Sun, 27 Jul 2008 08:15:29 BST CiteULike: jomeyertons's library [63 articles] http://www.citeulike.org/user/jomeyertons CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/jomeyertons/article/201583 <i>(01 December 1998)</i><br /><br />Editors Smith and Kollock have gathered contributors with a variety of viewpoints to examine both the "legitimacy" of community in cyberspace and to question how it operates. While the authors do conclude that communities in cyberspace are real communities, they explore the sometimes surprising ways in which cybercommunities differ from their geographically based counterparts.<p> There are four primary issues probed here: the question of online identity in an environment where individuals cannot be seen; the question of social order and control in what is, at least on the surface, a largely anarchic environment; the structure and dynamics of online communities; and the cybercommunity as a foundation for collective action.<p> There's much here to provoke long discussions both online and off, such as the argument that the screen doesn't eliminate the consideration of racial identity so much as it allows for the development of nonvisual criteria for people to judge (or misjudge) the races of others. This book was compiled to be used in the college classroom, although it's not jargon laden or difficult to read. It will appeal to anyone who is professionally or individually involved with virtual communities. <I>--Elizabeth Lewis</I> Communities in Cyberspace Peter Kollock (01 December 1998) 2005-05-16T16:57:39-00:00 1998 Routledge communities groups online social structure http://www.citeulike.org/user/jomeyertons/article/449513 <i></i><br /><br />Based on a discussion of the terms “digital competence” and “media competence” this paper presents challenges of designing virtual learning arenas based on principles known from weblogs and wikis. Both are personal publishing forms that seem promising in an educational context. The paper outlines a learning environment designed to make it possible for individual users to organize their own learning environments and enabling them to utilize web-based forms of personal communication and publishing as part of a collective. This is done within a broader context which critically explore the pedagogical and conveying potentials and limitations of digital technology. PERSONAL PUBLISHING AND MEDIA LITERACY Jon Hoem Ture Schwebs 2005-12-24T21:17:15-00:00 collaboration learning teaching wiki http://www.citeulike.org/user/jomeyertons/article/86132 <i>Computers & Education, Vol. In Press, Corrected Proof</i><br /><br />The effects that media can have on task performance have been greatly debated over the years. Whilst agreement has begun to emerge on the effects media have on cognitive performance, little is understood about the relationship between such media effects and individual differences such as individuals who have dyslexia. This paper presents findings from a study that investigated the effects computer-based media can have on the learning outcomes of individuals who have dyslexia. The purpose of the study was to obtain data that informed the development and design of e-learning and distance learning materials for universal use. The research process was based on Dual Coding Theory and refined by current theories on dyslexia. Findings from the research are intended to help academics and providers of e-learning materials to improve the design and delivery of their learning contents. An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia Nigel Beacham James Alty doi:10.1016/j.compedu.2004.10.006 Computers & Education, Vol. In Press, Corrected Proof 2005-01-29T20:48:47-00:00 Computers & Education In Press, Corrected Proof dyslexia multimedia-learning http://www.citeulike.org/user/jomeyertons/article/86359 <i>Journal of Educational Psychology, Vol. 94, No. 2. (June 2002), pp. 428-434.</i><br /><br />Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) x 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration. Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy Scotty Craig Barry Gholson David Driscoll Journal of Educational Psychology, Vol. 94, No. 2. (June 2002), pp. 428-434. 2005-01-29T23:03:28-00:00 2002 Journal of Educational Psychology 94 2 428 434 animation multimedia-learning http://www.citeulike.org/user/jomeyertons/article/240941 <i>Online Information Review, Vol. 29, No. 3. (March 2005), pp. 225-226.</i> Editorial: Is the wiki concept really so wonderful? GE Gorman doi:10.1108/14684520510607551 Online Information Review, Vol. 29, No. 3. (March 2005), pp. 225-226. 