IISMA: An Interactive information system

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Highly Interactive Web-Based Courseware

Zukünftige Lehr-/Lernprogramme sollen als vernetzte Systeme die Lernenden befähigen, Lerninhalte zu erforschen und zu konstruieren, sowie Verständnisschwierigkeiten und Gedanken in der Lehr-/Lerngemeinschaft zu kommunizieren. Lehrmaterial soll dabei in digitale Lernobjekte übergeführt, kollaborativ von Programmierern, Pädagogen und Designern entwickelt und in einer Datenbank archiviert werden, um von Lehrern und Lernenden eingesetzt, angepasst und weiterentwickelt zu werden. Den ersten Schritt in diese Richtung machte die Lerntechnologie, indem sie Wiederverwendbarkeit und Kompabilität für hypermediale Kurse spezifizierte. Ein größeres Maß an Interaktivität wird bisher allerdings noch nicht in Betracht gezogen. Jedes interaktive Lernobjekt wird als autonome Hypermedia-Einheit angesehen, aufwändig in der Erstellung, und weder mehrstufig verschränk- noch anpassbar, oder gar adäquat spezifizierbar. Dynamische Eigenschaften, Aussehen und Verhalten sind fest vorgegeben. Die vorgestellte Arbeit konzipiert und realisiert Lerntechnologie für hypermediale Kurse unter besonderer Berücksichtigung hochgradig interaktiver Lernobjekte. Innovativ ist dabei zunächst die mehrstufige, komponenten-basierte Technologie, die verschiedenste strukturelle Abstufungen von kompletten Lernobjekten und Werkzeugsätzen bis hin zu Basiskomponenten und Skripten, einzelnen Programmanweisungen, erlaubt. Zweitens erweitert die vorgeschlagene Methodik Kollaboration und individuelle Anpassung seitens der Teilnehmer eines hypermedialen Kurses auf die Software-Ebene. Komponenten werden zu verknüpfbaren Hypermedia-Objekten, die in der Kursdatenbank verwaltet und von allen Kursteilnehmern bewertet, mit Anmerkungen versehen und modifiziert werden. Neben einer detaillierten Beschreibung der Lerntechnologie und Entwurfsmuster für interaktive Lernobjekte sowie verwandte hypermediale Kurse wird der Begriff der Interaktivität verdeutlicht, indem eine kombinierte technologische und symbolische Definition von Interaktionsgraden vorgestellt und daraus ein visuelles Skriptschema abgeleitet wird, welches Funktionalität übertragbar macht. Weiterhin wird die Evolution von Hypermedia und Lehr-/Lernprogrammen besprochen, um wesentliche Techniken für interaktive, hypermediale Kurse auszuwählen. Die vorgeschlagene Architektur unterstützt mehrsprachige, alternative Inhalte, bietet konsistente Referenzen und ist leicht zu pflegen, und besitzt selbst für interaktive Inhalte Online-Assistenten. Der Einsatz hochgradiger Interaktivität in Lehr-/Lernprogrammen wird mit hypermedialen Kursen im Bereich der Computergraphik illustriert.The grand vision of educational software is that of a networked system enabling the learner to explore, discover, and construct subject matters and communicate problems and ideas with other community members. Educational material is transformed into reusable learning objects, created collaboratively by developers, educators, and designers, preserved in a digital library, and utilized, adapted, and evolved by educators and learners. Recent advances in learning technology specified reusability and interoperability in Web-based courseware. However, great interactivity is not yet considered. Each interactive learning object represents an autonomous hypermedia entity, laborious to create, impossible to interlink and to adapt in a graduated manner, and hard to specify. Dynamic attributes, the look and feel, and functionality are predefined. This work designs and realizes learning technology for Web-based courseware with special regard to highly interactive learning objects. The innovative aspect initially lies in the multi-level, component-based technology providing a graduated structuring. Components range from complex learning objects to toolkits to primitive components and scripts. Secondly, the proposed methodologies extend community support in Web-based courseware – collaboration and personalization – to the software layer. Components become linkable hypermedia objects and part of the courseware repository, rated, annotated, and modified by all community members. In addition to a detailed description of technology and design patterns for interactive learning objects and matching Web-based courseware, the thesis clarifies the denotation of interactivity in educational software formulating combined levels of technological and symbolical interactivity, and deduces a visual scripting metaphor for transporting functionality. Further, it reviews the evolution of hypermedia and educational software to extract substantial techniques for interactive Web-based courseware. The proposed framework supports multilingual, alternative content, provides link consistency and easy maintenance, and includes state-driven online wizards also for interactive content. The impact of great interactivity in educational software is illustrated with courseware in the Computer Graphics domain

