Evaluation in a project life‐cycle: The hypermedia CAMILLE project

In the CAL literature, the issue of integrating evaluation into the life‐cycle of a project has often been recommended but less frequently reported, at least for large‐scale hypermedia environments. Indeed, CAL developers face a difficult problem because effective evaluation needs to satisfy the potentially conflicting demands of a variety of audiences (teachers, administrators, the research community, sponsors, etc.). This paper first examines some of the various forms of evaluation adopted by different kinds of audiences. It then reports on evaluations, formative as well as summative, set up by the European CAMILLE project teams in four countries during a large‐scale courseware development project. It stresses the advantages, despite drawbacks and pitfalls, for CAL developers to systematically undertake evaluation. Lastly, it points out some general outcomes concerning learning issues of interest to teachers, trainers and educational advisers. These include topics such as the impact of multimedia, of learner variability and learner autonomy on the effectiveness of learning with respect to language skills

The use of hypermedia to increase the productivity of software development teams

Rapid progress in low-cost commercial PC-class multimedia workstation technology will potentially have a dramatic impact on the productivity of distributed work groups of 50-100 software developers. Hypermedia/multimedia involves the seamless integration in a graphical user interface (GUI) of a wide variety of data structures, including high-resolution graphics, maps, images, voice, and full-motion video. Hypermedia will normally require the manipulation of large dynamic files for which relational data base technology and SQL servers are essential. Basic machine architecture, special-purpose video boards, video equipment, optical memory, software needed for animation, network technology, and the anticipated increase in productivity that will result for the introduction of hypermedia technology are covered. It is suggested that the cost of the hardware and software to support an individual multimedia workstation will be on the order of $10,000

Reviews

Technology‐based Learning Environments: Psychological and Educational Foundations edited by S. Vosniadou, E. De Corte and H. Mandl, volume 137 in NATO ASI Series F (Computer and Systems Sciences), Berlin, Springer‐Verlag, ISBN: 0–387–58253–3, 1994

Learning a Second Language for Specific Purposes within a Hypermedia Framework

This paper describes "A la Recherche d'un Emploi", ("Job Hunting") a hypermedia courseware teaching French for Specific Purposes and developed as part of the European CAMILLE project. "A la Recherche d'un Emploi" constitutes an early example of a task-based and problem-solving oriented software, which interweaves both linguistic and professional goals, on the one hand, and both theoretical knowledge and a hands-on approach, on the other. The paper looks firstly at the common features of the common features of the communicative and LSP approaches in Second Language Acquisition, and at the relevance of the use of hypermedia in the development of learning environments, from a theoretical standpoint. During the presentation of the courseware, our discussion has given rise to several general issues concerned with this type of software and with the more widely used large-scale hypermedia CALL software. These issues included: the relationships between linguistic contents and domain task, simulation activities, authenticity of material , linguistic and cultural resources, follow-up procedures of the learner's performances, etc. The courseware being presented, our attention was then directed to the manner in which the curriculum perspective should be integrated within the development of the CALL environment. Our methodology is explained throughout, from the planning phase and the learner's needs, through to an evaluation of the phase at its termination

WebVideo: simple web tools for video viewing and browsing

Poster SessionsIn this paper, we describe WebVideo, a library of simple tools for video browsing and viewing. The library offers a solid basis for developing web applications to view and browse video sequences and slide sets, as well as for distributing videos and images from real-time video sources. Since video transmission is based on a de-facto standard technology, the server-push method, remote users do not need any specific hardware or software in addition to a web browser. The tools offer an adequate support for applications where image quality and simplicity of use are more important than high frame rates and perfect audio synchronization. WebVideo is available in the public domain and has been used for over one year in applications such as distance learning, slides presentations, and Internet TV broadcasting.1997-04Santa Clara, CA, USASixth International World Wide Web Conferenc

Integrating Internet Video Conferencing Techniques And Online Delivery Systems With Hybrid Classes To Enhance Student Interaction And Learning In Accelerated Programs

Online course enrollment has increased dramatically over the past few years. The authors cite the reasons for this rapid growth and the opportunities open for enhancing teaching/learning techniques such as video conferencing and hybrid class combinations. The authors outlined an example of an accelerated learning, eight-class session course detailing effective instructional techniques