2005-06-30T11:36:08-00:00 2005 Online Information Review 1468-4527 29 3 225 226 Emerald Group Publishing Limited critic wiki http://www.citeulike.org/user/jomeyertons/article/60940 <i>Cambridge Journal of Education, Vol. 34, No. 2., 241.</i> Designing multimedia: seven discourses John Hedberg doi:10.1080/03057640410001700598 Cambridge Journal of Education, Vol. 34, No. 2., 241. 2004-12-28T18:14:04-00:00 Cambridge Journal of Education 0305-764X 34 2 241 Carfax Publishing, part of the Taylor & Francis Group development disigning multimedia team http://www.citeulike.org/user/jomeyertons/article/86339 <i>Journal of Educational Psychology, Vol. 93, No. 1. (March 2001), pp. 187-198.</i><br /><br />In 4 experiments, college students viewed an animation and listened to concurrent narration explaining the formation of lightning. When students also received concurrent on-screen text that summarized (Experiment 1) or duplicated (Experiment 2) the narration, they performed worse on tests of retention and transfer than did students who received no on-screen text. This redundancy effect is consistent with a dual-channel theory of multimedia learning in which adding on-screen text can overload the visual information-processing channel, causing learners to split their visual attention between 2 sources. Lower transfer performance also occurred when the authors added interesting but irrelevant details to the narration (Experiment 1) or inserted interesting but conceptually irrelevant video clips within (Experiment 3) or before the presentation (Experiment 4). This coherence effect is consistent with a seductive details hypothesis in which the inserted video and narration prime the activation of inappropriate prior knowledge as the organizing schema for the lesson. Cognitive Constraints on Multimedia Learning: When Presenting More Material Results in Less Understanding Richard Mayer Julie Heiser Steve Lonn Journal of Educational Psychology, Vol. 93, No. 1. (March 2001), pp. 187-198. 2005-01-29T22:58:19-00:00 2001 Journal of Educational Psychology 93 1 187 198 multimedia-learning http://www.citeulike.org/user/jomeyertons/article/305755 <i>(18 Aug 2005)</i><br /><br />Collaborative tagging describes the process by which many users add metadata in the form of keywords to shared content. Recently, collaborative tagging has grown in popularity on the web, on sites that allow users to tag bookmarks, photographs and other content. In this paper we analyze the structure of collaborative tagging systems as well as their dynamical aspects. Specifically, we discovered regularities in user activity, tag frequencies, kinds of tags used, bursts of popularity in bookmarking and a remarkable stability in the relative proportions of tags within a given url. We also present a dynamical model of collaborative tagging that predicts these stable patterns and relates them to imitation and shared knowledge. The Structure of Collaborative Tagging Systems Scott Golder Bernardo Huberman (18 Aug 2005) 2005-08-27T17:06:09-00:00 2005 socialtagging http://www.citeulike.org/user/jomeyertons/article/86330 <i>Journal of Educational Psychology, Vol. 91, No. 4. (December 1999), pp. 638-643.</i><br /><br />Students viewed an animation depicting either the process of lightning formation or how car brakes work and listened to a corresponding narration describing the steps. The entire animation and narration were presented at the same time (concurrent), the entire narration was presented before or after the entire animation (successive large bites), or short portions of the narration were presented before or after corresponding short portions of the animation for each successive portion of the presentation (successive small bites). Overall, the concurrent and successive small bites groups performed significantly better than the successive large bites groups on remembering the explanation in words (retention), generating solutions to transfer problems (transfer), and selecting verbal labels for elements in a line drawing (matching), but they did not differ significantly from each other. Results are consistent with a dual-process model of working memory in which learners are more likely to construct connections between words and corresponding pictures when they are held in working memory at the same time. Maximizing Constructivist Learning From Multimedia Communications by Minimizing Cognitive Load Richard Mayer Roxana Moreno Michelle Boire Shannon Vagge Journal of Educational Psychology, Vol. 91, No. 4. (December 1999), pp. 638-643. 