bluuebunny/crossref_metadata_2025 huggingface dataset:
Serious Linguistic Games as Intelligent Tutoring Systems
Authors: Howell Stephen , Veale Tony
Published: May 2011

Serious games, especially word-based games, have long been popular in print and in modern computer games. Bringing serious word games into the classroom can be a simple distraction for an hour or two, or a comprehensive teaching, learning, and assessment strategy. There are major technical and pedagogical hurdles to integrating games into the common classroom. Firstly, the fact that some serious games attempt to emulate the scope and complexity of successful commercial blockbuster games but suffer from smaller budgets and development teams, making an otherwise excellent game seem lacklustre in comparison. Students are exposed to games that are not commercial successes, so they will become bored or frustrated unless the game is presented in a genre format that invites favourable comparisons with commercial games. The second hurdle is that word games that do not rely on the game mechanism of word spelling, but rather require linguistic data and meta-data about the word relationships.
Field Report
Authors: Bösche Wolfgang , Kattner Florian
Published: May 2011

This chapter reports on the transformation of a classical seminar paper presentation course into a completely virtual classroom experience beginning with the planning phase and ending with the students’ final evaluations. The virtual course included homework lessons and online examinations. Findings on what is actually needed to accomplish this goal are provided, while demonstrating what barriers arose in the process and how they were solved. The course topic was the psychological impact of violent video games and included learning in virtual environments. An up-to-date internet multiplayer game was applied encompassing comprehensive communication features and non-violent interactivity of the players with each other as well as the environment. Beyond the classical paper presentations held via voice chat, accompanying missions for the game were designed to demonstrate the crux of the matter in a playful style. This included both real world procedures well known to the participants such as map reading and vehicle driving as well as rather uncommon ones like flying a helicopter and complex missions with different roles needed like emergency rescue or organized mass killing. This way, participants were able to compare their known real world experiences with virtual ones and evaluate the relevant psychological theories in a comprehensive virtual world. Further, participants could reflect on learning in general and especially on the learning of aggression in virtual environments in a depth that would hardly have been possible without experiencing the interactive phenomena by themselves.
Integration of Educational Games in Synchronous Virtual Classroom
Authors: Rossiou Eleni
Published: May 2011

Higher Education could be seen as an ideal field for the development and wide use of modern technologies and pedagogical methods of cooperative and Web-based education. Many students today are digital natives and thus game-based learning is becoming increasingly popular and highly motivating because of their ability to use computers effectively. The aim of this chapter is to describe the integration of an educational multiplayer game in the context of a synchronous virtual classroom. In particular, what follows is the proposed design and implementation of an instructive intervention whereby many different technological tools are combined simultaneously (LMS, synchronous virtual classroom, and a Web-based Educational Game) in order to support the educational process of the course “Algorithm with C” in the Department of Applied Informatics of University of Macedonia, Thessaloniki, Greece. Furthermore, there is a presentation of the pedagogical and technological framework of the educational proposal that combines methods and techniques of network supported learning and places great emphasis on learning by playing.
LEADER.edu
Authors: Ruben Brent D. , Immordino Kathleen M. , Tromp Sherrie , Agnew Brian
Published: May 2011

Leadership and leadership development have become increasingly frequent topics of discussion in popular, professional, and academic discourse. There is little doubt about the importance of leadership, or leadership development, but there are a number of conceptual and operational issues associated with each. Adding to the challenge is that judgments about the appropriateness of particular methods for leadership development should be reflective of one’s view of the nature of leadership. Simulations and games offer a compelling approach to leadership development, especially because they can be designed to address many dimensions of leadership and to integrate the benefits of other available instructional approaches. Internally-parametered simulation games are particularly well suited for this purpose, and communication and Information Technology, from the simplest to the highly complex, can be extremely useful in supporting this type of simulation. LEADER.edu™, a scenario-based, internally-parametered simulation designed to engage participants in strategic leadership learning experiences using a combination of online access and interactive dialogue and feedback, provides an illustration of this capability. The use of customized scenarios, multiple iterations, conditions emerging from participant activity, and structured reflective learning and debriefing as a part of the activity—all making use of computer-mediated technology—has the potential to provide a robust learning experience, but not without considerable engagement by the designer/facilitator.
Network Cooperation Development Cooperation in the Network Society
Authors: Acevedo Manuel
Published: May 2011