Using interactive documentary as a peacebuilding tool

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Interactive multimedia: Defining a place in history

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Learning Activities with Semantic. Hypermedia in Higher Education

The increasing use of information and communication technologies (ICT) in diverse professional and personal contexts calls for new knowledge, and a set of abilities, competences and attitudes, for an active and participative citizenship. In this context it is acknowledged that universities have an important role innovating in the educational use of digital media to promote an inclusive digital literacy. The educational potential of digital technologies and resources has been recognized by both researchers and practitioners. Multiple pedagogical models and research approaches have already contributed to put in evidence the importance of adapting instructional and learning practices and processes to concrete contexts and educational goals. Still, academic and scientific communities believe further investments in ICT research is needed in higher education. This study focuses on educational models that may contribute to support digital technology uses, where these can have cognitive and educational relevance when compared to analogical technologies. A teaching and learning model, centered in the active role of the students in the exploration, production, presentation and discussion of interactive multimedia materials, was developed and applied using the internet and exploring emergent semantic hypermedia formats. The research approach focused on the definition of design principles for developing class activities that were applied in three different iterations in undergraduate courses from two institutions, namely the University of Texas at Austin, USA and the University of Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and efficacy of the model proposed and the authoring tool chosen in the support of metacognitive skills and attitudes related to information structuring and management, storytelling and communication, using computers and the internet

Youth, Technology, and DIY: Developing Participatory Competencies in Creative Media Production

Traditionally, educational researchers and practitioners have focused on the development of youths’ critical understanding of media as a key aspect of new media literacies. The 21st Century media landscape suggests an extension of this traditional notion of literacy – an extension that sees creative designs, ethical considerations, and technical skills as part of youth's expressive and intellectual engagement with media as participatory competencies. These engagements with media are also part of a growing Do-It-Yourself, or DIY, movement involving arts, crafts, and new technologies. The purpose of this chapter is to provide a framework and a language for understanding the multiple DIY practices in which youth engage while producing media. In the review, we will first provide a historical overview of the shifting perspectives of two related fields—new media literacies and computer literacy —before outlining the general trends in DIY media cultures that see youth moving towards becoming content creators. We then introduce how a single framework allows us to consider different participatory competencies in DIY under one umbrella. Special attention will be given to the digital practices of remixing, reworking, and repurposing popular media among disadvantaged youth. We will conclude with considerations of equity, access, and participation in after-school settings and possible implications for K-12 education

Connected Information Management

Society is currently inundated with more information than ever, making efficient management a necessity. Alas, most of current information management suffers from several levels of disconnectedness: Applications partition data into segregated islands, small notes don’t fit into traditional application categories, navigating the data is different for each kind of data; data is either available at a certain computer or only online, but rarely both. Connected information management (CoIM) is an approach to information management that avoids these ways of disconnectedness. The core idea of CoIM is to keep all information in a central repository, with generic means for organization such as tagging. The heterogeneity of data is taken into account by offering specialized editors. The central repository eliminates the islands of application-specific data and is formally grounded by a CoIM model. The foundation for structured data is an RDF repository. The RDF editing meta-model (REMM) enables form-based editing of this data, similar to database applications such as MS access. Further kinds of data are supported by extending RDF, as follows. Wiki text is stored as RDF and can both contain structured text and be combined with structured data. Files are also supported by the CoIM model and are kept externally. Notes can be quickly captured and annotated with meta-data. Generic means for organization and navigation apply to all kinds of data. Ubiquitous availability of data is ensured via two CoIM implementations, the web application HYENA/Web and the desktop application HYENA/Eclipse. All data can be synchronized between these applications. The applications were used to validate the CoIM ideas