2005-01-29T22:55:44-00:00 1999 Journal of Educational Psychology 91 4 638 643 cognitive constructivism load multimedia http://www.citeulike.org/user/jomeyertons/article/175051 <i>PMLA, Vol. 116, No. 2. (2001), pp. 354-369.</i> Collaboration and Concepts of Authorship Lisa Ede Andrea Lunsford PMLA, Vol. 116, No. 2. (2001), pp. 354-369. 2005-04-30T19:41:26-00:00 2001 PMLA 116 2 354 369 authorship collaboration http://www.citeulike.org/user/jomeyertons/article/321694 <i>(2005), pp. 267-271.</i> Automated use of a Wiki for collaborative lecture notes Melissa O'Neill doi:10.1145/1047344.1047440 (2005), pp. 267-271. 2005-09-16T00:02:29-00:00 2005 0097-8418 267 271 ACM Press collaboration lecture wiki http://www.citeulike.org/user/jomeyertons/article/938 <i>Commun. ACM, Vol. 47, No. 12. (December 2004), pp. 47-52.</i><br /><br />Tapping into the structured metadata in snippets of information gives communities of interest effective access to their collective knowledge. Semantic blogging and decentralized knowledge management Steve Cayzer doi:10.1145/1035134.1035164 Commun. ACM, Vol. 47, No. 12. (December 2004), pp. 47-52. 2004-11-23T02:13:16-00:00 2004 Commun. ACM 0001-0782 47 12 47 52 ACM Press blogging semantic http://www.citeulike.org/user/jomeyertons/article/162869 <i>DLib Magazine, Vol. 11, No. 4. (April 2005)</i> Social Bookmarking Tools (I): A General Review Tony Hammond Timo Hannay Ben Lund Joanna Scott DLib Magazine, Vol. 11, No. 4. (April 2005) 2005-04-17T03:49:46-00:00 2005 DLib Magazine 11 4 bookmarking social tags http://www.citeulike.org/user/jomeyertons/article/118616 <i>First Monday, Vol. 9, No. 6. (June 2004)</i> The educated blogger: Using weblogs to promote literacy in the classroom David Huffaker First Monday, Vol. 9, No. 6. (June 2004) 2005-03-09T19:28:12-00:00 2004 First Monday 9 6 blogs literacy http://www.citeulike.org/user/jomeyertons/article/212251 <i>Multimedia Software Engineering, 2004. Proceedings. IEEE Sixth International Symposium on (2004), pp. 320-328.</i><br /><br />The problem of browsing and retrieval in multimedia information bases has been traditionally addressed by two different approaches: the first one uses normal query methods (db or IR queries) on metadata or on a textual description of each item. The second one works on primitive multimedia features (such as color, texture, etc.) and usually tries to find items that are similar to a specific selected item. Neither of these approaches is satisfactory for what is claimed to be the usual end-user task: the exploration of an information base in order to find interesting items. This paper shows how dynamic taxonomies, a model proposed for the intelligent exploration of heterogeneous information bases, can be extended in order to provide guided browsing and retrieval for multimedia information bases and seamlessly integrate access through metadata with methods based on primitive multimedia features. It provides an example of interaction and discusses current research issues that address probabilistic membership and granularity of descriptions. Uniform Access to Multimedia Information Bases through Dynamic Taxonomies Giovanni Sacco Multimedia Software Engineering, 2004. Proceedings. IEEE Sixth International Symposium on (2004), pp. 320-328. 2005-05-26T19:55:57-00:00 2004 Multimedia Software Engineering, 2004. Proceedings. IEEE Sixth International Symposium on 320 328 multimedia taxonomy http://www.citeulike.org/user/jomeyertons/article/138122 <i>The Internet and Higher Education, Vol. 7, No. 2. ( 2004), pp. 95-105.</i><br /><br />The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences. Blended learning: Uncovering its transformative potential in higher education Randy Garrison Heather Kanuka doi:10.1016/j.iheduc.2004.02.001 The Internet and Higher Education, Vol. 7, No. 2. ( 2004), pp. 95-105. 2005-03-23T19:36:48-00:00 2004 The Internet and Higher Education 7 2 95 105 blended learning http://www.citeulike.org/user/jomeyertons/article/1294 <i>Research Strategies, Vol. 18, No. 3. (2001), pp. 181-190.</i> Case-based, problem-based learning - Information literacy for the real world L Carder P Willingham D Bibb doi:10.1016/S0734-3310(02)00087-3 Research Strategies, Vol. 18, No. 3. (2001), pp. 181-190. 2004-12-01T18:27:17-00:00 2001 Research Strategies 0734-3310 18 3 181 190 literacy http://www.citeulike.org/user/jomeyertons/article/39792 <i>The Internet and Higher Education, Vol. 6, No. 4. (2003), pp. 377-401.</i> Editor's choice 2003: Selected online learning resources LP Dringus doi:10.1016/j.iheduc.2003.08.001 The Internet and Higher Education, Vol. 6, No. 4. (2003), pp. 377-401. 2004-12-28T17:12:07-00:00 2003 The Internet and Higher Education 1096-7516 6 4 377 401 Elsevier Science blended hybrid http://www.citeulike.org/user/jomeyertons/article/87489 <i>Journal of Higher Education Policy and Management, Vol. 26, No. 3. (2004), 419.</i> Creating Collaborative Spaces: The pleasures and perils of doing multi-disciplinary, multi-partner qualitative research Carlene Boucher Anne Smyth Megan-Jane Johnstone doi:10.1080/1360080042000290258 Journal of Higher Education Policy and Management, Vol. 26, No. 3. (2004), 419. 2005-02-05T14:57:46-00:00 2004 Journal of Higher Education Policy and Management 1360-080X 26 3 419 Carfax Publishing, part of the Taylor & Francis Group collaborative qualitative research http://www.citeulike.org/user/jomeyertons/article/11468 <i>Social Science Computer Review, Vol. 22, No. 4., 405.</i> What Have We Learned From 15 Years of Supporting the Development of Innovative Teaching Technology? Myles Boylan doi:10.1177/0894439304268646 Social Science Computer Review, Vol. 22, No. 4., 405. 2004-12-28T15:48:17-00:00 Social Science Computer Review 0894-4393 22 4 405 SAGE Publications innovative lessons teaching technology http://www.citeulike.org/user/jomeyertons/article/111664 <i>(15 August 2002)</i><br /><br />Mining the Web: Discovering Knowledge from Hypertext Data is the first book devoted entirely to techniques for producing knowledge from the vast body of unstructured Web data. Building on an initial survey of infrastructural issuesincluding Web crawling and indexingChakrabarti examines low-level machine learning techniques as they relate specifically to the challenges of Web mining. He then devotes the final part of the book to applications that unite infrastructure and analysis to bring machine learning to bear on systematically acquired and stored data. Here the focus is on results: the strengths and weaknesses of these applications, along with their potential as foundations for further progress. From Chakrabarti's workpainstaking, critical, and forward-lookingreaders will gain the theoretical and practical understanding they need to contribute to the Web mining effort.<br><br>* A comprehensive, critical exploration of statistics-based attempts to make sense of Web Mining.<br>* Details the special challenges associated with analyzing unstructured and semi-structured data.<br>* Looks at how classical Information Retrieval techniques have been modified for use with Web data.<br>* Focuses on today's dominant learning methods: clustering and classification, hyperlink analysis, and supervised and semi-supervised learning.<br>* Analyzes current applications for resource discovery and social network analysis.<br>* An excellent way to introduce students to especially vital applications of data mining and machine learning technology.</li></ul> Mining the Web: Analysis of Hypertext and Semi Structured Data Soumen Chakrabarti (15 August 2002) 2005-03-02T15:59:19-00:00 2002 Morgan Kaufmann mining web http://www.citeulike.org/user/jomeyertons/article/1321 <i>(1999), pp. 169-178.</i> Audiovisual-based hypermedia authoring: using structured representations for efficient access to AV documents Gwendal Auffret Jean Carrive Olivier Chevet Thomas Dechilly R&\#233;mi Ronfard Bruno Bachimont doi:10.1145/294469.294620 (1999), pp. 169-178. 2004-12-01T21:45:16-00:00 1999 169 178 ACM Press audiovisual authoring hypermedia http://www.citeulike.org/user/jomeyertons/article/157 <i></i> Semantic Modeling and Knowledge Representation in Multimedia Databases Wasfi Al-Khatib Y. Day Arif Ghafoor P. Berra doi:10.1109/69.755616 2004-11-22T00:17:30-00:00 knowledge mapping modeling semantic http://www.citeulike.org/user/jomeyertons/article/86456 <i>SIGMOD Rec., Vol. 33, No. 4. (December 2004), pp. 65-70.</i> Semantic integration: a survey of ontology-based approaches Natalya Noy doi:10.1145/1041410.1041421 SIGMOD Rec., Vol. 33, No. 4. (December 2004), pp. 65-70. 2005-01-31T15:52:37-00:00 2004 SIGMOD Rec. 0163-5808 33 4 65 70 ACM Press integration ontology semantic survey http://www.citeulike.org/user/jomeyertons/article/76587 <i>Vol. 34, No. 3. (September 2002), pp. 195-195.</i> Teaching on the wiki web Joseph Bergin doi:10.1145/544414.544473 Vol. 34, No. 3. (September 2002), pp. 195-195. 2005-01-13T06:45:15-00:00 2002 34 3 195 195 ACM Press teaching wiki http://www.citeulike.org/user/jomeyertons/article/105658 <i>(01 May 1998)</i><br /><br />"This book collects the essential existing results in the fast-paced field of learning and evolutionary game theory together with new work by two leaders in the field. It will be essential to anyone doing theoretical work on learning and games or using evoultionary game theory in applied work." -- Larry Samuelson, Antoine Augustin Cournot Professor of Economics, University of Wisconsin <P>In economics, most noncooperative game theory has focused on equilibrium in games, especially Nash equilibrium and its refinements. The traditional explanation for when and why equilibrium arises is that it results from analysis and introspection by the players in a situation where the rules of the game, the rationality of the players, and the players' payoff functions are all common knowledge. Both conceptually and empirically, this theory has many problems. <P>In <i>The Theory of Learning in Games</i> Drew Fudenberg and David Levine develop an alternative explanation that equilibrium arises as the long-run outcome of a process in which less than fully rational players grope for optimality over time. The models they explore provide a foundation for equilibrium theory and suggest useful ways for economists to evaluate and modify traditional equilibrium concepts. The Theory of Learning in Games Drew Fudenberg David Levine (01 May 1998) 2005-02-27T09:50:31-00:00 1998 MIT Press game learning http://www.citeulike.org/user/jomeyertons/article/105588 <i>Computers & Education, Vol. In Press, Corrected Proof</i><br /><br />Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in language classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional problems such as having little prior experience with integrating storytelling into language teaching, locating appropriate stories, and lacking the cultural and language abilities to handle storytelling in English. On the other hand, researchers have demonstrated successful usages of computer and network-assisted English learning. The researchers in this study have developed a multimedia Storytelling Website to study how web-based technology can assist overcoming the obstacles mentioned above. The website contains an accounts administration module, multimedia story composing module, and story re-playing module. In order to demonstrate the effectiveness of this Website in significantly facilitating teacher's storytelling and children's story recall processes in EFL classrooms, it was implemented in one elementary school to test its effectiveness in instruction and in resultant student learning. The results of the study support the significance and the education value of the multimedia Storytelling Website on EFL teaching and learning. If such a Website can be applied within elementary EFL classrooms, the quality of teaching and learning can be improved and students' enjoyment and success in EFL learning may increase. Applying a multimedia storytelling website in foreign language learning Wenli Tsou Weichung Wang Yenjun Tzeng doi:10.1016/j.compedu.2004.08.013 Computers & Education, Vol. In Press, Corrected Proof 2005-02-27T01:35:43-00:00 Computers & Education In Press, Corrected Proof foreign language multimedia storytelling http://www.citeulike.org/user/jomeyertons/article/65083 <i>Artificial Organs, Vol. 29, No. 1., 82.</i> "Blogs" and "Wikis" Are Valuable Software Tools for Communication Within Research Groups Igor Sauer Dominik Bialek Ekaterina Efimova Ruth Schwartlander Gesine Pless Peter Neuhaus doi:10.1111/j.1525-1594.2004.29005.x Artificial Organs, Vol. 29, No. 1., 82. 2004-12-28T18:27:42-00:00 Artificial Organs 0160-564X 29 1 82 Blackwell Publishing blog groups research wiki http://www.citeulike.org/user/jomeyertons/article/4607 <i></i><br /><br />With the rapid growth of the information society, the ability of technology graduates to be information literate has become critically important. Through the collaboration of a Mechanical Engineering Technology professor and an academic librarian, a project was designed which increased students' information research skills, their awareness of other sources of technical information, and their communication and team building skills. One problem faced by the authors was to develop strategies to... Developing Information Literacy Skills In Freshmen Engineering Technology Students Lloyd Feldmann Janet Feldmann 2004-12-22T22:32:35-00:00 literacy http://www.citeulike.org/user/jomeyertons/article/1287 <i>Library Review, Vol. 52, No. 8. (1 August 2003), pp. 369-372.