practice. Many of these practical concerns have been overlooked in academic research. The author brings firsthand experience on bringing this technology to practice in the context of new industry standards on content protection for next generation high-definition DVDs. The author also hopes to shed new insightson future research directions in this space.
User Experience of Camera Phones in Social Contexts
Authors: Stelmaszewska Hanna , Fields Bob , Blandford Ann
Published: May 2011

This chapter reports on a qualitative study into people’s use of camera phones for social interaction in co-present settings. The study examined people’s behaviour and positive experiences (e.g., fun, enjoyment, or excitement) when camera phones were used in different spaces (public and private). It was found that camera phones influence social practices. Three distinct practices were observed: sharing a moment now, sharing a moment later, and using photos to initiate social interaction with strangers. The knowledge obtained through the study will offer a conceptual contribution that deepens our understanding of how this emerging and evolving technology is coming to be accommodated into the leisure-related practices of its users.
Human Factors Problems of Wearable Computers
Authors: Barber Chris , Knight James
Published: May 2011

In this chapter wearable computers are considered from the perspective of human factors. The basic argument is that wearable computers can be considered as a form of prosthesis. In broad terms, a prosthesis could be considered in terms of replacement (i.e., for damaged limbs or organs), correction (i.e., correction to ‘normal’ vision or hearing with glasses or hearing aids), or enhancement of some capability. Wearable computers offer the potential to enhance cognitive performance and as such could act as cognitive prosthesis, rather than as a physical prosthesis. However, wearable computers research is still very much at the stage of determining how the device is to be added to the body and what capability we are enhancing.
Improving Stroke-Based Input of Chinese Characters
Authors: Lin Min , Sears Andrew , Herbst Steven , Liu Yanfang
Published: May 2011

This chapter presents a case study of the redesign of the mobile phone keypad graphics that support the Motorola iTap™ stroke-based Chinese input solution. Six studies were conducted to address problem identification, proof of concept evaluation, usability testing in both US and China, and design simplification to support business objectives. Study results confirmed that a new abstract-with-examples design helped users to develop more accurate knowledge regarding stroke-to-key mappings and lead to significant improvements in both text-entry speed and accuracy. The data also showed that, when using the new keypad graphics, the stroke-based input method could outperform the popular Pinyin technique after about 1 hour of casual usage, making the stroke method a competitive alternative for Chinese entry on mobile phones.
Designing Mobile Applications to Support Mental Health Interventions
Authors: Matthews Mark , Doherty Gavin , Coyle David , Sharry John
Published: May 2011

The advent of mobile technology has brought computing to a wide range of new contexts, some of which are highly sensitive and place new constraints on the designer. In this chapter we discuss issues related to the design and evaluation of mobile software for sensitive situations, where access to the end user is extremely restricted. We focus on the specific example of technological interventions that support adolescents in mental health care settings. We examine the practical and ethical constraints placed on access to end users and contexts of use, and how this may affect approaches to design and evaluation. General design recommendations for this area are described. We consider approaches to iterative design with mental health care professionals, and how research on technological and therapeutic aspects may proceed in tandem. We identify methods that can be used when conducting evaluation in these limited situations and describe a methodology for maximising the value of such evaluation. By way of illustration, we present the design and evaluation of a mobile phone-based “mood diary” application designed for use in clinical situations by adolescents undergoing mental health interventions.
A Field Laboratory for Evaluating in Situ
Authors: Høegh Rune T. , Kjeldskov Jesper , Skov Mikael B. , Stage Jan
Published: May 2011

Evaluating mobile technologies “in the real world” is hard. It is challenging to capture key situations of use, hard to apply established techniques such as observation and “thinking aloud,” and it is complicated to collect data of an acceptable quality. In response to these challenges, a “field laboratory” has been developed for evaluating mobile technologies in situ. Facilitating high-quality data collection as well as unobstructed user interaction, the field laboratory allows a small wireless camera to be attached to a mobile device, capturing a close-up image of the screen and buttons. This chapter describes the iterative development of the field laboratory over 4 years of evaluating several mobile systems in field settings. It leads to a description of the current setup and how it is used, and explains the rationales for key decisions on technology and form factors made throughout its development.
SWiM
Authors: Lange Christoph , Kohlhase Michael
Published: May 2011

