Perspectives for Electronic Books in the World Wide Web Age

While the World Wide Web (WWW or Web) is steadily expanding, electronic books (e-books) remain a niche market. In this article, it is first postulated that specialized contents and device independence can make Web-based e-books compete with paper prints; and that adaptive features that can be implemented by client-side computing are relevant for e-books, while more complex forms of adaptation requiring server-side computations are not. Then, enhancements of the WWW standards (specifically of XML, XHTML, of the style-sheet languages CSS and XSL, and of the linking language XLink) are proposed for a better support of client-side adaptation and device independent content modeling. Finally, advanced browsing functionalities desirable for e-books as well as their implementation in the WWW context are described

A pedagogical framework for embedding C&IT into the curriculum

This paper proposes a methodology for effectively embedding communication and information technologies (C&IT) into the curriculum. This builds on existing frameworks for designing courses involving C&IT. A hypothetical illustration of this process is provided, and issues relating to the adoption and application of the methodology are identified

Retraction with face saving: Modelling conversational interaction through dynamic hypermedia

This paper describes RWFS (Retraction With Face Saving), a hypermedia application which models an interview between a lawyer and his client ‐ a lorry driver ‐ facing court charges of reckless driving. At one level RWFS takes the form of a sophisticated game in which different outcomes to the interview are possible according to the learner's degree of skill. At another level, RWFS is designed to encourage the language learner's awareness and understanding of the pragmatic features of conversation. RWFS runs on HyperContext, a hybrid hypertextlexpert system developed in Pavia by two of the authors, Marco Piastra and Roberto Bolognesi, and which supports dynamic hypermedia units. HyperContext's dynamic linking capacity plays a vital role in simulating significant conversational features such as the conditioning of a current move in the conversation by information acquired much earlier in the course of the interview. In this connection, the paper discusses the contribution of RMCI (Re‐usable Model of Conversational Interaction), a re‐usable application‐independent applied model of interaction on which the game is based, and which links a tactical level (the conversation) to a metalevel which provides a move‐by‐move commentary on interactional theory. In its turn, RMCFs metalevel is linked to a strategic level which interprets the structure of the conversation in terms of a pyramid‐like hierarchy of increasingly abstract theoretical concepts

On the evolution of hyperlinking

Across time, the hyperlink object has supported different applications and studies. This is one perspective on the evolution of the hyperlinking concept, its context and related behaviors. Through a spectrum of hyperlinking applications and practices, the article contrasts the status quo with its related, broader, conceptual roots; it also bridges to some theorized and prototyped hyperlink variations, namely "stigmergic hyperlinks", to make the case that the ubiquitousness of some objects and certain usage patterns can obfuscate opportunities to (re)think them. In trying to contribute an answer to "what has the common hyperlink (such an apparently simple object) done to society, and what has society done to it?", the article identifies situations that have become so embedded in the daily routine, that it is now hard to think of hyperlinking alternatives.info:eu-repo/semantics/publishedVersio

Integrated knowledge utilization and evolution for the conservation of corporate know-how

Insufficient consideration of knowledge evolution is a frequent cause for the failure of knowledge-based systems (KBSs) in industrial practice. Corporate know-how about the design and manufacturing of a particular product is subject to rather rapid changes, and it is hard to specify in advance exactly what information will be requested by various users. Keeping a KBS for the conservation of corporate know-how up-to-date or even enhancing its utility, thus requires the continuous monitoring of its performance, noting deficiencies, and suggestions for improvements. In the current paper, we discuss different ways in which information collected during knowledge utilization can be exploited for system evolution. We present structure-based rule and concept editors which allow for an immediate integration and formalization of new information, even by rather inexperienced users. A prototypical knowledge conservation system for crankshaft design which was developed in cooperation between the DFKI and a German company is used to illustrate and evaluate our approach

Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning

This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging

On the Predictability of Talk Attendance at Academic Conferences

This paper focuses on the prediction of real-world talk attendances at academic conferences with respect to different influence factors. We study the predictability of talk attendances using real-world tracked face-to-face contacts. Furthermore, we investigate and discuss the predictive power of user interests extracted from the users' previous publications. We apply Hybrid Rooted PageRank, a state-of-the-art unsupervised machine learning method that combines information from different sources. Using this method, we analyze and discuss the predictive power of contact and interest networks separately and in combination. We find that contact and similarity networks achieve comparable results, and that combinations of different networks can only to a limited extend help to improve the prediction quality. For our experiments, we analyze the predictability of talk attendance at the ACM Conference on Hypertext and Hypermedia 2011 collected using the conference management system Conferator

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

The Impact Of Information Richness On Information Security Awareness Training Effectiveness

In recent years, rapid progress in the use of the internet has resulted in huge losses in many organizations due to lax security. As a result, information security awareness is becoming an important issue to anyone using theInternet. To reduce losses, organizations have made information security awareness a top priority. The threemain barriers to information security awareness are: (1) general security awareness, (2) employees’ computerskills, and (3) organizational budgets. Online learning appears a feasible alternative to providing information security awareness and countering these three barriers. Research has identified three levels of security awareness: perception, comprehension and projection. This paper reports on a laboratory experiment thatinvestigates the impacts of hypermedia, multimedia and hypertext to increase information security awareness among the three awareness levels in an online training environment. The results indicate that: (1) learners who have the better understanding at the perception and comprehension levels can improve understanding at the projection level; (2) learners with text material perform better at the perception level; and (3) learners withmultimedia material perform better at the comprehension level and projection level. The results could be used by educators and training designers to create meaningful information security awareness material

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation