9,273 research outputs found
Systematic Development of Physical Hypermedia Applications
In this paper we present a model-based approach for the development of physical hypermedia applications, i.e.
those mobile (Web) applications in which physical and digital objects are related and explored using the hypermedia paradigm.
We describe an extension of the Object-Oriented Hypermedia Design Method (OOHDM) and present an improvement of the popular Model-View-Controller (MVC) metaphor to incorporate the concept of located object; we illustrate the idea with a framework implementation using Jakarta Struts. We first review the state of the art of this kind of software systems, stressing the need of a systematic design and implementation approach; we briefly present a light extension to the OOHDM design approach, incorporating physical objects and âwalkableâ links. We next present a Web application framework for deploying physical hypermedia software and show an example of use. We evaluate our approach and finally we discuss some further work we are pursuingFacultad de InformĂĄticaLaboratorio de InvestigaciĂłn y FormaciĂłn en InformĂĄtica Avanzada (LIFIA
Systematic Development of Physical Hypermedia Applications
In this paper we present a model-based approach for the development of physical hypermedia applications, i.e.
those mobile (Web) applications in which physical and digital objects are related and explored using the hypermedia paradigm.
We describe an extension of the Object-Oriented Hypermedia Design Method (OOHDM) and present an improvement of the popular Model-View-Controller (MVC) metaphor to incorporate the concept of located object; we illustrate the idea with a framework implementation using Jakarta Struts. We first review the state of the art of this kind of software systems, stressing the need of a systematic design and implementation approach; we briefly present a light extension to the OOHDM design approach, incorporating physical objects and âwalkableâ links. We next present a Web application framework for deploying physical hypermedia software and show an example of use. We evaluate our approach and finally we discuss some further work we are pursuingFacultad de InformĂĄticaLaboratorio de InvestigaciĂłn y FormaciĂłn en InformĂĄtica Avanzada (LIFIA
Systematic Development of Physical Hypermedia Applications
In this paper we present a model-based approach for the development of physical hypermedia applications, i.e. those mobile (Web) applications in which physical and digital objects are related and explored using the hypermedia paradigm. We describe an extension of the Object-Oriented Hypermedia Design Method (OOHDM) and present an improvement of the popular Model-View-Controller (MVC) metaphor to incorporate the concept of located object; we illustrate the idea with a framework implementation using Jakarta Struts. We first review the state of the art of this kind of software systems, stressing the need of a systematic design and implementation approach; we briefly present a light extension to the OOHDM design approach, incorporating physical objects and âwalkableâ links. We next present a Web application framework for deploying physical hypermedia software and show an example of use. We evaluate our approach and finally we discuss some further work we are pursuing
A model-based approach to hypermedia design.
This paper introduces the MESH approach to hypermedia design, which combines established entity-relationship and object-oriented abstractions with proprietary concepts into a formal hypermedia data model. Uniform layout and link typing specifications can be attributed and inherited in a static node typing hierarchy, whereas both nodes and links can be submitted dynamically to multiple complementary classifications. In addition, the data model's support for a context-based navigation paradigm, as well as a platform-independent implementation framework, are briefly discussed.Data; Model; Specifications; Classification;
Authoring a Webâenhanced interface for a new languageâlearning environment
This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Webâbased Java programming, CALL authoring and language teaching expertise, it strives to generate new CALLâenhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (HĂ©mard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a studentâcontrolled navigational space based on a mixed learning environment approach, and (c) promote a flexible, networkâbased, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific languageâlearning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions
Hypermedia support for argumentation-based rationale: 15 years on from gIBIS and QOC
Having developed, used and evaluated some of the early IBIS-based approaches to design rationale (DR) such as gIBIS and QOC in the late 1980s/mid-1990s, we describe the subsequent evolution of the argumentation-based paradigm through software support, and perspectives drawn from modeling and meeting facilitation. Particular attention is given to the challenge of negotiating the overheads of capturing this form of rationale. Our approach has maintained a strong emphasis on keeping the representational scheme as simple as possible to enable real time meeting mediation and capture, attending explicitly to the skills required to use the approach well, particularly for the sort of participatory, multi-stakeholder requirements analysis demanded by many design problems. However, we can then specialize the notation and the way in which the tool is used in the service of specific methodologies, supported by a customizable hypermedia environment, and interoperable with other software tools. After presenting this approach, called Compendium, we present examples to illustrate the capabilities for support security argumentation in requirements engineering, template driven modeling for document generation, and IBIS-based indexing of and navigation around video records of meetings
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Navigation in hypermedia learning systems: Experts vs. novices
With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge has significant effects on student learning in hypermedia systems, with experts and novices showing different preferences to the use of hypermedia learning systems and requiring different levels of navigation support. It is therefore essential to develop a mechanism to help designers understand the needs of experts and novices. To address this issue, this paper presents a framework to illustrate the needs of students with different levels of prior knowledge by analyzing the findings of previous research. The overall aim of this framework is to integrate studentsâ prior knowledge into the design of hypermedia learning systems. Finally, implications for the design of hypermedia learning systems are discussed
A Process Framework for Semantics-aware Tourism Information Systems
The growing sophistication of user requirements in tourism due to the advent of new technologies such as the Semantic Web and mobile computing has imposed new possibilities for improved intelligence in Tourism Information Systems (TIS). Traditional software engineering and web engineering approaches cannot suffice, hence the need to find new product development approaches that would sufficiently enable the next generation of TIS. The next generation of TIS are expected among other things to: enable
semantics-based information processing, exhibit natural language capabilities, facilitate inter-organization exchange of information in a seamless way, and
evolve proactively in tandem with dynamic user requirements. In this paper, a product development approach called Product Line for Ontology-based Semantics-Aware Tourism Information Systems (PLOSATIS) which is a novel
hybridization of software product line engineering, and Semantic Web engineering concepts is proposed. PLOSATIS is presented as potentially effective, predictable and amenable to software process improvement initiatives
Personalised trails and learner profiling within e-learning environments
This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails
A taxonomy for interactive educational multimedia
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction
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