</i><br /><br />In today's information society, the information citizen must face a variety of challenges in order to make the most of their role in the knowledge economy. The role of information as knowledge capital means that there is a danger of inappropriate commercialisation of information, which can militate against the optimal social use of this resource. Similarly, low levels of information literacy can exclude the individual from full membership of the information society. Information professionals are in a prime position to address these problems, since the information mediator can both act against inappropriate commercialisation of information and offset the social disadvantages of information illiteracy. If the information professional does not rise to the challenge of leadership within the new information order, society become "information-saturated and simultaneously ignorant". Information-saturated yet ignorant: information mediation as social empowerment in the knowledge economy J Wallis doi:10.1108/00242530310493770 Library Review, Vol. 52, No. 8. (1 August 2003), pp. 369-372. 2004-12-01T18:06:09-00:00 2003 Library Review 0024-2535 52 8 369 372 literacy http://www.citeulike.org/user/jomeyertons/article/35665 <i>Journal of Educational Media, Vol. 29, No. 2., 113.</i> Integrating student learning with practitioner experiences via virtual field trips Sam Cox Tyng-Yn Su doi:10.1080/1358165042000253285 Journal of Educational Media, Vol. 29, No. 2., 113. 2004-12-28T17:00:19-00:00 Journal of Educational Media 1358-1651 29 2 113 Carfax Publishing, part of the Taylor & Francis Group field learning trips virtual http://www.citeulike.org/user/jomeyertons/article/35666 <i>Journal of Educational Media, Vol. 29, No. 2., 97.</i> Engaging junior college students in computer-mediated lessons using scaffolding strategies Lim Ping Khine Swe doi:10.1080/1358165042000253276 Journal of Educational Media, Vol. 29, No. 2., 97. 2004-12-28T17:00:19-00:00 Journal of Educational Media 1358-1651 29 2 97 Carfax Publishing, part of the Taylor & Francis Group blended hybrid http://www.citeulike.org/user/jomeyertons/article/35667 <i>Journal of Educational Media, Vol. 29, No. 2., 85.</i> Scaffolding students: suggestions on how to equip students with the necessary study skills for studying in a blended learning environment Anne Jelfs Roberta Nathan Clive Barrett doi:10.1080/1358165042000253267 Journal of Educational Media, Vol. 29, No. 2., 85. 2004-12-28T17:00:19-00:00 Journal of Educational Media 1358-1651 29 2 85 Carfax Publishing, part of the Taylor & Francis Group blended hybrid multimedia-learning scaffolding http://www.citeulike.org/user/jomeyertons/article/35664 <i>Journal of Educational Media, Vol. 29, No. 2., 125.</i> Investigating digital video applications in distance learning Agnes Kukulska-Hulme Juanita Foster-Jones Anne Jelfs Elizabeth Mallett Dawn Holland doi:10.1080/1358165042000253294 Journal of Educational Media, Vol. 29, No. 2., 125. 2004-12-28T17:00:19-00:00 Journal of Educational Media 1358-1651 29 2 125 Carfax Publishing, part of the Taylor & Francis Group digital multimedia-learning video http://www.citeulike.org/user/jomeyertons/article/86382 <i>Journal of Network and Computer Applications, Vol. In Press, Corrected Proof</i><br /><br />We have developed and integrated software agents with two educational groupware systems (TeamWave Workplace and FLE), using evolutionary prototyping and empirical-based design as development techniques. The resulting prototypes of pedagogical agents (CoPAS, SA-Agent and RuleEditor) provide learners and teachers with increasingly domain-specific support for distributed collaborative learning activities. Employing the evolutionary approach has enabled us to build and evaluate early prototypes of complex systems with cost-effective techniques and involving users in this process helped us to constrain the design space and direct further development. CoPAS is a simulation experiment carried out with the Wizard of Oz technique, SA-Agent is a pedagogical agent integrated with an open-source learning environment, and RuleEditor is a customizer for the SA-Agent. The agents collect statistical information on user activity and analyze that information based on principles of collaboration and knowledge building. The results are presented as advice in the user interface of the learning environments to promote students' reflection on their collaboration and knowledge-building activities. If instructors disagree about the phrasing of the advice or the frequency of intervention, they can change it using the RuleEditor agent customizer. An evolutionary approach to prototyping pedagogical agents: from simulation to integrated system Anders Morch Jan Dolonen Jan N[ae]vdal doi:10.1016/j.jnca.2004.10.002 Journal of Network and Computer Applications, Vol. In Press, Corrected Proof 2005-01-30T06:07:58-00:00 Journal of Network and Computer Applications In Press, Corrected Proof agents pedagogical http://www.citeulike.org/user/jomeyertons/article/93774 <i></i> Electronic Literacy 2005-02-12T20:01:19-00:00 electronic literacy http://www.citeulike.org/user/jomeyertons/article/94151 <i></i> Literacy and Technology: Deictic Consequences for Literacy Education in an Information Age 2005-02-13T17:12:34-00:00 literacy technology http://www.citeulike.org/user/jomeyertons/article/86385 <i>Computers in Human Behavior, Vol. 18, No. 4. (July 2002), pp. 465-477.