In this chapter, we present the SWiM system, a prototype semantic wiki for collaboratively building, editing, and browsing mathematical knowledge. SWiM is based on the semantic wiki IkeWiki, but replaces the wiki text with OMDoc, a markup format and ontology language for mathematical documents as the underlying knowledge representation format. Our long-term objective is to evolve SWiM into an integrated platform for ontology-based added-value services. As a social semantic work environment, it will facilitate the creation of a shared, public collection of mathematical knowledge (e.g., for education) and serve scientists as a tool for collaborative development of new theories. We discuss the architecture of the SWiM system focusing on its conceptual base, the OMDoc system ontology. In contrast to other semantic wikis, SWiM uses the system ontology to operationalize the fragments and relations of the underlying representation format, not only the domain ontology, that is, the relations between the represented objects themselves. We will present the prototype implementation of the SWiM system and propose its further evolution into a service platform for science and technology.
Technologies for Semantic Project-Driven Work Environments
Authors: Schandl Bernhard , King Ross , Popitsch Niko , Rauter Brigitte , Povazay Martin
Published: May 2011

As computer and Internet applications became ubiquitous, most daily business must handle an increasing amount of information via several applications and systems such as e-mail applications, file systems, business software, databases, or other systems. Dealing with information flows is not restricted to a special skill level or field of work; it is rather a significant attribute of any computational work environment. Most ongoing tasks in companies are in the context of a project since management strategies force process-driven business and organization. During a project, a large volume of knowledge arises that is connected to the output of the project (products and services) as well as to know-how regarding the project realisation and the use of resources. The important aspect of capturing this knowledge in some form is to impart and recycle organizational knowledge to gain raising efficiency in doing business. This knowledge capture may result in the creation of (digital) documents like, for example, project plans, resource plans, reports, product sheets, and so on. But there is also a second aspect of knowledge capture, regarding a kind of semantic glue between those assets that should be captured in order to be able to relate them to each other (e.g., who did what on a certain project, how do requirement documents and project reports relate, and so forth), that is, to define their context.
Digital Library Service System; Digital Library System; Document Model; Grid Computing; Grid Infrastructure; Institutional Repository; Service Oriented Architecture
Authors: Al-Suqri Mohammed Nasser , Fatuyi Esther O.A.
Published: May 2011

Deliberate exploitation of natural resources and excessive use of environmentally abhorrent materials have resulted in environmental disruptions threatening the life support systems. A human centric approach of development has already damaged nature to a large extent. This has attracted the attention of environmental specialists and policy makers. It has also led to discussions at various national and international conventions. The objective of protecting natural resources cannot be achieved without the involvement of professionals from multidisciplinary areas. This chapter recommends a model for the creation of knowledge-based systems for natural resources management. Further, it describes making use of unique capabilities of remote sensing satellites for conserving natural resources and managing natural disasters. It is exclusively for the people who are not familiar with the technology and who are given the task of framing policies.
From Digital Archives to Virtual Exhibitions
Authors: Foo Schubert , Theng Yin-Leng , Goh Dion Hoe-Lian , Na Jin-Cheon
Published: May 2011

Digital archives typically act as stand-alone digital libraries to support search and discovery by users to access its rich set of digitized materials. Additionally, content stored in these archives have been utilized and combined to create different thematic online virtual exhibitions (VEs). Such exhibitions are important complimentary counterparts to physical exhibitions, especially in the context of cultural institutions such as museums, archives, and libraries. Well constructed VEs can offer alternative experiences to the “real thing” and open up other opportunities that include education and learning, more content beyond physical exhibits, support for active participation and contribution by visitors through forums and uploads, online shopping, and others. This chapter outlines a number of concepts and design considerations for the development of VEs from digital archives. When supported by the right tools and approaches, creation of VEs can be highly effective and efficient with minimal technological knowledge. By considering the important issues of metadata, system architecture design, and development techniques, it becomes possible to generate a series of VEs to meet the needs of different user groups and at the same time cater to the constraints of the client computers, thereby providing the users the best possible experience in engaging with the VEs.
User-Adapted Information Services
Authors: Mandl Thomas
Published: May 2011

This chapter describes personalization strategies adopted in digital libraries. Personalization and individualization are introduced as means to improve the usability of digital library services. The goal of personalization for digital libraries is mainly the presentation of individual results to the user. This can be modelled based on a user interest model which is applied during the search process. Two users with the same query can receive different results based on their interest profile maintained by the system. Typical approaches and systems for individualizing the results of information retrieval systems are presented. The retrieval process is described. Knowledge sources and common knowledge representation for personalization are elaborated. Most common, the search history and documents accessed in the past are exploited for modelling the user interest. Finally, the chapter mentions drawbacks and success factors for personalization and individualization systems.
Visualisation of Large Image Databases
Authors: Schaefer Gerald , Ruszala Simon
Published: May 2011

Following the ever-growing sizes of image databases, effective methods for visualising such databases and navigating through them are much sought after. These methods should provide an “overview” of a complete database together with the possibility to zoom into certain areas during a specific search. It is crucial that the user interacts in an intuitive way with such a system in order to effectively arrive at images of interest. In this chapter, we look at several techniques that have been presented in the literature and allow for browsing and navigation of large image databases.
Reference Services in Digital Environment
Authors: Wan Dollah Wan Ab. Kadir , Singh Diljit
Published: May 2011

Information and communication technologies have been used to assist in various functions of library and information units. Digital reference services that is becoming widely available especially in academic libraries and public libraries around the world provide assistance to remote users especially through e-mail format. This chapter clarifies the concept, format and background of digital reference services. It also focuses on issues, trends and challenges in digital reference services, besides discussing on technological developments in digital reference services. The benefits and limitations of the services are also highlighted in this chapter.
Digital Preservation
Authors: Strodl Stephan , Becker Christoph , Rauber Andreas
Published: May 2011

The rapid ongoing changes in software and hardware put digital information at risk. The challenge is to keep electronic data accessible, viewable, and usable for the future when the original software to interpret them has become unavailable. Digital preservation has thus turned into on of the most pressing challenges not only within the digital library community, but also in other areas such as archives and data centres. This chapter introduces the concepts and challenges in the field of digital preservation including the OAIS reference model. We give an overview about the projects and initiatives worldwide dealing with this challenge. We furthermore present preservation planning as a key concept at the heart of preservation endeavours in detail.
Music Information Retrieval
Authors: Lidy Thomas , Rauber Andreas
Published: May 2011

This chapter provides an overview of the relatively young but increasingly important domain of Music Information Retrieval, an Information Retrieval subdomain, which investigates efficient and intelligent methods to analyze, recognize, retrieve and organize music. After describing the background and the problems that are addressed by research in this domain the chapter gives a brief introduction to methods for the extraction of semantic descriptors from music, which are fundamental to a great number of tasks in Music Information Retrieval. In the subsequent sections, music retrieval, music classification and music library visualization systems are described. All of these systems are developed for the purpose of enhancing organization, access and retrieval in potentially large digital music libraries.
Active Learning and Its Implementation for Teaching
Authors: Frank Moti
Published: May 2011

This chapter discusses active learning and its implementation for teaching. Although active learning is a general term in education, the focus of this chapter is on technological means/tools that can enable active learning. The means presented may be implemented in computer-mediated learning either by students operating a stand-alone local personal computer equipped with appropriate hardware and software or in both synchronous and asynchronous distance learning environments. More specifically, the current chapter discusses two technology-based means that can enable active learning—computerized feedback intervention and interactive animations.
Behavioral Theories that Guide Online Course Design
Authors: Cicciarelli Mary Sue
Published: May 2011

Behaviorism comes from one of three schools of psychology in which theories are categorized. The other two schools are the schools of cognitivism and humanism. It is believed that one school of theory is not better than the other, and individuals are encouraged to apply the theory that is the most appropriate for the student. During the first several decades of the twentieth century, experimental psychologists, William James and his student, Edward L. Thorndike, began to question the use of memorization as a tool for education after their experiments showed that memory was not improved after memorization. Thorndike continued their efforts by promoting the idea of stimulus-response behavioral psychology. It was believed that stimulus-response behavioral patterns could be used by educators to change human behavior and that factors in the environment served as a stimulus for the behavior response. Psychologists would focus on knowledge of how people responded to feedback when performing a task, and they began to think of individuals as self-correcting human beings. Later, other behavioral pioneers such as Ivan Pavlov, B. F. Skinner, Albert Bandura, and Benjamin Bloom would develop additional experimental products to show that the environment had an impact on learning and that all behavior is learned. Because of their beliefs, programs have been developed to help people reduce phobias, learn to read or calculate, develop specific skills, and even increase their ability to relax (Joyce, Weil, & Calhoun, 2000; Pinar, Reynolds, Slatery, & Taubman, 1996).
Cognitive Informatics
Authors: Wang Yingxu
Published: May 2011

Cognitive informatics (CI) is an emerging discipline that studies the natural intelligence and internal information processing mechanisms of the brain, as well as the processes involved in perception and cognition. CI provides a coherent set of fundamental theories and contemporary mathematics that form the foundation for most information- and knowledge-based science and engineering disciplines, such as computer science, cognitive science, neuropsychology, systems science, cybernetics, software engineering, and knowledge engineering.
Distance Education And Learning Style
Authors: Wang Viktor
Published: May 2011

The father of adult education, Malcolm Knowles (1913-1997), predicted in the 1970s that teaching, especiallythe teaching of adults in the 21st century, would be delivered electronically (1970, 1975). His prediction came true. Distance education was created primarily to meet the needs of working adults who could not come to campuses to takes classes because of work and family responsibilities. Today’s academic institutions are in transition. Although colleges continue to attract 62% of high school graduates onto their campuses immediately following graduation, larger numbers of so-called nontraditional learners also are seeking degrees via distance education (Hammonds, Jackson, DeGeorge, & Morris, 1997; Palloff & Pratt, 1999). In response to Knowles’s prediction, giant online universities have been established to meet the increasing demand of degree-seeking working adults. For example, in 2002, the University of Phoenix, part of the Apollo Group, saw its enrollment surpass 100,000 students, making it the largest institution of higher learning in the United States (Bash, 2003). Without its new electronic delivery system, teaching of such a large number of students would be unimaginable. Thanks to the development of information technology (IT), it has solved many problems by changing the roles of students and faculty.
Distance Learning Essentials
Authors: Wang Viktor
Published: May 2011

Time and space no longer separate learners from their instructors. The emergence of distance-learning technologies, especially the Internet and networking technologies connect learners with their instructors. Instructional resources such as training courses, instructional job aids, reference materials, training guides, and lesson plans, as well as teachers, trainers, and other learners that were traditionally available for traditional classroom settings are now attainable via distance-learning technologies by anyone, anywhere, and anytime. As the growth of new information in the digital age accelerates (Gagne, Wager, Golas, & Keller, 2005), the debate revolving around distance-learning essentials has become even more heated among the academic circles. One side of the debate, represented by senior faculty, indicates that distance learning is inferior to traditional classroom learning because it lacks the necessary “face-to-face” interaction. The other side of the debate, representing current researchers and junior faculty, contends that distance learning is no better or no worse than traditional learning, given the fact that distance learning offers both advantages and disadvantages. The same thing is true about traditional classroom learning, which also offers benefits and disadvantages. Regardless of the debate, distance learning is revolutionizing education and training, along with so many other aspects of our lives (Gagne, et al., 2005). Open any job ads for a faculty position and there must be a description requiring a potential faculty member to be able to use distance-learning technologies. Those faculty members who cannot use distance-learning technologies are truly at a disadvantage nowadays.
Gagne's Nine Events of Instruction
Authors: Hricko Mary
Published: May 2011

Robert Mills Gagne (1916-2002) was an American educator, experimental psychologist, and theorist, whose research led to the development of learning theories on instructional design and effective teaching practice. While serving as the Director of the U.S. Air Force’s Perceptual and Motor Skills Laboratory (1949-58), Gagne conducted a series of studies that culminated into his learning theory: Conditions of Learning. Out of this theory, Gagne formulated a model of direct instruction entitled the “Nine Events of Instruction.”
Industrial Technology Pedagogy
Authors: Lawrence Heshium
Published: May 2011

Interpersonal relationships and communication are always developed in a specific cultural context that has its own values, norms, and even institutions to cope with different types and levels of interpersonal relationships (Mamali, 1996, p. 217). Since the dawn of mankind, what separates man from beast is man’s ability to use and develop tools and technology. The use of technology has become so prevalent that it permeates all aspects of our lives, schools, business, and our personal lives. Businesses especially have to broaden and improve their technological skills in order to survive in technology-dependant environments.
K-A-RPE Model
Authors: Tomei Lawrence A.
Published: May 2011