Trends in international development cooperation point to the increasing networking of initiatives and programmes, facilitated by information and communications technology (ICT). This allows many more people and organizations from around the world to contribute to a given project, as with the case of online volunteers. There are various types of networks active in development cooperation, but network management needs to be incorporated by involved organizations in order to extract the expected benefits from their involvement. Network analysis practices will help determine if they are set up and managed appropriately. [Article copies are available for purchase from InfoSci-on-Demand.com]
FOSS Solutions for Community Development
Authors: Rajendran Balaji , Venkataraman Neelanarayanan
Published: May 2011

The use of ICT solutions in developmental activities and the deployment of them in modern telecentres have been widely accepted phenomena. In this article, we examine the use of FOSS – Free/Open source software in ICT solutions and categorize them into two types: ‘FOSS in’ and ‘FOSS for’, in order to emphasize the difference between those solutions, where FOSS play a meager or symbolic role and those solutions that are specifically developed to address a community need. We discuss about our experience in developing a FOSS-based ICT solution that is specifically built to address the needs of a community information system. We illustrate our three-tiered multi-stakeholder model of development, deployment and usage. We also describe our experience in the process of development and pilot deployment of our solution in various locations of India, and emphasize on the synergies between our model and the FOSS mode of ICT solution development.
Socio-Cultural Context of E-Government Readiness
Authors: Zacher Lech W.
Published: May 2011

E-government is not only an innovative idea but, more and more in a growing number of countries, a practical activity of high priority. It reflects the emergence and development of information societies (IS). Socio-cultural context is a framework of e-government strategies and practices. The context will determine the effects of such efforts. It is important to consider and understand the socio-cultural characteristics and functioning of society while its e-government undertakings are planned and introduced. From this point of view, the presently emerging worldwide information societies can be grouped in classes. It may help to analyze the classes’ needs and possibilities and to formulate proper e-government agenda to be implemented. The real specificities and diversities among classes make the IS development multi-trajectory. In our diversified world, the effects will vary greatly. [Article copies are available for purchase from InfoSci-on-Demand.com]
Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill
Authors: Lindgren Eva , Sullivan Kirk P.H. , Zhao Huahui , Deutschmann Mats , Steinvall Anders
Published: May 2011

Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peer-based intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.
Enhancing Service Quality in Hospitals
Authors: Chakraborty Anirban , Rawat Sonal G , Chhabra Susheel
Published: May 2011

Large organizations use multiple data sources, centralize processing in these organizations require analysis of huge database originating from various locations. Data mining association rules help perform exploration and analysis of large amounts of data to discover meaningful patterns which can facilitate effective decision-making. The objective of this article is to enhance service quality in a hospital using data mining. The improvement in service quality will help to create hygienic environment and enhance technical competence among staff members which will generate value to patients. A weighting model is proposed to identify valid rules among large number of forwarded rules from various data sources. This model is applied to rank the rules based on patient perceived service parameters in a hospital. Results show that this weighting model is efficient. The proposed model can be used effectively for determining the patient’s perspective on hospital services like technical competence, reliability and hygiene conditions under a distributed environment.
On-the-Move and in Your Car
Authors: Burnett G.E.
Published: May 2011

The introduction of computing and communications technologies within cars raises a range of novel human-computer interaction (HCI) issues. In particular, it is critical to understand how user-interfaces within cars can best be designed to account for the severe physical, perceptual and cognitive constraints placed on users by the driving context. This article introduces the driving situation and explains the range of computing systems being introduced within cars and their associated user-interfaces. The overall human-focused factors that designers must consider for this technology are raised. Furthermore, the range of methods (e.g. use of simulators, instrumented vehicles) available to designers of in-car user-interfaces are compared and contrasted. Specific guidance for one key system, vehicle navigation, is provided in a case study discussion. To conclude, overall trends in the development of in-car user-interfaces are discussed and the research challenges are raised.
Improving the User Experience of a Mobile Photo Gallery by Supporting Social Interaction
Authors: Vartiainen Elina
Published: May 2011