</i><br /><br />As tools for multimedia and computer-based instruction (CBI) increase in sophistication, it becomes easier for instructional designers to incorporate a range of animations in instructional software. Designers, however, should ask whether animation has the potential to contribute to student learning before investing the resources in development. This paper addresses the viability of using animations in multimedia and CBI. The functions of animations are explored as well as issues related to surface structure and fidelity. The relationship between content structures and the use of animation in CBI is also discussed. Based on these characteristics and purposes, heuristics are provided to guide the use of animation in CBI. Implications of these heuristics are explored and suggestions are provided for future research. Principles for using animation in computer-based instruction: theoretical heuristics for effective design Renee Weiss Dave Knowlton Gary Morrison doi:10.1016/S0747-5632(01)00049-8 Computers in Human Behavior, Vol. 18, No. 4. (July 2002), pp. 465-477. 2005-01-30T06:29:35-00:00 2002 Computers in Human Behavior 18 4 465 477 animation multimedia-learning http://www.citeulike.org/user/jomeyertons/article/93523 <i></i> The NITLE News Volume 2, Number 1, winter 2003 2005-02-11T22:35:01-00:00 blogs http://www.citeulike.org/user/jomeyertons/article/93522 <i></i> Quickiwiki, Swiki, Twiki, Zwiki and the Plone Wars Wiki as a PIM and Collaborative Content Tool 2005-02-11T22:33:36-00:00 social software wiki http://www.citeulike.org/user/jomeyertons/article/722 <i></i> EDUTELLA: A P2P Networking Infrastructure Based on RDF Wolfgang Nejdl Boris Wolf Changtao Qu Stefan Decker Michael Naeve Mikael Nilsson Matthias Palmer Tore Risch 2004-11-22T00:17:30-00:00 metadata p2p http://www.citeulike.org/user/jomeyertons/article/90533 <i></i> Encyclopedia of Educational Technology 2005-02-09T17:16:55-00:00 blooms education theory http://www.citeulike.org/user/jomeyertons/article/89061 <i>Kairos</i> My Brilliant Failure: Wikis In Classrooms | Kairosnews Kairos 2005-02-07T20:04:22-00:00 Kairos wiki http://www.citeulike.org/user/jomeyertons/article/89060 <i>Campus Technology</i> eLearning Dialogue Campus Technology 2005-02-07T20:00:23-00:00 Campus Technology blog teaching http://www.citeulike.org/user/jomeyertons/article/89059 <i></i> vogel-2004-11-IRSQ-blog.pdf (application/pdf Object) 2005-02-07T19:47:14-00:00 blogs librarianship pre-publishing http://www.citeulike.org/user/jomeyertons/article/87978 <i></i> ASCILITE 2004: Farmer - discussion boards, weblogs and communities of inquiry in online learning environments 2005-02-06T17:40:57-00:00 blogs education http://www.citeulike.org/user/jomeyertons/article/87977 <i></i> AJET 20(2) Williams and Jacobs (2004) - exploring blogs as learning spaces in higher education 2005-02-06T17:40:06-00:00 blogs education http://www.citeulike.org/user/jomeyertons/article/76586 <i>(2004), pp. 77-86.</i> Negotiating access within Wiki: a system to construct and maintain a taxonomy of access rules Andrew Burrow doi:10.1145/1012807.1012831 (2004), pp. 77-86. 2005-01-13T06:44:11-00:00 2004 77 86 ACM Press rules wiki http://www.citeulike.org/user/jomeyertons/article/86327 <i>Journal of Educational Psychology, Vol. 86, No. 3. (September 1994), pp. 389-401.</i><br /><br />In 2 experiments, high- and low-spatial ability students viwed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas low-spatial ability learners must devote more cognitive resources to building representation connections between visually presented material and its visual representation. For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning Richard Mayer Valerie Sims Journal of Educational Psychology, Vol. 86, No. 3. (September 1994), pp. 389-401. 2005-01-29T22:53:23-00:00 1994 Journal of Educational Psychology 86 3 389 401 learning visual http://www.citeulike.org/user/jomeyertons/article/87205 <i></i> Journal for MultiMedia History - Home Page 2005-02-04T23:27:58-00:00 essay learning multimedia sound