The phenomenon of distance-based learning has dramatically changed the direction and delivery of education in the past decade. Course Web sites, whether used as supplemental resources for face-to-face courses or as essential materials in an online course, have exploded since the mid-1990s. By the end of the millennium, higher education institution world-wide were racing to establish dominance on the distance education bandwagon.
Keyboarding and When to Teach It!
Authors: English Colleen
Published: May 2011

Over the past two decades typewriting has transformed into keyboarding. Twenty years ago students were taking typewriting classes in high school. No one ever thought to teach a first or second grade student how to type. Times have changed and the need to know how to type has steadily increased. This has also put increased pressure on educators to teach students how to use this new technology properly. Many schools have focused energy on teaching students how to use computers to obtain and produce information; they have paid little attention to teaching them how to type on the keyboard quickly and accurately, and with correct technique. But who decides at what age should we teach keyboarding? Who should be teaching these classes (Starr, 2005)?
Learning Through Projects
Authors: Juneau Karen R.
Published: May 2011

Educating through purpose is the foundation of several methods that use projects to organize instruction. Although these methods are quite similar, there are some important conceptual differences that are currently at risk of being overlooked due to similarities in terminology. The project method, project based learning, and the project approach, are all valid approaches to instructional delivery. It is unfortunate that the confusion created by the terminology appears to be creating isolated discussions. The purpose of this article is to identify some of the similarities and differences among these methods in the hope of encouraging new developments in project-related instruction.
Local Area Networks
Authors: Hansen Raymond A. , Rawles Phillip T.
Published: May 2011

Local area networks (LAN) are extremely popular in both the consumer and enterprise markets. The LAN has become ubiquitous throughout both of these markets as the Internet has grown in size and use, PCs have become readily available at an attractive price point, and high-speed broadband connections have become readily available. Yet, with all the usage of LANs for connecting computer equipment of all types, there is no standard, formal industry accepted definition for a local area network (Comer, 2006, 15). According to the Institute of Electrical and Electronics Engineers (IEEE), a local area network is describes as being “distinguished from other types of data networks in that they are optimized for a moderate-sized geographic area, such as a single office building, a warehouse, or a campus” (2001). Some definitions include a distinction concerning physical proximity (Palmer & Sinclair, 2003, 2), while others provide definitions based on topology, physical medium, or performance characteristics. Vendors, governing/standards bodies, and even network managers have yet their own definition of the exact meaning of what a local area network is and means. These definitions tend to use terminology loosely and allow the end user to determine actual meaning based on context and technologies used. The following discussion will give the reader the foundational information of LANs, including LAN addressing (both MAC and IP addressing), architecture, and protocols.
Online Interaction and Threaded Discussion
Authors: Song Hongbo , Wang Shuyan
Published: May 2011

Human beings are social creatures who habitually communicate with each other and share among themselves. Human interaction is the interchange of suppositions, intentions, and meanings. As a vital thinking and socializing tool, interaction is essential for every human activity and is a complex symbolic process in which meaning is created and negotiated as persons in conversations coconstruct their social realities (as cited in Comeaux, 2002). In fact, “The formation of opinion takes place through conversation of individuals with members of groups to which they belong or through that inner conversation of thought which is outer conversation imported into the mind” (Mead, 1938, p. 616). Mead’s “inner conversation of thought” supports the claim that human beings are meaning driven by not only the result of social interaction, but also meanings reprocessed through interpretation (Blumer, 1969).
Organizational Data Warehousing
Authors: Wang John , Hu Xiaohua , Zhu Dan
Published: May 2011

A data warehouse (or smaller-scale data mart) is a specially prepared repository of data created to support decision making. Data are extracted from source systems, cleaned/scrubbed, transformed, and placed in data stores (Gorla, 2003). A data warehouse has data suppliers who are responsible for delivering data to the ultimate end users of the warehouse, such as analysts, operational personnel, and managers. The data suppliers make data available to end users either through structured query language (SQL) queries or custom-built decision-support applications, including decision support systems (DSS) and executive information systems (EIS).
Piaget's Developmental Stages
Authors: Hipsky Shellie
Published: May 2011

Jean Piaget (1896-1980) was a Swiss psychologist whose cognitive-developmental theory left a lasting impression on how child development is viewed. He felt that children are not simply empty vessels into which adults pour knowledge (Piaget, 1952). Piaget based much of his theory on his masterful observations of children, and demonstrated many experiments that study how children adapt and react to their world (Vidal, 2000). One of the main points of his theory was that of adaptation (Piaget, 1971). The child’s mind adapts from infancy to childhood to adulthood to achieve a better fit with external reality. Piaget sensed that children construct knowledge actively as they manipulate and interact with their environments. Many of his thoughts and ideas were influenced by his background in biology. This document will provide insight into Piaget’s Stages of Development as well as look at technology that meets the needs of children at specific times during their life.
Software Engineering in e-Learning Systems
Authors: Martens Alke , Harrer Andreas
Published: May 2011

Regarding the role of software engineering in the development of different types of e-learning systems, a traditional situation is contrasted with a modern state of the art. Traditionally, these systems, especially the intelligent tutoring systems (ITS) or artificial intelligence in education systems (AIED), are developed as research projects (Harrer & Martens, 2006). This means a comparably small group of people is involved in system development; the systems are developed with a research focus and not with respect to reusability, maintenance, robustness, or extensibility. The systems usually are not sold or used over long periods of time. In recent years, e-learning systems have reached maturity. Several e-learning systems are available as software products. They have left the stage of pure research and can now be found in relation with the buzzwords “everyday and lifelong learning.” In particular generic e-learning systems, in contrast to the more research oriented ITS, are nowadays often developed based on software engineering techniques.
Student Response Systems for Active Learning
Authors: Byrnes Lisa , Etter Stephanie J.
Published: May 2011

The importance of a student’s involvement in learning is well documented and well known. It is easy to sum up research related to active learning by simply saying, “students who participate in the learning process learn more than those who do not” (Weaver & Qi, 2005, p. 570). Active learning seeks to create a learner-centered environment and engage students as active participants in their education. The opposite of this is passive learning, which is thought of as the traditional way of teaching where the professor is a subject matter expert whose role is to convey the knowledge to an audience of students (Barr & Tagg, 1995). While the success of active learning is well documented, some instructors may find it difficult to fully engage students as active learners in the classroom. Active learning requires student participation, which is easier for some students than it is for others. Larkin and Pines (2003) found theF common practice of calling on students to promote active learning in the classroom resulted in a “clear and unmistakable pattern of avoidance behavior as reported by both male and female students” because many students seek ways to avoid the psychologically unpleasant situation of providing the wrong answer and looking foolish. Larkin and Pines (2003) argue that if a student’s emotional and cognitive resources become directed towards avoiding the immediate threat of being called on, then arguably the practice of calling on students may reduce active learning, which was the intended goal of calling on the student in the first place. Fortunately, educational technologies are able to assist in this challenge.
Benchmarking Human Resource Information Systems
Authors: Ostermann Herwig , Staudinger Bettina , Staudinger Roland
Published: May 2011

In its most general term a benchmark represents a point of reference from which measurements can be conducted. Translated into a business context, benchmarks may thus serve as “measurements to gauge the performance of a function, operation, or business relative to others” (Bogan & English, 1994, p. 4). Based on that understanding of performance measurement, the essential business concept of the activity of benchmarking can be defined as the continuous and systematic process of improving strategies, functions, operations, systems, products or services by measuring, comparing and analyzing relevant benchmarks in order to produce superior business performance and outperform competitors (Böhnert, 1999; Ellis & Moore, 2006; Guo, Abir, Thengxiang, & Gelfin, 2007; Haverty & Gorton, 2006; Purdum, 2007; Schmitz, 1998; Spendolini, 1992). As human resource information systems (HRIS) are generally regarded as a key facilitator in promoting and securing the efficiency and effectiveness of the human resource (HR) function and are therefore also thought to represent a performance-critical key element of contemporary human resource management (HRM) (Cummings & Marcus, 1994; Hendrickson, 2003; James, 1997), benchmarking activities show the potential to generate valuable information for the management of HRIS. This information derived from the process of comparison to other business information systems or functions may support the buying decision for a new HRIS and represent an essential stimulus for implementation, design, or maintenance activities in order to ensure superior HR and overall business performance.