Today, photo gallery applications on mobile devices tend to be stand-alone and offline. For people who want to share photos with others, many add-on tools have been developed to connect the gallery applications to Internet services to enable photo sharing. The author argues that photo-centric social interaction is best supported when the gallery application is fully integrated with an Internet service. In this case, no additional tools are needed and the user’s image content is fully synchronized with the service. To research the topic, Image Exchange, a service-integrated mobile gallery application with a corresponding Internet service, was designed and implemented. Moreover, a field study was conducted with 10 participants to compare Image Exchange with a state-of-the-art gallery application combined with an add-on photo sharing tool. Image Exchange was preferred by most participants and it was especially appreciated because of the user experience. Above all, the results show that social activity increased amongst the participants while using Image Exchange.
What does Mobile Mean?
Authors: Beale Russell
Published: May 2011

This article presents a perspective on what it really means to be mobile - why being mobile is different. It looks at the technological and physical implications, but really considers the broader issues: the social implications, the impact that data on the move can have on people, and the use of mobile devices as sensors that can drive intelligent, contextual systems that provide a much more effective experience for the user than existing systems do.
Empowering People Rather Than Connecting Them
Authors: Murray-Smith Roderick
Published: May 2011

This article discusses the consequences for the fundamentals of interaction design given the introduction of mobile devices with increased sensing capability. Location-aware systems are discussed as one example of the possibilities. The article provides eight challenges to the mobile HCI research community, and makes suggestions for how the International Journal of Mobile HCI could contribute to the field.
SatNav or SatNag?
Authors: Burnett G. E.
Published: May 2011

A wide range of in-car computing systems are either already in existence or under development which aim to improve the safety, efficiency and the comfort/pleasure of the driving experience. Several unique forces act on the design process for this technology which must be understood by HCI researchers. In particular, this is an area in which safety concerns dominate perspectives. In this position paper, I have used a case study system (vehicle navigation) to illustrate the evolution of some key HCI design issues that have arisen in the last twenty years as this in-car technology has matured. Fundamentally, I argue that, whilst HCI research has had an influence on current designs for vehicle navigation systems, this has not always been in a wholly positive direction. Future research must take a holistic viewpoint and consider the full range of impacts that in-car computing systems can have on the driving task.
Paper Rejected (p>0.05)
Authors: Dunlop Mark. D. , Baillie Mark
Published: May 2011

Null-hypothesis statistical testing has been seriously criticised in other domains, to the extent of some advocating a complete ban on publishing p-values. This short position paper aims to introduce the argument to the mobile-HCI research community, who make extensive use of the controversial testing methods.
ICT Use in Universities
Authors: Jimenez-Zarco Ana , Martínez-Ruiz María Pilar , Barba-Sánchez Virginia , Izquierdo-Yusta Alicia
Published: May 2011

This chapter analyzes the adequacy of two university education models according to their Information Communications Technology (ICT) usage: One model is based on the use of ICT as a cornerstone and a cohesive element of the teaching-learning process, whereas the other considers ICT a mere teaching support tool. The preliminary results obtained from a review of case studies reveal that ICT use is not only a means for improving the teaching–learning process but also an emerging prerequisite, demanded by digital natives in their choice of a university. Furthermore, it represents an additional valued outcome of the teaching–learning process.
Investigating the Effect of Color on Memorization and Trust in E-Learning
Authors: Pelet Jean-Eric , Papadopoulou Panagiota
Published: May 2011

The objective of this chapter is to study the effect of the color of e-learning platforms as an atmospheric variable of the interface on the learning process. It focuses on two important variables: memorization and trust. First, it aims to explore the effect of color on the memorization of the educational content available in an e-learning platform. It investigates if the colored appearance of an e-learning system reinforces readability, suitability, and above all the memorizing process leading to learning. Second, it investigates the effect of color on trust in an e-learning platform and in the e-learning content. The chapter offers an examination of the role of the interface and the color in e-learning and memorization and presents trust in e-learning based on an exploratory qualitative study on how trust is developed in a website, as a result of the colors of the online interface. A case of an e-learning platform has been investigated to understand how the colors of the interface can enhance student memorization of the content as well as trust.
E-Banking Development and Applications
Authors: Yang Jiaqin
Published: May 2011

This chapter explores the recent e-banking application and development issues, focusing on two main areas: (1) the small to medium sized banks in remote rural areas, and (2) a comparative investigation to examine how different cultural, economic, and political factors influence the e-banking systems in different nations. Given the conditions with less population and financial resources, the research objective of the first section is to investigate how smaller and community banks located in rural areas have attempted to catch up their counterparts in larger cities in terms of the application of e-banking, focusing on emerging issues and challenges, such as Internet accessibility, culture, and tradition playing a vital role in the development of e-banking industry among different nations.
The End of the Job Title
Authors: Juelke Georg
Published: May 2011

The staffing industry, despite being a global, multi-billion dollar business, has not yet widely exploited the use of business intelligence to make companies more competitive. Staffing companies are far removed from developing enterprise wide analytics and their analytical capabilities are either impaired or localized in their approach. Business intelligence commonly used in many other industries to optimize processes, reduce costs, or develop new services is dormant in staffing. This chapter analyses some of the root causes that impair the industry’s ability to develop analytics. While some originate in specific market conditions that are reflected in the design of IT systems, it is the absence of a common nomenclature to classify job categories that prevents consistent data management and the ability to integrate data across divisions and geographies. The chapter introduces the application of information extraction and expert system to generate artificial job classifications that could replace existing ones, which are largely based on conventional semantic notions. Under the assumption that companies in the staffing industry can deploy shared and common job classifications across their IT systems this chapter presents a range of service improvements, new services and data driven insights that are presently unrealized.
E-Business and Security
Authors: Nachtigal Sharon
Published: May 2011

This chapter is concerned with a major problem for any e-business organization, the security of its Information Systems. A review of information security characteristics and components is presented, followed by a detailed discussion of e-business security issues. Based on a structured approach for describing e-business functionality, e-business characteristics relevant to information security are identified. The major e-business security challenges are considered and e-business security issues are discussed and requirements are identified in different aspects of the realm. The current perimeter security approach appears to be inadequate to the modern business environment. Hence, a different approach is needed. A few alternative approaches are discussed and a review of previous and future research on e-business security is presented. Hence, the chapter aims to contribute both to academics and to e-business executives by providing the information security insight and awareness to the e-business unique security issues and challenges.
E-Business Efficacious Consequences The Etiquettes and the Business Decision Making
Authors: Djoleto Wilhelmina
Published: May 2011

It stands with no contention that a society without virtues and values would be a muddled one, and etiquette is a systemic rectitude that helps shape society. The once eccentric Internet now epitomises regularized modern society and has paved way for new diverse business processes and operations that necessitate critical decision making. These proliferating business processes have been termed e-business or e-commerce, both of which have been used interchangeably in the literature. We consider two groups in the United States of America – business organisations and Higher Education Institutions; specifically the different higher education systems in the United States. Traditionally white institutions are of choice, as members of the Internet society in this chapter. A reconnoitring of the etiquettes of the Internet and e-business vis-à-vis decision making is presented and readers are driven through the elements of etiquettes that govern e-business and how these impact businesses as a whole. It would not be over-amplified to state that this component of e-business is important in ways that translate into institutions’ and organisations’ efficacies. The Higher Education Institutions and organisations vary in size and ownership, each institution or organisation deals with the essence of e-etiquette and the data show direct relationships between e-etiquette, decision making and the success of organisations and institutions and e-societal members.
Reflective E-Learning Pedagogy
Authors: Herner-Patnode Leah , Lee Hea-Jin , Baek Eun-ok
Published: May 2011

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.
Instructional Design Methods Integrating Instructional Technology
Authors: Jones Paula , Davis Rita
Published: May 2011

Effective teaching begins with effective planning of instruction. Planned instruction with technology integrated appeals to students and accommodates students’ needs. Students expect technology to be utilized to support the learning process because of their acquaintance with a variety of technologies at a very early age. Educators must be aware of the needs and expectations of students and then design courses that integrate technology based on these identified needs and expectations. A critical element required to integrate technology into the learning environment successfully is the instructional design process. The instructional design process provides a framework for systematically planning, developing, and adapting instruction based on learner needs and content requirements. With the instructional design process, educators evaluate student needs, plan the lesson objectives, design the instructional content, and create assessments. Evaluation and revision of each of the instructional components is continually modified to meet the changing needs of the learners and the advancement of technology.
History of Distance Learning Professional Associations
Authors: Chen Irene
Published: May 2011

Most of the distance-learning professional associations were founded in the 1990s, at a time when most Internet backbone speeds were T1 or slower. Although scientists in universities, corporate, and military used the Internet for supercomputing capabilities, the predominant academic application was electronic mail. The public was generally unaware of the Internet’s existence. The explosive growth of information and telecommunications has combined to strengthen and diversify the options for school, skills development, technical and professional training, postsecondary credit courses, and special interests. New associations are established everyday to promote innovative educational strategies, as well as ways to leverage technology to provide new ways of learning online. Each strategy suggested has some measure of support among the professional associations’ participants, and represents a way to improve opportunities for distance education, and training: 1. Developing strategic alliances to support and encourage project-oriented coalitions amongst members as the need and opportunity arise. 2. Recommending standards of quality 3. Institution promotion under a common logo within the region and beyond 4. Identifying support markets that are currently unserved. 5. Sharing technological and human resources for development and delivery 6. Conducting applied research and development of distance-education technology and instructional design. 7. Developing and maintaining a system to provide a central source of current and relevant information on courses and programs, the credit transfer system, and student assistance programs.
Using Games to Teach Design Patterns and Computer Graphics
Authors: Notargiacomo Mustaro Pollyana , Silva Luciano , Silveira Ismar Frango
Published: May 2011

This chapter discusses some possibilities of using computer games to effectively reach didactic goals in undergraduate teaching. Nowadays, undergraduate students belong to the Net generation and usually play different kinds of games on consoles, computers, and the Internet. Some elements such as creativity and abstraction could be included in computer science and information technology curriculums through the use of games as educational methodological resources, due the motivational factor they inherently have. This learner-centered approach not only contributes to personalizing the knowledge-building process but also permits the consideration of learning styles to adapt different ludic environments and/or realworld situations according to topics of the course. To demonstrate the possibilities of this educational scenario, two case studies were conducted. One focuses on Design Patterns contents in a computer science course, and the other spotlights computer graphics topics in an information technology course. The results gained in these processes demonstrate the students’ involvement in the proposed activities and the capacity to apply the lessons learned in diverse situations.
Using Video Games to Improve Literacy Levels of Males
Authors: Hewett Stephenie
Published: May 2011

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.
Bringing Reality into the Classroom
Authors: Santos Antonio
Published: May 2011

Researchers and practitioners have been advocating that the nature of learning is contextually situated, and that this should be reflected in the development of learning experiences designed to acquire knowledge. However, learning experiences are still being developed as mere one-dimensional processes aimed to move, from the teacher into the student, pure autonomous pieces of content that are stripped from all their contextual and cultural information. The purpose of this manuscript is to propose a methodology to allow instructional designers and teachers to encompass the complexities of reality so that they can bring it pedagogically into their classrooms to build meaningful authentic learning experiences. This methodology permits students to first engage in problem solving activities and then present their solutions using a computer application as a cognitive tool. The paper discusses literature related with the development of situated learning environments, proposes a methodology for facilitating context-dependent knowledge building, and describes a case where the methodology was used and evaluated.
Model-Facilitated Learning Environments
Authors: Shoop Glenda Hostetter , Nordstrom Patricia A. , Clariana Roy B.
Published: May 2011

The purpose of this chapter is to discuss how instruction, technology and models converge to create online model-facilitated learning environments. These instructional environments are designed in such a manner that the interaction with the model on the computer network is essential to the learning experience. The idea is to use these models to maximize the pedagogical power that helps students construct conceptual mental representations that lead to a greater degree of retention and overall recall of information. How students will act and learn in a particular environment depends on how the instructional designer creates the environment that maximizes their learning potential, considering the interrelationships between the learning experience, the technology, cognition, and other related issues of the learner.
Drawing Circles in the Sand
Authors: Seeney Matt , Routledge Helen
Published: May 2011

One of the most important differentiators between Commercial Games and Serious Games is content; delivered in a way that is successfully integrated with engaging game play and achieves the desired learning outcomes by delivering skills and knowledge effectively to the end-user. This ability to integrate content effectively is the key to producing “killer” Serious Games that deliver demonstrable learning outcomes, business benefits and overall value. However, achieving this nirvana is not a trivial task. Utilising lessons learned and case studies, this chapter provides an overview of why this process can be so challenging, including the differing experiences from the perspective of three stakeholders (game designer, instructional designer/learning psychologist and subject matter expert), how to manage preconceptions and balance their priorities. The case studies will also show how different methodologies, techniques and technology have been applied to help solve this fundamental challenge of delivering a successful serious game. Advice is provided on how to facilitate this process, capture the correct requirements andcreate a design that meets and exceeds the expectations of all the stakeholders involved, including the client/customer and the end user.
Functional Relevance and Online Instructional Design
Authors: Snelbecker Glenn E. , Miller Susan M. , Zheng Robert Z.
Published: May 2011

Online instruction will more likely be effective if it fits with, and is perceived by, students as being functionally relevant for their education, work, or other personal contexts. Existing practice may emphasize an ad hoc approach to online design by being pragmatic and somewhat unsystematic. It is proposed that using a functional relevance perspective, as described in this chapter, is more likely to have designers and online learners attain a greater advantage in using the capacity of the Internet to support teaching and learning. This chapter introduces the concept of functional relevance and identifies some of the underlying theories. Discussions are made on how the concept of functional relevance can be used as a conceptual framework to identify and to drive decision-making processes that occur during the design and development of instruction.
Bridging Game Development and Instructional Design
Authors: Belanich James , Orvis Karin B. , Horn Daniel B. , Solberg Jennifer L.
Published: May 2011

Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but regularly in isolation from one another. While many proclaim that game-based learning offers an instructional revolution, the empirical results on instructional effectiveness have been mixed. These mixed findings may be due to the contrasting approaches utilized within these two communities. These communities differ with respect to prioritizing goals and design/development processes. However, the creation of an effective instructional video game—one that both motivates and teaches—is dependent on the successful partnering of these communities. Accordingly, this chapter elucidates the commonalities and differences in the development goals and approaches of these communities and discusses how best practices of each community should be blended for optimal instructional video game design. This chapter also includes relevant experiences from an instructional PC-video game development project, illustrating challenges faced and new opportunities afforded via a collaborative development effort.
Redesigning a SAD Course to Promote Problem-Based Learning
Authors: Quade Ann M.
Published: May 2011

This chapter reports on the design, development, and implementation of a hybrid introductory systems analysis and design (SAD) semester long course taught at the junior/senior level. Five online instructional modules that focus on student-centered, problem-based learning (PBL) were developed. Each module parallels and reinforces the classroom session content. The classroom “seat-time” saved by having students study and complete online materials provides the instructor and students with additional time for face-to-face and electronic discussions. To further encourage PBL throughout the semester, students use an iterative approach to the SAD life cycle to analyze, design, and implement a prototypic solution to a real world problem presented by the authentic client. The use of a learning management system allows the client to participate in the course throughout the semester regardless of the physical distance between the students and the client. Instructor experiences, hybrid module development strategies, and a summary of student and client feedback are included.
Modelling Spoken Multimodal Instructional Systems
Authors: Ole Bernsen Niels , Dybkjær Laila
Published: May 2011

The use of speech and spoken dialogue is a relatively recent addition to instructional systems. As, almost invariably, human instructors and students talk during teaching and training, spoken dialogue would seem to be an important factor in systems that emulate aspects of human instruction. In this chapter, we describe the origins and state of the art of spoken multimodal instruction. We then discuss strengths and weaknesses of the speech modality, key roles of spoken dialogue in multimodal instruction, functional issues in current spoken teaching and training systems, commercial prospects, and some main challenges ahead.
Telementoring and Project-Based Learning
Authors: Yukawa Joyce
Published: May 2011

While common models of telementoring (ask-an-expert services, tutoring, and academic and career telementoring) can serve a variety of learning objectives, these models are limited with respect to sustained inquiry learning such as project-based learning (PBL). To reach the full potential of PBL with telementoring, this chapter proposes a telementoring model that integrates inquiry learning, information literacy, and digital media literacy and is implemented by a team of experts – subject matter experts as telementors, classroom teachers, school librarians, and instructional technology specialists. The model provides for multifaceted learning experiences for students that involve disciplinary knowledge and habits of mind, critical thinking, collaborative problem solving, and information, media, and technology skills. Brief overviews of inquiry learning approaches, information literacy, and digital media literacy are described in relation to telementoring. Design considerations, the benefits and challenges of the model, and broader implications for educational change are also discussed. Using the integrated telementoring model, the PBL team exemplifies the interdisciplinary collaboration and new literacy skills that students need in today’s workplaces and communities.
poEML
Authors: Caeiro-Rodríguez Manuel
Published: May 2011

This chapter introduces a new visual Educational Modeling Language (EML) based on a separation-of-concerns approach, PoEML: Perspective-oriented EML. EMLs were proposed to support the modeling of educational units. These languages are related to ID, as they are intended to represent models of educational units. This chapter introduces the PoEML separation of concerns and its graphic constructs. The main idea underlying PoEML is to break down the modeling of educational units into separate parts that can be specified independently. PoEML is mainly focused on supporting the computational execution of educational unit models. In addition, the separation of concerns allows us to approach the modeling of educational units in an incremental way, offering advantages in expressiveness, formality, adaptability and flexibility.
SEAMAN
Authors: Costagliola Gennaro , Ferrucci Filomena , Polese Giuseppe , Scanniello Giuseppe
Published: May 2011

One of the crucial activities in the development of e-learning courses concerns the design phase. In this phase, instructional designers define the e-learning processes by specifying the activities students should carry out (knowledge objects, assessment, practice, etc.) and their temporal sequence. This phase is usually performed using an iterative process, with step-by-step refinements. Thus, it can greatly benefit of the availability of tools that assist instruction designers to carry out their work. In particular, a rapid prototyping approach could be effectively supported if the tool is also able to automatically generate the courses starting from the supplied specification. Moreover, such a tool should also provide support for reuse. To fulfil these requirements, in this chapter we present a tool based on a suite of visual languages, which has been specifically conceived to support instructional designers in the definition and creation of learning processes. The use of visual languages is motivated by the success they have achieved in other contexts (e.g., software engineering) for the construction of suitable models that allows to focus only on the features of interest and to provide more effective descriptions and reasoning. The proposed suite of visual languages includes the learning activity diagram, which extends UML activity diagrams to make them suitable for modelling e-learning processes, the Self-Consistent Learning Object language used to define knowledge contents, and the Test Maker Language for specifying assessment and self-assessment tests. The visual languages have been then implemented in SEAMAN (System for E-Learning Activity MANagement), a system prototype conceived to support instructional designers in the design, the generation, and the deployment of e-learning processes.
Modeling Learning Units by Capturing Context with IMS LD
Authors: Strobel Johannes , Lowerison Gretchen , Côté Roger , Abrami Philip C. , Bethel Edward C.
Published: May 2011

In this chapter, we describe the process of modeling different theory-, research-, and best-practicebased learning designs into IMS-LD, a standardized modeling language. We reflect on the conceptual and practical difficulties that arise when modeling with IMS-LD, especially the question of granularity and the necessary and sufficient elements of learning design. We propose a four-layer model both to ensure the quality of the modeling process and as a necessary step towards a ‘holistic’ consideration and integration of the design process. These discussions speak to the core of IMS-LD integration, address the question of usability and end-user friendliness, and urge that more research and design needs to be conducted not only to mainstream (a) the use of IMS-LD and related visual instructional design languages, but also (b) the debate on appropriate and best instructional design practices.
Internet Citizenship
Authors: Emurian Henry H. , Carroll Malissa Marie
Published: May 2011

This article presents the design of an undergraduate course that focused on how the Internet1 may be used as a medium for discovering information about citizenship, in general, and for advocating and practicing citizenly conduct, in particular. The goal is to share with the reader a set of guidelines to specify course objectives and requirements, to select relevant materials, to engage students in self-directed learning, and to appreciate the process of working with the students over a semester. Applications of information and communication technology (ICT) were integrated into the course management and delivery, and they also formed the basis of the topic for the course content.
Asynchronous Online Foreign Language Courses
Authors: McGrath Leticia L. , Johnson Mark
Published: May 2011

In 1999, the Board of Regents of the University System of Georgia (USG), in collaboration with a number of its member institutions, began developing a fully online set of courses that allows a student to complete a core curriculum that is transferable across the USG. The result of this effort is the USG’s eCore® Program, developed by the Advanced Learning Technologies (ALT) unit of the USG. The eCore® Courses were created using a collaborative course development process that engaged teams of USG faculty, technical support and an instructional designer from ALT. The collaborative course development process was utilized in order to take full advantage of the expertise of the team members and to incorporate multiple perspectives of the content into the courses. In addition, a set of guidelines for the development of eCore® courses was established to ensure the courses were of the highest quality possible. The eCore® course array was developed over a period of seven years. While many of the courses were well suited to the asynchronous online approach, there were content areas that were more controversial, such as physics, chemistry and foreign languages, due to the highly specific requirements in each of these disciplines.
The Influence of Visual and Temporal Dynamics on Split Attention
Authors: Schmidt-Weigand Florian
Published: May 2011

This chapter introduces eye tracking as a method to observe how the split of visual attention is managed in multimedia learning. The chapter reviews eye tracking literature on multirepresentational material. A special emphasis is devoted to recent studies conducted to explore viewing behavior in learning from dynamic vs. static visualizations and the matter of pacing of presentation. A presented argument is that the learners’ viewing behavior is affected by design characteristics of the learning material. Characteristics like the dynamics of visualization or the pace of presentation only slightly influence the learners’ visual strategy, while user interaction (i.e., learner controlled pace of presentation) leads to a different visual strategy compared to system-paced presentation. Taking viewing behavior as an indicator of how split attention is managed the harms of a split source format in multimedia learning can be overcome by implementing a user interaction that allows the learner to adapt the material to perceptual and individual characteristics.
A Collaborative Approach for Online Dementia Care Training
Authors: MacDonald Colla , Stodel Emma J. , Casimiro Lynn , Weaver Lynda
Published: May 2011

There are obvious benefits to working in collaboration. However, real collaboration takes time; time to engage in meetings, complete accountability processes, and resolve problems. The delicate balance between democracy and efficiency can be compromised when you have to choose between equal participation and looming deadlines (Stoecker, 2003). Weaver and Cousins (2004) described this dilemma as assessing manageability or having to make a choice between achieving complete diversity on the researcher-community team and the unwieldiness of working with a large committee. Compromise is often necessary. This article describes our experiences using a collaborative approach involving university-based researchers and community professionals—in this case, long-term care (LTC) managers, administrators, and hospital-based educators and researchers—to create an online dementia care training program.
Cross-Cultural Learning Objects (XCLOs)
Authors: Edmundson Andrea L.
Published: May 2011

“Networked virtual organizations outperform competitors by responding more quickly to customers, collaborating better with partners to perform value added activities, and fully standardizing their business processes, data, and IT infrastructure” (Cisco Systems Inc., 2003). Thus, networked and virtual organizations (NVOs) depend heavily on the agility afforded by effective communications, ease of sharing information, and virtual integration of business functions. Such agility however, requires a trained workforce. In keeping with its reliance on technology, NVOs, especially those in the U.S. (Bersin, 2005; Rivera & Paradise, 2006; Sugrue & Rivera, 2005), frequently utilize e-learning as their source of training and education. In e-learning, there is a proliferation of social and collaborative tools, mobile learning, and dynamic computing (EDUCAUSE Learning Initiative, 2006). These tools, coupled with the global reach of NVOs, will precipitate unprecedented contact between educators and learners from other cultures. Because e-learning is a cultural artifact—embedded with the nuances of the culture that designs it—e-learning will need to be translated, localized, and adapted in profound ways to suit the needs and preferences of learners in other cultures. Localization addresses obvious visual and textual differences found in other cultures, such as icons, symbols, gestures, and so forth. However, the deeper ramifications of culture, such as what people value, how they learn, solve problems, and so forth, will require approaches that are more sophisticated. Reusable learning objects (RLOs) are “plug and play” chunks of learning materials (content, teaching approaches, and so forth) that allow instructional designers to construct and modify e-learning in an easy, efficient, and effective manner that parallels the agility demanded by NVOs in business functions. RLOs are fast becoming the foundation of rapid e-learning development (EDUCAUSE Learning Initiative, 2006). However, cross-cultural learning objects (XCLOs) meet the additional challenge of creating e-learning that accommodates the more profound cultural differences of global learners, such as those generated by different values, national cultural dimensions, and even diverse levels of techno-literacy. This article describes XCLOs in more detail and illustrates how they can be used by NVOs to maintain their requisite agile workforce.