Engaging students with real-world experience in the Web 2.0 era: an exploration of web video mediated learning in the university classroom

In the age of Web 2.0 dominance universities are under increasing pressure to investigate the educational applications of user-created content within the traditional culture of knowledge. There is a growing realization in the literature that the incorporation of user-created web video into the curriculum provides a number of pedagogical opportunities for active forms of learning and student-centred teaching practices due to its affordability, accessibility, semantic searchability, flexibility, and versatility. Predicated on the precepts of constructivism and participatory culture, this study aims to explore empirically the pedagogical application of the proposed web video mediated learning strategy in a graduate-level university classroom. Operating in a mixed-method paradigm, the researcher conducted a series of surveys, interviews, and collected learning artefacts in order to complement the survey data with subjective reflections on web video from a student's perspective. Data were collected from a non-randomized convenience sample of 17 master's students in education at a regional university in Alabama, United States. Analysis of data included descriptive and inferential test statistics, coupled with data derived from qualitative analysis. Evidence suggests that participants gained knowledge of web video, and felt more competent in digital media use and production as a result of the research treatment. Such attributes of web video as multimodality, entertainment, diversity of video content, instant gratification, and possibility for customization received an overwhelming positive response from participants. Students also voiced their concerns about the credibility of video producers and the accuracy of video content available on the Web. Further, students indicated their support for web video mediated learning activities - the critical appropriation of web video and the creative production of one's own web video. In particular, participants noted that video-enhanced blogging gave them opportunity to relate new concepts and ideas acquired from the assigned readings to self-selected user-created web video. This study led the researcher expand our understanding of web video as a culturally new form of knowledge representation, and to conclude that the proposed learning architecture was critical to student's success by creating conditions for them to properly balance user-created web video with scholarly knowledge and to become active participants who are accountable for their learning

The iTour project: a study of the design and testing of effective online animated tours as a form of interactive online documentation

The iTour Project is an empirical study of the design of online interactive animated tours (iTours), and establishes a knowledge base for technical communicators and new media designers working in this area. The key objectives of this research were to understand the features of effective iTours; to explore the processes and techniques of designing and testing effective iTours; and to establish new praxis in new media design for technical communication. Design artefacts resulted from six key activities including: (1) Sub-project 1- RMIT Multimedia Online documentation with basic animation; (2) Sub-project 2- Online @ RMIT Orientation with some iTour animation; (3) Third-party iTour analytical review to deconstruct iTours and determine key elements; (4) Sub-project 3- Online @ RMIT iTours; (5) iTour Guidelines; and (6) A second, more comprehensive third-party iTour analysis to test the Guidelines. The outcome of the research is encapsulated in a web site that binds the artefacts of design sub-projects with a set of Guidelines. These Guidelines form a conceptual, structural and operational framework for iTour designers, and draw on the knowledge established while designing and testing iTours, analysing third-party iTours, and researching comparative fields. These fields include technical communication; new media; web; usability design and testing; and, to a lesser extent, software design and testing. The Guidelines, in conjunction with the knowledge base, were developed to facilitate effective communication through iTours. Through this research, the design action case study was established as a hybrid research approach: design research and action research are blended; and knowledge is situated within, and derived from, a case study. In support of design research, the PDIOR design cycles have been specified and include these phases: plan; develop; implement; observe; and reflect. The PDIOR approach combines design research and action research in a cyclical mode to explore technical communication and new media activities. Finally, eleven principles for designing effective iTours emerged from this research project. Articulation of these principles, in addition to the Guidelines, contributes new knowledge in the field for technical communicators, new media designers and others, who wish to engage in iTour design